Jackson, Lauralee Shaping the Script: Examining the Impact of Teacher Efficacy on Instructional Practice in Upper Elementary Writing Classes. Ed.D. Dissertation. Radford University Scholars' Repository.
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Abstract
Writing is one of the most challenging and complicated subjects for teachers to teach and for students to learn. Writing involves many complex cognitive processes. It is a time-consuming and complicated subject to teach, and it also requires teachers to provide a significant investment of instructional time in order to allow students sufficient time to engage in writing tasks. Many teachers struggle to provide their students with high-quality writing instruction, particularly in the elementary and middle school grades. While there are many factors that contribute to insufficient or poor instructional effectiveness in writing, teachers’ sense of self-efficacy is one of the most significant. This is particularly true in elementary classrooms, where teachers may not be content specialists with an academic background specifically in English. Teachers who are not comfortable with their own skill as writers are less likely to plan and implement high-quality writing instructional activities than teachers who have a positive sense of self-efficacy relevant to writing. This improvement science study examined whether professional development on explicit and direct writing instructional strategies, immediately followed by observation and debriefing/feedback rounds, improved teachers’ sense of self-efficacy and their comfort with providing direct writing instruction to their students.
| Item Type: | Ed.D. Dissertation |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Radford University > College of Education and Human Development > School of Teacher Education and Leadership |
| Date Deposited: | 01 Jul 2025 17:35 |
| Last Modified: | 01 Jul 2025 17:35 |
| URI: | http://wagner.radford.edu/id/eprint/1187 |
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