Elementary School Classroom Teachers’ Views on Writing Difficulties
Author :
- Çetin Çetinkaya, Kasım Yıldırım
Number of pages :
Abstract
This study aimed to explore elementary school classroom teachers’ self-efficacy beliefs related to how to address writing difficulties and knowledge about writing difficulties. Through this aim, the criterion sampling, one of the purposeful sampling techniques, was employed and a total of 226 classroom teachers constituted the research sample. A questionnaire form including an eight-question-section based on rating and two-question-section based on classification and interpretation was used. The frequency, percentage, and content analyses were used to analyze the data obtaining from the research. The research finding showed that the classroom teachers mostly focused on writing difficulties appearing in learning writing skills, they believed that the writing difficulties are caused by learning cursive-slanted handwriting style, and had positive and high efficacy beliefs regarding how to deal with writing difficulties. We concluded from the research that the content dimension of writing difficulties is neglected.
@article{2014,title={Elementary School Classroom Teachers’ Views on Writing Difficulties},abstractNode={This study aimed to explore elementary school classroom teachers’ self-efficacy beliefs related to how to address writing difficulties and knowledge about writing difficulties. Through this aim, the criterion sampling, one of the purposeful sampling techniques, was employed and a total of 226 classroom teachers constituted the research sample. A questionnaire form including an eight-question-section based on rating and two-question-section based on classification and interpretation was used. The frequency, percentage, and content analyses were used to analyze the data obtaining from the research. The research finding showed that the classroom teachers mostly focused on writing difficulties appearing in learning writing skills, they believed that the writing difficulties are caused by learning cursive-slanted handwriting style, and had positive and high efficacy beliefs regarding how to deal with writing difficulties. We concluded from the research that the content dimension of writing difficulties is neglected.},author={ - Çetin Çetinkaya, Kasım Yıldırım},year={2014},journal={International Online Journal of Educational Sciences}}
- Çetin Çetinkaya, Kasım Yıldırım . 2014 . Elementary School Classroom Teachers’ Views on Writing Difficulties . International Online Journal of Educational Sciences.DOI:null
- Çetin Çetinkaya, Kasım Yıldırım.(2014).Elementary School Classroom Teachers’ Views on Writing Difficulties.International Online Journal of Educational Sciences
- Çetin Çetinkaya, Kasım Yıldırım,"Elementary School Classroom Teachers’ Views on Writing Difficulties" , International Online Journal of Educational Sciences (2014)
- Çetin Çetinkaya, Kasım Yıldırım . 2014 . Elementary School Classroom Teachers’ Views on Writing Difficulties . International Online Journal of Educational Sciences . 2014. DOI:null
- Çetin Çetinkaya, Kasım Yıldırım .Elementary School Classroom Teachers’ Views on Writing Difficulties. International Online Journal of Educational Sciences (2014)
- Çetin Çetinkaya, Kasım Yıldırım .Elementary School Classroom Teachers’ Views on Writing Difficulties. International Online Journal of Educational Sciences (2014)
Format:
- Çetin Çetinkaya, Kasım Yıldırım. (2014) .Elementary School Classroom Teachers’ Views on Writing Difficulties International Online Journal of Educational Sciences
- Çetin Çetinkaya, Kasım Yıldırım . Elementary School Classroom Teachers’ Views on Writing Difficulties . International Online Journal of Educational Sciences . 2014 doi:null
- Çetin Çetinkaya, Kasım Yıldırım."Elementary School Classroom Teachers’ Views on Writing Difficulties",International Online Journal of Educational Sciences(2014)