Abstract Writing is a critical component of many secondary classrooms, but little is known about teachers’ beliefs and assumptions surrounding their teaching of writing at the secondary level (particularly including the beliefs of special educators) and teaching writing to students with disabilities. Yet, teachers’ beliefs impact their own perceptions and judgments, which can then affect their behavior (i.e., instructional decisions) within their classrooms. The purpose of this study was to describe middle and high school general and special educators’ beliefs about writing. Results of this study demonstrated that secondary teachers (a) felt somewhat self-efficacious about teaching writing and somewhat less self-efficacious about effecting change in students’ writing, (b) moderately emphasized explicitly teaching writing, (c) were less likely to make adaptations for struggling writers across several writing practices, and (d) placed less emphasis on teaching basic transcription skills. Although limitations related to sample size preclude further disaggregated analyses, this study offers an early examination of teachers’ writing beliefs across several content domains. Changing writing practices in secondary classrooms will necessitate instructional methods that are individualized to meet students’ needs as well as a personal examination of one’s own beliefs to ensure that what one believes is not inhibiting the delivery of effective instructional writing practices.

中文翻译：

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中学教师关于将写作教给通常有成就和挣扎的青少年作家的信念

摘要 写作是许多中学课堂的重要组成部分，但关于教师在中学写作教学（特别是特殊教育工作者的信念）和残疾学生写作教学方面的信念和假设知之甚少。然而，教师的信念会影响他们自己的看法和判断，进而影响他们在课堂上的行为（即教学决定）。本研究的目的是描述初中和高中普通教育者和特殊教育者对写作的看法。这项研究的结果表明，中学教师 (a) 对教授写作感到有些自我效能感，而对影响学生写作改变的自我效能感稍低，(b) 适度强调明确教授写作，(c) 不太可能在多种写作实践中为苦苦挣扎的作家进行改编，并且 (d) 不太重视教授基本的转录技能。尽管与样本量相关的限制排除了进一步的分类分析，但本研究提供了对教师跨多个内容领域的写作信念的早期检查。改变中学课堂的写作实践将需要个性化的教学方法以满足学生的需求以及对自己的信念进行个人检查，以确保一个人的信念不会阻碍有效的教学写作实践的交付。尽管与样本量相关的限制排除了进一步的分类分析，但本研究提供了对教师跨多个内容领域的写作信念的早期检查。改变中学课堂的写作实践将需要个性化的教学方法以满足学生的需求以及对自己的信念进行个人检查，以确保一个人的信念不会阻碍有效的教学写作实践的交付。尽管与样本量相关的限制排除了进一步的分类分析，但本研究提供了对教师跨多个内容领域的写作信念的早期检查。改变中学课堂的写作实践将需要个性化的教学方法以满足学生的需求以及对自己的信念进行个人检查，以确保一个人的信念不会阻碍有效的教学写作实践的交付。