| Status | 已發表Published |
| Teaching writing in grades 7-9 in urban schools in the Chinese societies in Asia | |
Hsiang, T. P. ; Graham, S. ; Wong, P. M.
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| 2018-04-01 | |
| Source Publication | 2018 AERA Annual Meeting: The dreams, possibilities, and necessity of public education
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| Abstract | Objectives and theoretical framework The study examined instructional writing practices of Chinese language arts teachers in grades 7 to 9 in urban schools in China. Theoretically, the current study provided a test of a basic tenet underlying social /cultural theory that macro-level factors involving culture, society, institution, politics and history influence micro-level writing actions in the classroom. Even though the participating teachers all came from cities that are distinctly Chinese and they share many cultural similarities, the four cities differ in many important ways, including their respective histories, educational policies, and forms of government. Consequently, we anticipated that the writing practices of teachers in the four urban locations would differ. If this occurred, it would support the theoretical proposition that macro-level variables influence actions at the classroom level in writing. However, because of the globalization of procedures to teach writing (e.g., the process approach), we anticipated that difference would not reflect a general difference in overall approach to teaching writing, but a difference of degree. Method A random sample of 1,724 teachers from a population of 10,523 grades 7 to 9 Chinese language arts teachers in 1,153 public and private normal schools in Shanghai, Hong Kong, Macao, and Taipei City were asked to complete a 218 item survey asking them about their writing. 76% of them completed the surveys. Results Three out of four teachers indicated they were poorly prepared to teach writing, although they were slightly positive about their effectiveness as writing teachers. Writing instruction occurred infrequently, as only 16% of 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. Consistent with social/cultural theory, teachers from the four locations evidenced differences on almost every variable studied, although the observed differences were mostly a matter of degree. Teachers’ preparation, beliefs about writing, and frequency of writing classes predicted their instructional practices. Conclusions and scientific significance First, this study adds to the literature by providing insights on how writing is taught in China. Second, the study demonstrates that while context shapes writing instruction, it is important not to overstate its influence, as substantive differences were not observed across the four Chinese locales. Third, how teachers teach writing is related to their preparation and beliefs. |
| Keyword | Writing Instruction China |
| Language | 英語English |
| The Source to Article | PB_Publication |
| PUB ID | 37243 |
| Document Type | Conference paper |
| Collection | Faculty of Education |
| Corresponding Author | Graham, S. |
| Recommended Citation GB/T 7714 | Hsiang, T. P.,Graham, S.,Wong, P. M.. Teaching writing in grades 7-9 in urban schools in the Chinese societies in Asia[C], 2018. |
| APA | Hsiang, T. P.., Graham, S.., & Wong, P. M. (2018). Teaching writing in grades 7-9 in urban schools in the Chinese societies in Asia. 2018 AERA Annual Meeting: The dreams, possibilities, and necessity of public education. |
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