A Study of Science Teachers' Homework Practices

Autor/inn/en	Tas, Yasemin; Sungur-Vural, Semra; Öztekin, Ceren
Titel	A Study of Science Teachers' Homework Practices
Quelle	In: Research in Education, 91 (2014), S.45-64 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-5237
DOI	10.7227/RIE.91.1.5
Schlagwörter	Science Teachers; Educational Practices; Middle School Teachers; Homework; Parent Teacher Cooperation; Teacher Surveys; Assignments; Incidence; Class Size; Problem Solving; Research Projects; Foreign Countries; Educational Strategies; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Bildungspraxis; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Hausaufgabe; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Assignment; Auftrag; Zuweisung; Vorkommen; Klassengröße; Problemlösen; Forschungsvorhaben; Ausland; Lehrstrategie
Abstract	This study investigates Turkish middle school science teachers' homework practices, the value teachers attach to homework and teachers' communication with parents about homework. One hundred and sixty-eight teachers completed surveys. Teachers reported to assign homework frequently: 93.4 per cent of the teachers reported that they assign homework either once a week or at the end of every class. Problem solving and doing research on a topic were the most commonly assigned homework types, while making summaries and memorizing information/formulas were the least preferred homework types. Teachers gave homework for a variety of reasons including knowledge acquisition, skill development and informing parents about child's progress. Structural equation modelling revealed that teachers were more likely to place value on homework if class size was small; teachers who placed value on homework were more likely to communicate with parents about homework and communication with parents facilitated students' homework completion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10