The current study examined writing beliefs and practices of 187 grades 4 to 6 teachers who taught writing in schools serving predominantly low SES students in Queensland, Australia. These participants completed a mailed survey that assessed their perceptions of preparation to teach writing to low SES students, time spent on writing instruction, frequency of writing instruction, students’ time spent on writing, efficacy beliefs for teaching writing, beliefs about these students’ cognitive attributes for successful writing, beliefs about the suitability of basic writing instruction for low SES students, frequency of teaching basic writing skills and frequency of teaching advanced writing skills. As predicted, these teachers did not feel that they were prepared adequately to teach writing to low SES students. Neither did they consider in-service support sufficient. These teachers spent limited time on teaching writing, with a majority (81 %) spending 1 or 2 h or less teaching writing each week. Most teachers held deficit beliefs about low SES students, considering them lacking cognitive and motivational attributes for successful writing. Most also considered basic writing instruction appropriate for low SES students. As expected, most teachers taught basic writing skills more often than advanced writing skills. The results of multiple regression analyses showed that teachers’ efficacy beliefs predicted frequency of teaching basic and advanced skills and moderated the effects of other teacher beliefs on how often basic writing skills were taught to low SES students.

目前的研究调查了 187 名 4 至 6 年级教师的写作信念和实践，这些教师在澳大利亚昆士兰州主要为低社会经济地位学生的学校教授写作。这些参与者完成了一项邮寄调查，评估了他们对向低社会经济地位学生教授写作的准备的看法、写作教学所花费的时间、写作教学的频率、学生花在写作上的时间、写作教学的有效性信念、对这些学生认知能力的信念成功写作的特征、对低社会经济地位学生基本写作教学的适用性的信念、基本写作技能的教学频率和高级写作技能的教学频率。正如预测的那样，这些老师认为他们没有做好充分准备向社会经济地位较低的学生教授写作。他们也不认为在职支持足够。这些教师花在写作教学上的时间有限，大多数（81%）每周花在写作教学上的时间为 1 或 2 小时或更少。大多数教师对社会经济地位低的学生持有缺陷信念，认为他们缺乏成功写作的认知和动机属性。大多数人还认为基本写作教学适合社会经济地位较低的学生。正如预期的那样，大多数教师教授基本写作技能的次数多于教授高级写作技能的次数。多元回归分析的结果表明，教师的效能信念可以预测教授基本和高级技能的频率，并调节其他教师信念对向低社会经济地位学生教授基本写作技能的频率的影响。