Do Special and General Education Teachers’ Mindset Theories About the Malleability of Writing and Intelligence Predict Their Writing Practices
Bibliographic Data
| ID | 21349983 |
|---|---|
| Authors | Steve Graham (0000-0002-6702-5865, Arizona State University, Tempe, USA, corresponding author), Stephen Ciullo (0000-0001-6092-8159, Texas State University, San Marcos, USA), Alyson A Collins (0000-0003-3710-2687, Texas State University), Alyson Collins (Texas State University, San Marcos, USA) |
| Year | 2024 |
| Volume | 57 |
| Issue | 2 |
| Pages | 63-78 |
| Publication date | 2024-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Learning Disabilities (JOURNAL) |
| Journal identifiers | ISSN: 0022-2194 • E-ISSN: 1538-4780 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00222194231181915 |
| PMID | 37415485 |
| OpenAlex | W4383480709 |
| Language | EN |
| Citations received | 7 |
| References cited | 41 |
Seventy-five general and 65 special education teachers working in the same 65 elementary schools in 12 different U.S. school districts were surveyed about their mindsets concerning the malleability of writing and intelligence as well as their practices for teaching writing. All teachers taught writing to one or more fourth-grade students receiving special education services, including students with learning disabilities. Both general and special education teachers typically held a growth mindset toward the malleability of writing and intelligence. Collectively, these teachers’ mindsets predicted writing frequency (i.e., frequency of students’ writing) and how often they taught writing skills and processes once variance due to teachers’ preparation, efficacy to teach writing, teaching experience, and type of teacher was first controlled. The observed relationships between teachers’ mindsets and reported practices for teaching writing were not mediated by type of teacher (i.e., general or special education). General and special education teachers did not differ in writing frequency for three types of writing collectively (narrative, informative, and persuasive) or how frequently they made 18 adaptations for teaching writing collectively, but general education teachers reported teaching writing skills and processes more often than their special education counterparts. Recommendations for future research and implications for practice are presented
Cognition · Epistemology · Intelligence quotient · Malleability · Mathematics education · Mindset · Pedagogy · Special education · Computer Science · Educational Strategies and Epistemologies · Psychology · Reading and Literacy Development · Writing and Handwriting Education
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| Unique citing works | 7 |
|---|---|
| Citations per year | 2,33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |