메뉴 건너뛰기




Volumn 5, Issue 1, 2013, Pages 1-33

Teachers' orientations towards writing

Author keywords

Beliefs; Influences; Orientations; Teachers; Writing

Indexed keywords


EID: 84881532795     PISSN: 20301006     EISSN: 22943307     Source Type: Journal    
DOI: 10.17239/jowr-2013.05.01.1     Document Type: Article
Times cited : (32)

References (62)
  • 1
    • 0003757889 scopus 로고    scopus 로고
    • Reading to learn: Lessons from exemplary fourth-grade classrooms
    • New York: Guilford
    • Allington, R. L., & Johnston, P. H. (2002). Reading to learn: Lessons from exemplary fourth-grade classrooms. New York: Guilford.
    • (2002)
    • Allington, R.L.1    Johnston, P.H.2
  • 2
    • 78649479326 scopus 로고    scopus 로고
    • What is happening in the teaching of writing
    • English Journal
    • Applebee, A. N., & Langer, J. A. (2009). What is happening in the teaching of writing? English Journal, 98 (5), 18-28.
    • (2009) , vol.98 , Issue.5 , pp. 18-28
    • Applebee, A.N.1    Langer, J.A.2
  • 3
    • 84958308983 scopus 로고
    • Social class and school knowledge
    • Curriculum Inquiry
    • Anyon, J. (1981). Social class and school knowledge. Curriculum Inquiry, 11(1), 3-42.
    • (1981) , vol.11 , Issue.1 , pp. 3-42
    • Anyon, J.1
  • 4
    • 17044372698 scopus 로고    scopus 로고
    • Radical possibilities: Public policy, urban education, and a new social movement
    • New York: Routledge
    • Anyon, J. (2005). Radical possibilities: Public policy, urban education, and a new social movement. New York: Routledge.
    • (2005)
    • Anyon, J.1
  • 5
    • 85081799758 scopus 로고    scopus 로고
    • nd Step up to Writing
    • Longmont, CO: Sopris West Educational Services
    • Auman, M. (nd). Step up to Writing. Longmont, CO: Sopris West Educational Services.
    • Auman, M.1
  • 6
    • 32844467826 scopus 로고    scopus 로고
    • Beyond strategies: Teacher beliefs and writing instruction in two primary inclusion classrooms
    • Journal of Learning Disabilities
    • Berry, R. A. W. (2006). Beyond strategies: Teacher beliefs and writing instruction in two primary inclusion classrooms. Journal of Learning Disabilities, 39 (1), 11-24.
    • (2006) , vol.39 , Issue.1 , pp. 11-24
    • Berry, R.A.W.1
  • 7
    • 42649108319 scopus 로고    scopus 로고
    • Teacher cognition and language education
    • London: Continuum
    • Borg, S. (2006). Teacher cognition and language education. London: Continuum.
    • (2006)
    • Borg, S.1
  • 8
    • 0004263718 scopus 로고    scopus 로고
    • Voices in the park
    • New York: DK Pub
    • Browne, A. (1998). Voices in the park. New York: DK Pub.
    • (1998)
    • Browne, A.1
  • 9
    • 0004001055 scopus 로고
    • The art of teaching writing
    • Portsmouth, N.H.: Heinemann
    • Calkins, L. M. (1986). The art of teaching writing. Portsmouth, N.H.: Heinemann.
    • (1986)
    • Calkins, L.M.1
  • 10
    • 51549114318 scopus 로고    scopus 로고
    • Units of study for primary writing: A yearlong curriculum, K-2
    • Portsmouth, NH: Heinemann
    • Calkins, L. M., et al. (2003). Units of study for primary writing: A yearlong curriculum, K-2. Portsmouth, NH: Heinemann.
    • (2003)
    • Calkins, L.M.1
  • 11
    • 51549116770 scopus 로고    scopus 로고
    • Units of study for teaching writing
    • Portsmouth, NH: Firsthand, Heinemann
    • Calkins, L. M., et al. (2006). Units of study for teaching writing, 3-5. Portsmouth, NH: Firsthand, Heinemann.
    • (2006) , pp. 3-5
    • Calkins, L.M.1
  • 13
    • 48849086451 scopus 로고    scopus 로고
    • Pedagogies for the poor? Realigning reading instruction for low-income students with scientifically-based reading research
    • Educational Researcher
    • Cummins, J. (2007). Pedagogies for the poor? Realigning reading instruction for low-income students with scientifically-based reading research. Educational Researcher, 36 (9), 564-572.
    • (2007) , vol.36 , Issue.9 , pp. 564-572
    • Cummins, J.1
  • 14
    • 34548590692 scopus 로고    scopus 로고
    • Race, inequality and educational accountability: The irony of 'No Child Left Behind'
    • Race Ethnicity and Education
    • Darling-Hammond, L. (2007). Race, inequality and educational accountability: The irony of 'No Child Left Behind.' Race Ethnicity and Education, 10 (3), 245-260.
    • (2007) , vol.10 , Issue.3 , pp. 245-260
    • Darling-Hammond, L.1
  • 15
    • 77649115927 scopus 로고    scopus 로고
    • What 'Hard Times' means: Mandated curricula, class-privileged assumptions, and the lives of poor children
    • Research in the Teaching of English
    • Dutro, E. (2010). What 'Hard Times' means: Mandated curricula, class-privileged assumptions, and the lives of poor children. Research in the Teaching of English, 45 (1) 255-291.
    • (2010) , vol.45 , Issue.1 , pp. 255-291
    • Dutro, E.1
  • 16
    • 85081800827 scopus 로고    scopus 로고
    • Education North West (no date). 6+1 trait writing
    • Retrieved August 26, from
    • Education North West (no date). 6+1 trait writing. Retrieved August 26, 2012 from http://educationnorthwest.org/traits
    • (2012)
  • 17
    • 85081795175 scopus 로고    scopus 로고
    • The impact of standards-based writing assessment and exemplars on teacher beliefs and instructional practices
    • Boston College Dissertations and Theses. Paper AAI3268503. Retrieved August 26, 2012 from
    • Evans, J. A. (2007). The impact of standards-based writing assessment and exemplars on teacher beliefs and instructional practices. Boston College Dissertations and Theses. Paper AAI3268503. Retrieved August 26, 2012 from: http://escholarship.bc.edu/dissertations/AAI3268503
    • (2007)
    • Evans, J.A.1
  • 18
    • 21344457546 scopus 로고    scopus 로고
    • A review of teacher beliefs and practices
    • Educational Research
    • Fang, Z. (1996). A review of teacher beliefs and practices. Educational Research, 38, 47-65.
    • (1996) , vol.38 , pp. 47-65
    • Fang, Z.1
  • 19
    • 34548577353 scopus 로고    scopus 로고
    • The rhetoric and reality of NCLB
    • Race Ethnicity and Education
    • Gay, G. (2007). The rhetoric and reality of NCLB. Race Ethnicity and Education, 10(3), 279-293.
    • (2007) , vol.10 , Issue.3 , pp. 279-293
    • Gay, G.1
  • 20
    • 77953039540 scopus 로고    scopus 로고
    • Teaching writing to elementary students in grades 4-6: A National Survey
    • Elementary School Journal
    • Gilbert, J., & Graham, S. (2010). Teaching writing to elementary students in grades 4-6: A National Survey. Elementary School Journal, 110 (4), 494-518.
    • (2010) , vol.110 , Issue.4 , pp. 494-518
    • Gilbert, J.1    Graham, S.2
  • 21
    • 0008858337 scopus 로고    scopus 로고
    • Memoirs of a geisha
    • New York: Knopf
    • Golden, A. (1997). Memoirs of a geisha. New York: Knopf.
    • (1997)
    • Golden, A.1
  • 22
    • 80052524939 scopus 로고    scopus 로고
    • Four square writing method: A unique approach to teaching basic writing skills for grades 1-3
    • Carthage, IL: Teaching and Learning Co
    • Gould, J. S., & Gould, E. J. (1999). Four square writing method: A unique approach to teaching basic writing skills for grades 1-3. Carthage, IL: Teaching and Learning Co.
    • (1999)
    • Gould, J.S.1    Gould, E.J.2
  • 23
    • 84874447508 scopus 로고    scopus 로고
    • A meta-analysis of writing instruction for students in the elementary grades
    • doi: 10.1037/a0029185
    • Graham, S., McKeown, D., Kiuhare, S., & Harris, K. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104(4), 879-896. doi: 10.1037/a0029185
    • (2012) Journal of Educational Psychology , vol.104 , Issue.4 , pp. 879-896
    • Graham, S.1    McKeown, D.2    Kiuhare, S.3    Harris, K.4
  • 24
    • 34548845023 scopus 로고    scopus 로고
    • A meta-analysis of writing instruction for adolescent students
    • Graham, S. & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99 (3), 445-476
    • (2007) Journal of Educational Psychology , vol.99 , Issue.3 , pp. 445-476
    • Graham, S.1    Perin, D.2
  • 25
    • 0036235513 scopus 로고    scopus 로고
    • Primary grade teachers' theoretical orientations concerning writing instruction: Construct validation and a nationwide survey
    • Contemporary Educational Psychology
    • Graham, S., Harris, K. R., MacArthur, C., & Fink, B. (2002). Primary grade teachers' theoretical orientations concerning writing instruction: Construct validation and a nationwide survey. Contemporary Educational Psychology, 27 (2), 147-166.
    • (2002) , vol.27 , Issue.2 , pp. 147-166
    • Graham, S.1    Harris, K.R.2    MacArthur, C.3    Fink, B.4
  • 26
    • 0003900818 scopus 로고
    • A fresh look at writing
    • Portsmouth, NH: Heinemann
    • Graves, D. (1994). A fresh look at writing. Portsmouth, NH: Heinemann.
    • (1994)
    • Graves, D.1
  • 27
    • 77953314818 scopus 로고    scopus 로고
    • Urban school reform, family support, and student achievement
    • Reading and Writing Quarterly
    • Green, K., & Anyon, J. (2010). Urban school reform, family support, and student achievement. Reading and Writing Quarterly, 26(3), 223-236.
    • (2010) , vol.26 , Issue.3 , pp. 223-236
    • Green, K.1    Anyon, J.2
  • 28
    • 84990353484 scopus 로고    scopus 로고
    • Teaching for literacy engagement
    • Journal of Literacy Research
    • Guthrie, J. T. (2004). Teaching for literacy engagement. Journal of Literacy Research. 36(1), 1-29.
    • (2004) , vol.36 , Issue.1 , pp. 1-29
    • Guthrie, J.T.1
  • 29
    • 8744287327 scopus 로고    scopus 로고
    • Misconceptions about teaching English-language learners
    • Journal of Adolescent and Adult Literacy
    • Harper, C., & De Jong, E. (2004). Misconceptions about teaching English-language learners. Journal of Adolescent & Adult Literacy, 48(2), 152-162.
    • (2004) , vol.48 , Issue.2 , pp. 152-162
    • Harper, C.1    De Jong, E.2
  • 30
    • 35448979922 scopus 로고    scopus 로고
    • Marching in unison: Florida ESL teachers and No Child Left Behind
    • TESOL Quarterly
    • Harper, C., Platt, E., Naranjo, C., & Boyton, S. (2007). Marching in unison: Florida ESL teachers and No Child Left Behind. TESOL Quarterly, 642-651.
    • (2007) , pp. 642-651
    • Harper, C.1    Platt, E.2    Naranjo, C.3    Boyton, S.4
  • 31
    • 0346830147 scopus 로고    scopus 로고
    • The testing trap: How state writing assessments control learning
    • New York: Teachers College Press
    • Hillocks, G. (2002). The testing trap: How state writing assessments control learning. New York: Teachers College Press.
    • (2002)
    • Hillocks, G.1
  • 32
    • 25644432667 scopus 로고    scopus 로고
    • The growth of high-stakes testing in the USA: Accountability, markets and the decline in educational equality
    • British Educational Research Journal
    • Hursh, D. (2005). The growth of high-stakes testing in the USA: Accountability, markets and the decline in educational equality. British Educational Research Journal, 31 (5), 605-622.
    • (2005) , vol.31 , Issue.5 , pp. 605-622
    • Hursh, D.1
  • 33
    • 33645803474 scopus 로고    scopus 로고
    • The shame of the nation
    • New York: Crown
    • Kozol, J. (2005). The shame of the nation. New York: Crown.
    • (2005)
    • Kozol, J.1
  • 34
    • 85081798697 scopus 로고    scopus 로고
    • The Painted Essay™
    • Leddy, D. (2003). The Painted Essay™.
    • (2003)
    • Leddy, D.1
  • 35
    • 25644450893 scopus 로고    scopus 로고
    • High stakes testing: Inequality, globalization, and urban school reform
    • New York, NY: Routledge Falmer
    • Lipman, P. (2004). High stakes testing: Inequality, globalization, and urban school reform. New York, NY: Routledge Falmer.
    • (2004)
    • Lipman, P.1
  • 36
    • 0039334929 scopus 로고    scopus 로고
    • Process writing in the classrooms of eleven fifth-grade teachers with different orientations to teaching and learning
    • Elementary School Journal
    • Lipson, M., Mosenthal, J., Daniels, P., & Woodside-Jiron, H. (2000). Process writing in the classrooms of eleven fifth-grade teachers with different orientations to teaching and learning. Elementary School Journal, 101 (2), 209-232.
    • (2000) , vol.101 , Issue.2 , pp. 209-232
    • Lipson, M.1    Mosenthal, J.2    Daniels, P.3    Woodside-Jiron, H.4
  • 37
    • 12944262218 scopus 로고    scopus 로고
    • How engagement strategies and literature circles promote critical response in a fourth-grade urban classroom
    • The Reading Teacher
    • Long, T. W., & Gove, M. K. (2003). How engagement strategies and literature circles promote critical response in a fourth-grade urban classroom. The Reading Teacher, 57(4), 350-361.
    • (2003) , vol.57 , Issue.4 , pp. 350-361
    • Long, T.W.1    Gove, M.K.2
  • 38
    • 76949102348 scopus 로고    scopus 로고
    • Documenting reproduction and inequality: Revisiting Jean Anyon's "Social class and school knowledge
    • Luke, A. (2010). Documenting reproduction and inequality: Revisiting Jean Anyon's "Social class and school knowledge." Curriculum Inquiry, 40 (1), 167-182.
    • (2010) Curriculum Inquiry , vol.40 , Issue.1 , pp. 167-182
    • Luke, A.1
  • 39
    • 25644431920 scopus 로고    scopus 로고
    • Social justice and school improvement: Improving the quality of schooling in the poorest neighbourhoods
    • British Educational Research Journal
    • Lupton, R. (2005). Social justice and school improvement: Improving the quality of schooling in the poorest neighbourhoods. British Educational Research Journal, 31(5), 589-604.
    • (2005) , vol.31 , Issue.5 , pp. 589-604
    • Lupton, R.1
  • 40
    • 51549107093 scopus 로고    scopus 로고
    • The impact of No Child Left Behind on teachers' writing instruction
    • Written Communication
    • McCarthey, S. J. (2008). The impact of No Child Left Behind on teachers' writing instruction. Written Communication, 25, 462-505.
    • (2008) , vol.25 , pp. 462-505
    • McCarthey, S.J.1
  • 41
    • 80052518631 scopus 로고    scopus 로고
    • Approaches to writing instruction
    • Pedagogies: An International Journal
    • McCarthey, S. J., & Ro, Y. S. (2011). Approaches to writing instruction. Pedagogies: An International Journal, 6 (4), 273-295.
    • (2011) , vol.6 , Issue.4 , pp. 273-295
    • McCarthey, S.J.1    Ro, Y.S.2
  • 42
    • 33744752350 scopus 로고    scopus 로고
    • Student motivational dynamics in the era of school reform
    • Elementary School Journal
    • McCaslin, M. (2006). Student motivational dynamics in the era of school reform. Elementary School Journal, 106, 479-490.
    • (2006) , vol.106 , pp. 479-490
    • McCaslin, M.1
  • 43
    • 0003784156 scopus 로고
    • Qualitative data analysis
    • Thousand Oaks, CA:Sage
    • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA:Sage.
    • (1994)
    • Miles, M.B.1    Huberman, A.M.2
  • 44
    • 85081798105 scopus 로고    scopus 로고
    • National Center for Education and the Economy
    • Retrieved August 26, 2012 from
    • National Center for Education and the Economy. America's Choice: Writer's Advantage. Retrieved August 26, 2012 from http://www.ncee.org/acsd/literacy/index.jsp
    • America's Choice: Writer's Advantage
  • 45
    • 85081801859 scopus 로고    scopus 로고
    • National Commission on Writing for Families, Schools, and Colleges. College Board.
    • The Neglected "R": The need for reform and a writing revolution
    • National Commission on Writing for Families, Schools, and Colleges. College Board. (2003). The Neglected "R": The need for reform and a writing revolution.
    • (2003)
  • 46
    • 85081795264 scopus 로고    scopus 로고
    • National Council of Teachers of English (NCTE) Beliefs about the teaching of writing
    • Retrieved August 26, 2012 from
    • National Council of Teachers of English (NCTE) Beliefs about the teaching of writing. (2004). Retrieved August 26, 2012 from: http://www.ncte.org/positions/statements/writingbeliefs
    • (2004)
  • 47
    • 85081792724 scopus 로고    scopus 로고
    • No Child Left Behind Act of 2001. Pub L. No. 107-110. 115 Stat. 1425, Available at
    • No Child Left Behind Act of 2001. Pub L. No. 107-110. 115 Stat. 1425 (2001). (Available at: http://www2.ed.gov/policy/elsec/leg/esea02/index.html
    • (2001)
  • 48
    • 2542616924 scopus 로고    scopus 로고
    • The train has left: The No Child Left behind Act leaves black and Latino literacy learners waiting at the station
    • Journal of Adolescent & Adult Literacy
    • Paul, D. G. (2004). The train has left: The No Child Left behind Act leaves black and Latino literacy learners waiting at the station. Journal of Adolescent & Adult Literacy, 47(8), 648-656.
    • (2004) , vol.47 , Issue.8 , pp. 648-656
    • Paul, D.G.1
  • 49
    • 78649906752 scopus 로고    scopus 로고
    • Working with the system: Teachers of English learners negotiating a literacy instruction mandate
    • Language Policy
    • Pease-Alvarez, L., & Samway, K. D. (2010). Working with the system: Teachers of English learners negotiating a literacy instruction mandate. Language Policy, 9, 313-334.
    • (2010) , vol.9 , pp. 313-334
    • Pease-Alvarez, L.1    Samway, K.D.2
  • 50
    • 85016733163 scopus 로고    scopus 로고
    • The theoretical beliefs of effective teachers of literacy in primary schools: An exploratory study of orientations to reading and writing
    • Research Paper in Education
    • Poulson, L., Avramidis, E., Fox, R. Medwell, J., & Wray, D. (2001). The theoretical beliefs of effective teachers of literacy in primary schools: An exploratory study of orientations to reading and writing. Research Paper in Education, 16 (3), 271-292.
    • (2001) , vol.16 , Issue.3 , pp. 271-292
    • Poulson, L.1    Avramidis, E.2    Fox, R.3    Medwell, J.4    Wray, D.5
  • 51
    • 85081801503 scopus 로고    scopus 로고
    • Assessing teacher knowledge of effective Primary Grade reading and writing instruction
    • Panel Presentation at the Institute of Educational Sciences Research Conference, Washington D.C, June
    • Reutzel, R., & Sudweeks, R. (June 2008). Assessing teacher knowledge of effective Primary Grade reading and writing instruction. Panel Presentation at the Institute of Educational Sciences Research Conference, Washington D. C.
    • (2008)
    • Reutzel, R.1    Sudweeks, R.2
  • 52
    • 0003728928 scopus 로고    scopus 로고
    • One million children: Success for all
    • Thousand Oaks, CA: Corwin
    • Slavin, R. E., & Madden, N. (2001). One million children: Success for all. Thousand Oaks, CA: Corwin.
    • (2001)
    • Slavin, R.E.1    Madden, N.2
  • 53
    • 3042675444 scopus 로고    scopus 로고
    • Creating writers through 6-trait writing assessment and instruction (4th edition)
    • Boston: Pearson
    • Spandel, V. (2005). Creating writers through 6-trait writing assessment and instruction (4th edition). Boston: Pearson.
    • (2005)
    • Spandel, V.1
  • 54
    • 77951253415 scopus 로고    scopus 로고
    • In defense of rubrics
    • English Journal
    • Spandel, V. (2006). In defense of rubrics. English Journal, 96(1), 19-22.
    • (2006) , vol.96 , Issue.1 , pp. 19-22
    • Spandel, V.1
  • 55
    • 84860284532 scopus 로고    scopus 로고
    • Write Traits classroom Kit
    • Great Source Education Group. Houghton Mifflin
    • Spandel, V., & Hicks, J. (2004). Write Traits classroom Kit. Great Source Education Group. Houghton Mifflin.
    • (2004)
    • Spandel, V.1    Hicks, J.2
  • 56
    • 78651501855 scopus 로고    scopus 로고
    • Voice in the context of literacy studies
    • Reading Research Quarterly
    • Sperling, M., & Apelman, D. (2011). Voice in the context of literacy studies. Reading Research Quarterly, 46 (1), 70-84.
    • (2011) , vol.46 , Issue.1 , pp. 70-84
    • Sperling, M.1    Apelman, D.2
  • 57
    • 33745616539 scopus 로고    scopus 로고
    • Contributions of student questioning and prior knowledge to construction of knowledge from reading information text
    • Journal of Literacy Research
    • Taboada, A., & Guthrie, J. T. (2006). Contributions of student questioning and prior knowledge to construction of knowledge from reading information text. Journal of Literacy Research, 28(1), 1-35.
    • (2006) , vol.28 , Issue.1 , pp. 1-35
    • Taboada, A.1    Guthrie, J.T.2
  • 58
    • 0842338312 scopus 로고    scopus 로고
    • Reading growth in high poverty classrooms: The influence of teacher practices that encourage cognitive engagement in literacy learning
    • The Elementary School Journal
    • Taylor, B., Pearson, P., Peterson, D., & Rodriguez, M. (2003). Reading growth in high poverty classrooms: The influence of teacher practices that encourage cognitive engagement in literacy learning. The Elementary School Journal,104 (1), 3-28.
    • (2003) , vol.104 , Issue.1 , pp. 3-28
    • Taylor, B.1    Pearson, P.2    Peterson, D.3    Rodriguez, M.4
  • 59
    • 34249324842 scopus 로고    scopus 로고
    • Raising urban students' literacy achievement by engaging in authentic, challenging work
    • The Reading Teacher
    • Teale, W., & Gambrell, L. (2007). Raising urban students' literacy achievement by engaging in authentic, challenging work. The Reading Teacher, 60, 728-739.
    • (2007) , vol.60 , pp. 728-739
    • Teale, W.1    Gambrell, L.2
  • 60
    • 80052606597 scopus 로고    scopus 로고
    • A year in the writing workshop: Linking instructional practices and teachers' epistemologies and beliefs about writing instruction
    • Elementary School Journal
    • Troia, G. A., Lin, C. S., Cohen, S., & Monroe, B. W. (2011). A year in the writing workshop: Linking instructional practices and teachers' epistemologies and beliefs about writing instruction. Elementary School Journal, 112 (1), 155-182.
    • (2011) , vol.112 , Issue.1 , pp. 155-182
    • Troia, G.A.1    Lin, C.S.2    Cohen, S.3    Monroe, B.W.4
  • 61
    • 38949217908 scopus 로고    scopus 로고
    • Writing instruction in middle schools: Special and general education teachers share their views and voice their concerns
    • Exceptionality
    • Troja, G. A., & Maddox, M. E. (2004). Writing instruction in middle schools: Special and general education teachers share their views and voice their concerns. Exceptionality, 12 (1), 19-37.
    • (2004) , vol.12 , Issue.1 , pp. 19-37
    • Troja, G.A.1    Maddox, M.E.2
  • 62
    • 77951252857 scopus 로고    scopus 로고
    • Why I won't be using rubrics to respond to student writing
    • English Journal
    • Wilson, M. (2007). Why I won't be using rubrics to respond to student writing. English Journal, 96(4), 62-66.
    • (2007) , vol.96 , Issue.4 , pp. 62-66
    • Wilson, M.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.