Teachers' knowledge, attitudes and the implementation of practices around the teaching of writing in inclusive middle years' classrooms: No quick fix

Moni, K. B., Jobling, M. A., van Kraayenoord, C. E., Elkins, J., Miller, R. and Koppenhaver, D. (2007) Teachers' knowledge, attitudes and the implementation of practices around the teaching of writing in inclusive middle years' classrooms: No quick fix. Educational and Child Psychology, 24 3: 18-36.

Author Moni, K. B.
Jobling, M. A.
van Kraayenoord, C. E.
Elkins, J.
Miller, R.
Koppenhaver, D.
Title Teachers' knowledge, attitudes and the implementation of practices around the teaching of writing in inclusive middle years' classrooms: No quick fix
Journal name Educational and Child Psychology   Check publisher's open access policy
ISSN 0267-1611
Publication date 2007
Volume 24
Issue 3
Start page 18
End page 36
Editor van der Aalsvoord, G. M.
Elliot, J.
Place of publication United Kingdom
Publisher The British Psychological Society
Collection year 2008
Language eng
Subject C1
330108 Special Education
740102 Primary education
Abstract This article examines teachers' knowledge and attitudes and their implementation of practices around the teaching of writing to students with developmental disabilities and learning difficulties in inclusive classrooms in the middle years (Years 6 to 9). As part of a larger study undertaken in Queensland, Australia, we used evidence from a range of data sources to argue that teachers have knowledge about learners in the middle years, about the abilities and needs of students with developmental disabilities and learning difficulties, and support inclusive philosophies and practices. However, it is evident that this knowledge and these attitudes do not necessarily lead to the implementation of inclusive practices that are responsive to individual students. The findings from this study revealed that it was difficult for teachers to use and sustain practices around the teaching of writing that effectively included students with developmental disabilities and learning difficulties. Specifically, teachers know and understand the abilities and needs of their students, and have positive beliefs about inclusive education, but struggle to implement the practices of differentiated instruction that respond to these students as individuals. Reasons for this knowledge/attitude-practice gap are suggested.
Q-Index Code C1
Q-Index Status Confirmed Code

 
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Created: Tue, 15 Apr 2008, 14:23:55 EST by Rebecca Donohoe on behalf of School of Education