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Teaching Writing in Grades 7–9 in Urban Schools in Chinese Societies in Asia
Tien Ping Hsiang1; Steve Graham2; Ping Man Wong1
2018-10-01
Source PublicationREADING RESEARCH QUARTERLY
ISSN0034-0553
Volume53Issue:4Pages:473-507
Abstract

A random sample of 1,313 grades 7-9 Chinese language arts teachers in Shanghai, Hong Kong, Macao, and Taipei were surveyed about their instructional writing practices. When asked about their college, inservice, and personal preparation, three out of four teachers indicated that they were poorly prepared to teach writing. They were slightly positive about themselves and writing, their students and writing, and their effectiveness as writing teachers. Textbooks, school guidelines, national standards, and high school entrance exams played a prominent role in shaping how they taught writing, but a sizable minority of teachers indicated that they mostly designed their own writing program. Writing classes occurred infrequently, as just one in six teachers held a class more often than once every two weeks. Teachers used evidence-based practices, but such procedures were typically applied only once a month. Students completed a broad range of writing activities during the school year and applied a variety of revising and planning procedures. Consistent with sociocultural theory, teachers from the four locations evidenced differences on almost every variable studied, although the observed differences were mostly a matter of degree (i.e., teachers applied certain practices more or less frequently). Teachers' preparation, beliefs about writing, and frequency of writing classes predicted their instructional practices and how frequently students engaged in specific writing activities.

KeywordContent Literacy Text Types Text Features Research Methodology Survey Strategies Methods And Materials Writing Strategies Theoretical Perspectives Sociocultural Writing Genres Grammar Writer's Workshop Writing Process Writing To Learn Adolescence
DOI10.1002/rrq.213
URLView the original
Indexed BySSCI ; SSCI
Language英語English
WOS Research AreaEducation & Educational Research ; Psychology
WOS SubjectEducation & Educational Research ; Psychology, Educational
WOS IDWOS:000445625700008
PublisherWILEY
The Source to ArticleWOS
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Cited Times [WOS]:7   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
Affiliation1.University of Macau, Taipa, Macao, China
2.Learning Sciences Institute Australia, Brisbane, Queensland; Arizona State University, Tempe, USA
First Author AffilicationUniversity of Macau
Recommended Citation
GB/T 7714
Tien Ping Hsiang,Steve Graham,Ping Man Wong. Teaching Writing in Grades 7–9 in Urban Schools in Chinese Societies in Asia[J]. READING RESEARCH QUARTERLY,2018,53(4):473-507.
APA Tien Ping Hsiang,Steve Graham,&Ping Man Wong.(2018).Teaching Writing in Grades 7–9 in Urban Schools in Chinese Societies in Asia.READING RESEARCH QUARTERLY,53(4),473-507.
MLA Tien Ping Hsiang,et al."Teaching Writing in Grades 7–9 in Urban Schools in Chinese Societies in Asia".READING RESEARCH QUARTERLY 53.4(2018):473-507.
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