Date of Award

Spring 5-1-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Applied Clinical and Educational Studies

First Advisor

Carrie Ball

Abstract

Despite decades of focus, U.S. students' writing abilities remain below grade-level expectations, highlighting persistent gaps in instructional support and systemic challenges within public education. Barriers include limited instructional time, inadequate teacher preparation in evidence-based writing practices, insufficient resources, and a lack of structured interventions for struggling writers (Applebee & Langer, 2011; National Center for Education Statistics [NCES], 2012). This study employed survey methodology to examine how teacher self-efficacy, classroom supports, and systems-level factors such as response to intervention (RTI) practices influence the implementation of evidence-based writing instruction in grades two through four. A national sample of elementary school teachers completed surveys, and hierarchical linear regression analyses revealed that systems-level factors, particularly RTI practices, were stronger predictors of evidence-based practice implementation than teacher demographics or classroom-level factors. Findings also indicated that overall implementation rates of evidence-based writing practices were low, and teachers reported feeling only moderately prepared to teach writing. These results underscore the need for system-wide professional development, resource allocation, and structured RTI frameworks to improve writing instruction. Implications and directions for future research are discussed.

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