The relationship between teachers' beliefs, knowledge, and attitudes about writing instruction and their written comments on student compositions.

摘要

This research describes the relationships between four teachers' beliefs and practices for teaching and responding to writing, addressing five specific questions: What are their beliefs, knowledge, and attitudes about writing instruction? How were these attitudes developed? How are they reflected in teaching, particularly teachers' written responses to compositions? What are the characteristics of each teacher's written response, in frequency of occurrence across all types of papers and in frequency according to paper type, stage of development, and in both end comments and marginal/interlinear comments? What similarities and differences exist across the four teachers? The research used a qualitative case study design, including three in-depth interviews of each teacher and non-participant observation of each teacher's classes. Other data were gathered through analysis of written comments on student papers and analysis of information from two surveys, one given to teachers and the other to their students.;The study showed that each teacher is guided by a strong, consistent writing philosophy. Three identified the process approach and one a strong belief in using writing to provide opportunities for students to learn to think. A significant time in the formation of their beliefs was the mid to late 1970's. Many factors have influenced their thinking and practice, including their participation in a university-public school collaboration related to their teaching a college writing course in their schools. An additional finding was that there is consistency between teachers' beliefs and practice, and that constraints of their teaching situations have also influenced their response. Analysis of their written comments shows that, overall, they use two response categories with greatest frequency--text-based judgments/perceptions and advice, and that they vary in their use of praise, reader-based judgments/perceptions, and other responses showing personal engagement. Another finding was that a full description of response must also consider the style and tone of the comments. Results of student surveys showed agreement with the teachers that response at the draft stage is most helpful, that students find a variety of kinds of response to be helpful, and that they do not value peer response as much as their teachers do.