دورية أكاديمية
Primary Teachers' Homework Practices: Identity, Expectations, Policies and Cultural Values
| العنوان: | Primary Teachers' Homework Practices: Identity, Expectations, Policies and Cultural Values |
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| اللغة: | English |
| المؤلفون: | Fitzmaurice, Helen (ORCID |
| المصدر: | Issues in Educational Research. 2020 30(3):897-919. |
| الإتاحة: | Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| تاريخ النشر: | 2020 |
| نوع الوثيقة: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Homework, Elementary School Teachers, Teaching Methods, Urban Schools, Foreign Countries, Feedback (Response), Professional Identity, Parent Influence, School Policy, Grade 5, Teacher Attitudes, Reinforcement, Study Skills, Instructional Design, Student Needs |
| مصطلحات جغرافية: | Ireland |
| تدمد: | 1837-6290 |
| مستخلص: | Homework is a pervasive pedagogical practice worldwide, and somewhat neglected as a research topic. This study aims to provide a comprehensive account of teachers' homework practices, an aspect of teachers' work about which relatively little is known. We seek to explore what constitutes teachers' homework practices, illuminate their complexity, and explain what influences them. Findings are drawn from a qualitative study in two middle-class, urban, primary schools in Ireland, using in-depth semi-structured interviews with six teachers and six parents of pupils aged 10-11 years. Our analysis reveals a complex set of practices (designing, implementing, assessing, and providing feedback) that are shaped by professional identity, expectations of parents and colleagues, school homework policies, and cultural values. These practices are characterised by a deliberateness, wherein a careful weighing up of elements is evident, indicative of the importance of professional identity; and by an alignment both with the expectations of parents and the requirements of school policies. We denominate homework as home-school-work because, although commonly perceived as the responsibility of pupils and parents, homework practices actually occur at the nexus of home and school. Teachers' homework practices are central to teaching and learning and, consequently, merit further study with more diverse samples. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| URL الوصول: | http://www.iier.org.au/iier30/fitzmaurice.pdf |
| رقم الأكسشن: | EJ1270919 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 1837-6290 |
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