Seventy-five general and 65 special education teachers working in the same 65 elementary schools in 12 different U.S. school districts were surveyed about their mindsets concerning the malleability of writing and intelligence as well as their practices for teaching writing. All teachers taught writing to one or more fourth-grade students receiving special education services, including students with learning disabilities. Both general and special education teachers typically held a growth mindset toward the malleability of writing and intelligence. Collectively, these teachers' mindsets predicted writing frequency (i.e., frequency of students' writing) and how often they taught writing skills and processes once variance due to teachers' preparation, efficacy to teach writing, teaching experience, and type of teacher was first controlled. The observed relationships between teachers' mindsets and reported practices for teaching writing were not mediated by type of teacher (i.e., general or special education). General and special education teachers did not differ in writing frequency for three types of writing collectively (narrative, informative, and persuasive) or how frequently they made 18 adaptations for teaching writing collectively, but general education teachers reported teaching writing skills and processes more often than their special education counterparts. Recommendations for future research and implications for practice are presented.

中文翻译：

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特殊和普通教育教师关于写作和智力可塑性的心态理论是否可以预测他们的写作实践？


美国 12 个不同学区的 65 所小学的 75 名普通教育教师和 65 名特殊教育教师接受了调查，了解他们对写作和智力可塑性的看法以及写作教学实践。所有教师都向一名或多名接受特殊教育服务的四年级学生（包括有学习障碍的学生）教授写作。普通教育和特殊教育教师通常都对写作和智力的可塑性抱有成长心态。总的来说，这些教师的心态预测了写作频率（即学生写作的频率），以及一旦首先控制了由于教师的准备、写作教学效率、教学经验和教师类型而产生的差异，他们教授写作技巧和过程的频率。观察到的教师心态和写作教学实践之间的关系不受教师类型（即普通教育或特殊教育）的影响。普通教育教师和特殊教育教师在三种写作类型（叙述性、信息性和说服性）的写作频率或集体写作教学中进行 18 种改编的频率上没有差异，但普通教育教师报告的写作技巧和过程的教学频率高于普通教育教师。他们的特殊教育同行。提出了未来研究的建议和对实践的影响。