000149804 001__ 149804
000149804 005__ 20251017144645.0
000149804 0247_ $$2doi$$a10.21248/l1esll.2022.22.1.410
000149804 0248_ $$2sideral$$a142134
000149804 037__ $$aART-2022-142134
000149804 041__ $$aeng
000149804 100__ $$aBirello, Marilisa
000149804 245__ $$aReported evidence-based writing practices and teachers’ beliefs in Catalonia, Spain: an exploratory study
000149804 260__ $$c2022
000149804 5060_ $$aAccess copy available to the general public$$fUnrestricted
000149804 5203_ $$aThis paper investigates the reported frequency of the use of evidence-based writing practices (EBWPs) by teachers (N = 51) in primary and secondary school classrooms in a sample of schools in the Barcelona metropolitan area (Spain), and how teacher beliefs contribute to the reported use of EBWPs. The results showed that the teachers declared to implement most of the EBWPs from previous studies. The three most frequent declared practices were 1) give praise individually for writing, 2) teaching writing strategies for planning and writing skills, and 3) using text assessment as a guide to shape instructions. Regarding teachers’ beliefs about teaching writing, the study focused on teachers’ attitudes and teacher efficacy. The results on attitude showed that teachers had a positive attitude toward writing. Results regarding teacher efficacy showed that teachers felt quite efficacious, especially when they were required to determine the level of difficulty in written assignments. A factor analysis of the EBWPs showed that the two main factors for the frequency of reported use of EBWPS were strategy teaching for evidence-based writing and writing practices based on text assessment. PLS regression analyses showed that the reported frequency of use of EBWPs was highly predicted by the feeling of efficacy of teachers.
000149804 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es
000149804 592__ $$a0.356$$b2022
000149804 593__ $$aLinguistics and Language$$c2022$$dQ1
000149804 593__ $$aLiterature and Literary Theory$$c2022$$dQ1
000149804 593__ $$aHealth Professions (miscellaneous)$$c2022$$dQ2
000149804 593__ $$aPsychology (miscellaneous)$$c2022$$dQ3
000149804 593__ $$aEducation$$c2022$$dQ3
000149804 594__ $$a2.3$$b2022
000149804 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000149804 700__ $$aComajoan-Colomé, Llorenç
000149804 700__ $$0(orcid)0000-0001-7480-0359$$aSorolla, Natxo$$uUniversidad de Zaragoza
000149804 7102_ $$14009$$2775$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Sociología
000149804 773__ $$g22, 1 (2022), p. 1-27$$tL1-Educational Studies in Language and Literature$$x1567-6617
000149804 8564_ $$s287435$$uhttps://zaguan.unizar.es/record/149804/files/texto_completo.pdf$$yVersión publicada
000149804 8564_ $$s1329520$$uhttps://zaguan.unizar.es/record/149804/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000149804 909CO $$ooai:zaguan.unizar.es:149804$$particulos$$pdriver
000149804 951__ $$a2025-10-17-14:33:50
000149804 980__ $$aARTICLE