Relevant bibliographies by topics / Influences on teacher homework practices

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Influences on teacher homework practices'

Author: Grafiati
Published: 19 February 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Influences on teacher homework practices.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Influences on teacher homework practices"

1

Fox, Kathy Renita. "Family Literacy Practices Surrounding Homework." Journal of Family Diversity in Education 2, no. 2 (December 5, 2016): 100–117. http://dx.doi.org/10.53956/jfde.2016.72.

Full text
Abstract:
Examining authentic literacy practices regarding homework in three demographically different family groups was the focus of this study. Parents of school age children identified as living in subsidized housing, parents of school age children working in a university teacher education program and parents of school age children who spoke a language other than English, the language of their school instruction were interviewed for the study. Implications of the study encourage teachers to be conscious of the importance of homework as a tool for providing meaningful activity, communicating information to the home about the classroom curriculum and mainstream practices. Teachers are encouraged to see the bi-directional potential of homework as an opportunity for teachers to learn about family practices through the returned homework.
APA, Harvard, Vancouver, ISO, and other styles
2

Johnson, Janice K., and Andrulee Pontius. "Homework: a survey of teacher beliefs and practices." Research in Education 41, no. 1 (May 1989): 71–78. http://dx.doi.org/10.1177/003452378904100108.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Al-Maamari, Saif. "Social Studies Teachers’ Homework Practices in Oman." Asian Social Science 16, no. 7 (June 29, 2020): 146. http://dx.doi.org/10.5539/ass.v16n7p146.

Full text
Abstract:
This study aims at discovering the homework practices of ten social studies teachers in basic education schools of the second cycle (grades 5-10) in Muscat governorate, Oman. The sample comprised of (10) teacher’ planning books (5 male teachers and 5 female teachers) distributed in ten schools. The researchers designed a check list for analyzing the planning books of teachers consists of four domains: the types of homework tasks, the levels of knowledge of homework according to Bloom's taxonomy, the resources required to answer homework tasks, and the nature of working on homework. Findings of the study showed that social studies teachers assigned conventional homeworks, which might not be consistent with new goals of social studies in Oman.
APA, Harvard, Vancouver, ISO, and other styles
4

Scott, Catherine M., and Nelda Glaze. "Homework Policy and Student Choice: Findings from a Montessori Charter School." Journal of Montessori Research 3, no. 2 (November 15, 2017): 1–18. http://dx.doi.org/10.17161/jomr.v3i2.6585.

Full text
Abstract:
The use of homework has been a controversial topic in education for many years: what types of homework to give, how much, and how often. In previous years, Ocean Montessori School (a pseudonym), the site of this study, offered homework like that of traditional public schools, such as worksheets and rote skill practice. Feeling conflicted about the misalignment between traditional homework and Montessori practices, the school administration changed the homework policy for the 2016–2017 academic year. The new policy encouraged students to choose what they wanted to do each night for homework. This study examines the views and practices of the teachers, students, and parents involved in the new homework policy. Data were collected from parent surveys, teacher focus groups, student interviews, observations, and student work samples. The findings indicate that, although students enjoyed the proposed homework change, it lacked sufficient structure for parents, and students needed support from teachers and parents to engage in meaningful homework tasks.
APA, Harvard, Vancouver, ISO, and other styles
5

Brock, Cynthia H., Diane Lapp, James Flood, Douglas Fisher, and Keonghee Tao Han. "Does Homework Matter? An Investigation of Teacher Perceptions About Homework Practices for Children From Nondominant Backgrounds." Urban Education 42, no. 4 (July 2007): 349–72. http://dx.doi.org/10.1177/0042085907304277.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Ekstam, Ulrika, Karin Linnanmäki, and Pirjo Aunio. "The Impact of Teacher Characteristics on Educational Differentiation Practices in Lower Secondary Mathematics Instruction." Lumat: International Journal of Math, Science and Technology Education 5, no. 1 (December 31, 2017): 41–60. http://dx.doi.org/10.31129/lumat.5.1.253.

Full text
Abstract:
This study aimed to investigate how teachers’ certification status, experience in instruction, and teachers’ efficacy beliefs for teaching lower secondary students in mathematics are related to differentiated instruction practices. A total of 42 mathematics teachers and 27 special education teachers answered an electronic questionnaire regarding mathematics teaching efficacy beliefs and their frequency of use of differentiation practices. The results indicated that teachers’ efficacy beliefs were related to differentiation in content, flexible examination models, homework support, and co-teaching. Neither certification status nor teacher experience in instruction was related to the frequency of use of differentiation practices. As teacher efficacy beliefs seem to have an effect on the use of differentiation practices, and especially on co-teaching, it should be important for teacher education to focus on developing pre-service teachers’ efficacy beliefs as well as implementing a strong collaboration between different teacher groups.
APA, Harvard, Vancouver, ISO, and other styles
7

Faure, Karine Millon, Teresa Assude, Julie Gobert, and Claire Guille-Biel Winder. "Who Can Help a Student to do Their Homework? Reflections on the Knowledge and Beliefs Used to Support Students in Their Individual Work." Education and Society 40, no. 1 (July 1, 2022): 65–84. http://dx.doi.org/10.7459/es/40.1.05.

Full text
Abstract:
This article examines a homework assistance scheme implemented in French secondary schools since 2017, and more specifically the characteristics of the staff members who supervise these sessions. The present study highlights considerable diversity both in the practices observed, but also in the types of knowledge and beliefs held by the homework assistants. In particular, it seems that the supervising staff rarely has all the a priori knowledge necessary for teaching. This leads us to wonder about the qualities required to be able to support a student in their individual work, and to consider whether or not it is essential to be a teacher in the subject in question to be able to help with completing homework.
APA, Harvard, Vancouver, ISO, and other styles
8

Nagy, Philip, Ross E. Traub, Kathryn MacRury, and Roslyn Klaiman. "High School Calculus: Comparing the Content of Assignments and Tests." Journal for Research in Mathematics Education 22, no. 1 (January 1991): 69–75. http://dx.doi.org/10.5951/jresematheduc.22.1.0069.

Full text
Abstract:
The purpose of this study was to compare the content of what is taught, as inferred from the content of seatwork and homework questions assigned, with what is tested in a high school calculus course. Data were obtained from a sample of 17 teachers, who provided lists of the homework and seatwork assigned each day and the criteria used to arrive at student grades for the course. Results showed differences in content coverage across teachers and differences in the overlap between content taught and content tested. The discussion focuses on methodological issues in the investigation of teacher grading practices, on the importance of such investigation, and on steps that might be taken to reduce discrepancies.
APA, Harvard, Vancouver, ISO, and other styles
9

Kılınç, Ali Çağatay, Mehmet Şükrü Bellibaş, and Fatih Bektaş. "Antecedents and outcomes of teacher leadership: the role of teacher trust, teacher self-efficacy and instructional practice." International Journal of Educational Management 35, no. 7 (October 19, 2021): 1556–71. http://dx.doi.org/10.1108/ijem-04-2021-0148.

Full text
Abstract:
PurposeMuch of the literature on school leadership has concerned itself with the leadership practices of school principals, largely ignoring the leadership capacity of teachers. Much remains unexplored regarding the factors influencing teacher leadership, as well as the impact it has on teaching and learning. Addressing this gap in the literature, this study sought to investigate (1) whether teacher trust influences teacher leadership and (2) whether teacher leadership influences instructional practices directly or indirectly through teacher self-efficacy.Design/methodology/approachThe study employed a cross-sectional survey design using quantitative methods. A total of 618 teachers participated in the study. By performing structural equation modeling (SEM), we examined the direct and indirect effect of teacher leadership on instructional practice, with self-efficacy as the mediating variable while teacher trust was treated as the antecedent of teacher leadership.FindingsThe results indicated that teacher trust had a direct effect on teacher leadership, and while teacher leadership had no direct effect on instructional practices, an indirect effect was evident through the mediating effect of teacher self-efficacy.Research limitations/implicationsOur findings suggested that teacher leadership is a salient factor that influences teacher instructional practice by enhancing teachers' belief in their capability to cope with problems and improve student learning. Moreover, teacher trust provides intangible support for teachers to engage in leadership work. Since the current study employed a cross-sectional survey rather than a longitudinal one, we cannot accurately establish causal relationships among the study variables.Originality/valueThis study adds nuance to the literature on teacher leadership, where there is still limited international evidence regarding the factors that influence the enactment of teacher leadership, as well as those that mediate its effects on teaching and learning.
APA, Harvard, Vancouver, ISO, and other styles
10

Moorhouse, Benjamin Luke. "Standardized Homework Practices and Teacher Autonomy: Experiences of Primary English Language Teachers in Hong Kong." Asia-Pacific Education Researcher 27, no. 5 (June 27, 2018): 345–54. http://dx.doi.org/10.1007/s40299-018-0391-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Influences on teacher homework practices"

1

Hoeke, Christy E. "Homework Practices: Teacher and Parent Perceptions of Efficacy and Purpose." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3283.

Full text
Abstract:
The purpose of this study was to explore teacher and parent perceptions of homework effectiveness and homework purpose. Specifically, the researcher examined teacher and parent perceptions, perceptions of teachers in different grade level bands, and perceptions of teachers with different levels of experience. In this nonexperimental quantitative study, the researcher examined and analyzed the answers provided on an anonymous survey (Appendix A) provided electronically to educators and parents of students in five school systems in northeast Tennessee. Parents had a higher perception of both homework effectiveness and homework purpose. Homework effectiveness was perceived as higher by the “other” group (not k-2, 3-5, 6-8, or 9-12) in comparison to the 9-12 group of teachers. There were no significant differences in perceptions of homework effectiveness among the k-2, 3-5, and 6-8 groups of teachers. Homework purpose was perceived as higher in the 9-12 group than in the 3-5 group and the “other” group of teachers. No significant differences were found between the k-2 and 6-8 groups of teachers on homework purpose. There was no significant difference between perceptions of homework effectiveness or homework purpose among teachers with different levels of experience. This study revealed that parents tend to perceive a greater benefit in homework for both effectiveness and purpose than teachers do. While the level of teacher experience does not influence teacher perception of homework effectiveness or purpose, there are some significant differences in perceptions of teachers by different grade level bands. Recommendations are made to conduct further research on the topic of homework design, the impact of grading policies on homework perceptions, and homework differentiation.
APA, Harvard, Vancouver, ISO, and other styles
2

Lyon, Angela Jean. "Influences on teachers' practices of parental involvement /." Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2002. http://www.lib.umn.edu/articles/proquest.phtml.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Hosking, Patricia. "Investigation of the current feedback practices and underlying influences of a senior mathematics teacher." Thesis, Queensland University of Technology, 2001.

Find full text
Abstract:
This study investigated the feedback practices of an experienced year eleven Mathematics B teacher. Key documents such as the Senior Syllabus in Mathematics B (Board of Senior Secondary School Studies (BSSSS), 1992), A National Statement on Mathematics for Australian Schools (Australian Education Council (AEC), 1991)and the Assessment Standards for school Mathematics (National CS)_uncil of Teachers of Mathematics (NCTM), 1995) called for the use of feedback to improve student learning. Examination of the literature demonstrated the need for research investigating the implementation of feedback procedures in the classroom. The limited existing literature examining teachers' actual use of feedback suggested the related factors of mathematics assessment, teaching practices and classroom culture need to be considered. Due to the absence of definitive literature describing teachers' use of feedback in the classroom, an exploratory, interpretive, qualitative approach was adopted. The descriptive case study of one teacher provided the depth of investigation necessary to describe the teacher's feedback practices and to illustrate the factors influencing these practices. There was found to be a close relationship between the nature of the classroom culture and the type of feedback that was used. In this classroom the focus of feedback on marks, the correct solution and examination recommendations demonstrated the value placed on achieving the correct solution during assessment. The classroom culture was not conducive to the provision of informative feedback or its use by the students. In its place was a definite culture of marks, tacitly agreed upon by both the teacher and the students. The depth of description of the case enables teachers to compare the context of the case to their personal situations and to make judgements about heir own feedback practices. Future research may investigate the conditions necessary for a culture where feedback is valued. Alternatively the theoretical feedback procedures may be investigated to examine how they may be implemented in a culture valuing marks and the correct solution.
APA, Harvard, Vancouver, ISO, and other styles
4

Hutchins, MaryLu. "Journeys toward Reflective Practice| How Engaging in National Board Certification Influences Teacher Identities and Practices." Thesis, West Virginia University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10110135.

Full text
Abstract:

The purpose of this study was to explore the lived experiences of accomplished teaching practitioners by tracing the development of the teaching expertise of participants using a narrative inquiry frame. This allowed time and space for participants to engage in making meaning of the memories of lived teaching experiences. This perspective took into account the influence of the cultures and contexts in which the teacher was situated prior to, during, and after engaging in the National Board process. The implications of the study indicated engaging in continuous reflection enabled teachers to mitigate problems by framing and reframing practices. Educators at all levels may do well to pause, reflect, and reconsider the how the structures of public school might be altered so that teachers have the spaces they need to learn to teach in ways that ensure all students, particularly those with a support system that is significantly different from the backgrounds of their teachers, are provided with an equitable education. School leaders might choose to consider how the disparate cultural history of teachers and students influences the teaching practices in their school and community context, which may diminish the likelihood of equity, access, and fairness for learning by all students. Emphasis on creating pathways for culturally diverse future educators will continue to be of concern as our knowledge of the growing diversity of our students depends on constructing understandings of their actual, not perceived, educational needs.

APA, Harvard, Vancouver, ISO, and other styles
5

Graham, Marlo Anne. "Writing pedagogy in the early years: A study of teacher beliefs, classroom practices and influences." Thesis, Australian Catholic University, 2019. https://acuresearchbank.acu.edu.au/download/8112d5f05b16c77763b8f324473207ab7c850222961609d124282b2c31fd71a9/8212003/Graham_2019_Writing_pedagogy_in_the_early_years.pdf.

Full text
Abstract:
The research problem underpinning this study concerns the paucity of research examining teacher beliefs about the teaching of writing and associated classroom practices. Consequently, the evidence is elusive concerning what contributes to the enactment of teaching writing and how teachers engage students and foster writing development. This research explores writing pedagogy with a focused exploration of teacher beliefs, practices and influences relating to the teaching of writing in the early years of schooling. Three contributing research questions focus the conduct of the study: 1. What do teachers believe about the teaching of writing in the early years of schooling? 2. What practices do teachers employ in the teaching of writing in the early years of schooling? 3. What influences teacher writing pedagogy in the early years of schooling? This doctoral research is significant because: • It contributes to the limited research in the domain of writing by documenting teacher beliefs and practices, providing important insight into what happens at the micro-level of the classroom; • It contributes to the quantum of knowledge about writing practices from the perception of the classroom teacher; • It contributes to the pedagogical understandings about what promotes students’ writing development; and • It contributes to an understanding of what influences teachers’ writing pedagogy. An epistemological framework of constructionism underpins this study, as it explores teacher beliefs and practices about the teaching of writing in a context in which teachers reflected on their own understandings and the meanings they constructed (Crotty, 1998). An interpretivist design is adopted to interpret and understand both how the teachers construct their practice and the meanings they attach to their actions in the teaching of writing (Denzin & Lincoln, 2011). Symbolic interactionism is adopted, allowing the research to be conceptualised within these contexts, to comprehend how teachers understand their writing pedagogy within their worlds (Charon, 2007). Case study (Miles & Huberman, 1994) is the methodology chosen to orchestrate the data gathering strategies of teacher interviews; participant observation including writing lesson observations, field notes and teacher interviews; and teacher artefacts. Participants in this study included primary school teachers from Catholic primary schools in the archdiocese of Brisbane who were teaching early years classes during the time of this study. Purposive selection (Patton, 1990) was employed to select teachers purposively for their specialist knowledge and experience concerning writing pedagogy in the early years of schooling. Therefore, a number of purposive processes were adopted in order to engage with informed participants. Constant comparative analysis (Glaser & Strauss, 1967) was employed to examine the data. Further, Approaches to Writing Pedagogy: A Conceptual Lens (Graham, 2009), was utilised in further analysis and synthesis of the data within this study. The conceptual lens identifies four approaches that inform teachers’ writing pedagogy, including pragmatic, eclectic, philosophical and epistemological approaches. The conceptual lens and subsequent discussion about the six teacher participants’ approaches are presented in this thesis, illuminating important influences on teachers’ writing pedagogy. This research generates conclusions that contribute new knowledge and understandings about the teaching of writing in the early years. This study concludes that: 1. there are a multiplicity of beliefs underpinning an individual teacher’s writing pedagogy. These beliefs are informed by teachers’ own education, teaching experience and their understandings about how children learn to write and how children learn more generally; 2. teachers believe students are the primary influence on their writing pedagogy and and differentiate writing instruction to respond to the needs, interests and abilities of their students; 3. there are multiple influences informing teachers’ writing pedagogy. These influences include personal beliefs, knowledge of theory, systemic influences, their personal journey, students, and personal approaches; 4. similar influences inform teachers’ pedagogical choices, but they do so differently; 5. teachers are influenced by their own individual approaches to teaching writing and these approaches are underpinned by a complex dynamic of personal beliefs, knowledge, self-knowledge and vision. Teachers may be categorised according to their approach using Approaches to Writing Pedagogy: A Conceptual Lens (Graham, 2009). The teachers in this study identify as being pragmatic, eclectic, philosophical or visionary in their approaches to teaching writing; and 6. teachers make sophisticated pedagogical choices which include engaging in multiple practices that they believe are fundamental for teaching writing in the early years of schooling. Teachers: • cater for individual differences by offering children opportunities to write at their developmental levels and considering varying abilities when teaching writing; • engage children in writing as a social practice; • employ the learning environment creatively to foster writing development; • teach writing as an integral part of literacy; • teach explicitly the skills and strategies needed to write; • employ a functional approach to teach grammar; • employ a multifaceted and functional approach to teach spelling; and • teach children to write digitally alongside print literacy through engagement with new technologies and new literacies. The collective orchestration of each of these practices increases student motivation, fosters writing development and contributes to students being successful writers.
APA, Harvard, Vancouver, ISO, and other styles
6

Jenkins, Jill. "Influences on the decision-making, beliefs, pedagogy, and practices of a primary grade 3 literacy teacher in Uganda." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4575.

Full text
Abstract:
Thesis (Ph.D.)--George Mason University, 2009.
Vita: p. 255. Thesis director: Elizabeth Sturtevant. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Oct. 12, 2009). Includes bibliographical references (p. 240-254). Also issued in print.
APA, Harvard, Vancouver, ISO, and other styles
7

Hughes, Kimberly A. "Exploring Influences of Mathematics Coach-Teacher Interactions on the Development of Teacher Pedagogical Knowledge, Effective Mathematical Teaching Practices, and a Classroom Culture of Mathematical Inquiry." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1440155450.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Lloyd, Brant M. "Perspectives of Foreign Language Teachers on Influences, Challenges, and Practices Affecting Language Choice." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6004.

Full text
Abstract:
In light of the 2010 recommendation of the American Council on the Teaching of Foreign Languages that teachers use the target language (TL) "as exclusively as possible," teachers face the necessity of promoting target language use and assessing how their language choices influence their students. The purpose of this study was to analyze teachers' perspectives and practices of whether to use students' first language or the target language. Data from over 100 foreign language teachers, predominantly those in the K-12 sector, were collected through a survey in order to measure how teachers manage the phenomenon of language choice. The findings were analyzed descriptively, categorically, and inferentially to find relationships among teachers in general, as well as within subgroups of participants. Findings indicate that teachers felt using the target language was more of a challenge for academic purposes because of their belief that they should be conducted in the TL. Academic tasks were also reported involving a greater quantity of speech functions, which made them more difficult to complete in the target language. Additional findings showed that teachers in general were most often influenced by student attitudes, motivation, and proficiency as well as their own attitudes, motivation, and proficiency. For certain subgroups, however, when teachers focused more on their own proficiency, motivation, training and experience they were more likely to reach 90% TL use or more. Furthermore, it was found that promoting the target language effectively equated with incorporating many strategies that supported TL goals. The most prevalent techniques found for promoting TL use were preparing for making input comprehensible, giving praise and recognition, and explaining its importance at the beginning of the year. Recommendations for increasing the ability of teachers to face the challenges of TL use are to simplify and increase the academic, social, and managerial purposes for which it can be used, prioritize and focus on the most influential factors of language choice (LC) within teachers' control, and form and promote a plan for TL use built upon a foundation of most effective techniques and practices for optimizing language choices.
APA, Harvard, Vancouver, ISO, and other styles
9

Patton, Sebrina Rochell. "Parents' and Teachers' Perceptions of Parental Involvement." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7419.

Full text
Abstract:
Lack of parental involvement is an issue in the educational system because parents and teachers do not understand each other's views. Research has shown that when parents and teachers provide students with support, student achievement increases. The problem of teachers' and parents' lack of common understanding of parental involvement was addressed in this study. Epstein's model of parental involvement and the theory of planned behavior served as the theoretical framework of this qualitative, exploratory, phenomenological study to explore the perceptions of 5 teachers and 10 parents who were purposefully sampled. The research questions were focused on parents' and teachers' perceptions on parental involvement in supporting students' achievement. Data were analyzed using of Moustakas's steps for phenomenological model. Trustworthiness was ensured through peer review, member checking, and descriptive research notes. Findings from the data collected from face-to-face interviews identified 3 themes: parenting and learning at home, volunteering and decision making, and communicating and collaborating with the community. The 3 themes overlapped with components of Epstein's model of parental involvement and were evident in the participants' answers to the interview questions. The resulting project was a white paper designed to educate the community about problems with parental involvement, provide solutions to the issue, and help parents and teachers to work collaboratively to improve student achievement. The project contributes to social change through formative feedback for the major stakeholders regarding ways to promote efficient and effective practices for both parents and teachers to promote student learning.
APA, Harvard, Vancouver, ISO, and other styles
10

Sobolewski-McMahon, Lauren Marie McMahon. "THE INFLUENCES OF MIDDLE SCHOOL MATHEMATICS TEACHERS’ PRACTICAL RATIONALITY ON INSTRUCTIONAL DECISION MAKING REGARDING THE COMMON CORE STATE STANDARDS FOR MATHEMATICAL PRACTICES." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1499089403680548.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Influences on teacher homework practices"

1

Menzies, Teresa Virginia. Teacher commitment in colleges of applied arts and technology: Sources, objects, practices and influences. 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Menzies, Teresa Virginia. Teacher commitment in colleges of applied arts and technology: Sources, objects, practices and influences. 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Influences on teacher homework practices"

1

Sikma, Lynn M., and Peter Hunt. "Evolving Literacies." In Advances in Early Childhood and K-12 Education, 19–31. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4569-3.ch002.

Full text
Abstract:
The COVID-19 global pandemic had a dramatic effect on teaching and learning in schools across the U.S. This chapter details the pandemic-induced shifts related to the home-school connection in an elementary school observed by an instructional coach. It outlines how the author's teacher colleagues' family literacy practices, including those related to communication, use of online platforms, and homework, were impacted by the pandemic and how it has shaped their current and future beliefs about family involvement in schooling.
APA, Harvard, Vancouver, ISO, and other styles
2

Amador, Julie M., Royce Kimmons, Brant G. Miller, Christopher David Desjardins, and Cassidy Hall. "Preparing Preservice Teachers to Become Self-Reflective of Their Technology Integration Practices." In Handbook of Research on Teacher Education in the Digital Age, 81–107. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8403-4.ch004.

Full text
Abstract:
The purpose of this chapter is to further understand how preservice teachers critically think about technology and their competence in technology integration. A mixed methods research design was employed to gather survey and performance task reflection data from preservice teachers. Data were analyzed using a categorization process based on preservice teachers' conceptualizations of technology as replacement, amplification, and transformation. Results revealed a significant overall effect of the selection of performance task upon whether it was applied in a transformative manner, but that no such overall effect existed for amplification and replacement. Descriptive analyses indicate preservice teachers were self-reflective about the extent to which technology influences students' learning. Conclusions indicate that teacher education programs should consider how they support preservice teachers to become self-reflective consumers of technology.
APA, Harvard, Vancouver, ISO, and other styles
3

Lim, Sun Sun. "At School." In Transcendent Parenting, 64–87. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190088989.003.0004.

Full text
Abstract:
This chapter focuses on transcendent parenting practices and young people’s lives in relation to academic matters. Shifting away from the traditional face-to-face teacher-parent meetings and phone calls, home-school conferencing via mobile apps has become increasingly prevalent. This includes the use of homework-reminder apps, school attendance tracking apps, online gradebooks, or homework-helper apps and other services that specifically cater to the needs of home-school conferencing. Beyond such custom home-school conferencing apps and services, generic social networking apps such as WhatsApp and Facebook are also increasingly used by schools, parents, and children in the service of children’s academic pursuits. This growing multitude of ways in which parents can be connected to their children’s teachers and to other parents, and the mediated platforms by which parents can be directly involved in their children’s learning, have created vast possibilities for transcendent parenting, thus exacerbating the parental burden both online and offline.
APA, Harvard, Vancouver, ISO, and other styles
4

Fox, Kathy R. "Lessons Learned From Virtual Home Visits." In Advances in Early Childhood and K-12 Education, 47–63. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4569-3.ch004.

Full text
Abstract:
School-to-home engagement has often been seen as a one-way path, with activities designed by teachers and parents and caregivers expected to supervise school-like homework and periodically invited to participate in school events. The benefits of homework, although debated, were assumed to lie with the child. The event of COVID-19 forced many teachers to rapidly switch from face-to-face classroom instruction to entering kitchens, living rooms, and other spaces to deliver virtual instruction. Teachers suddenly found themselves instructing through the virtual window into the homes of their students. In a study of 11 practicing teachers, a new appreciation for family literacy efforts developed. Doors were literally and figuratively opened so that teachers could now be the beneficiaries of cultural and academic practices in the home. As schools opened and teacher, parent, and caregiver relationships returned to a more distant space, what were the lessons learned from this unique period of engagement the authors call the “virtual home visit”?
APA, Harvard, Vancouver, ISO, and other styles
5

Tang, Hengtao, Shuyan Wang, Yingxiao Qian, and Kyle L. Peck. "Students' Perceptions of the Online Instructors' Roles in a Massive Open Online Course." In Creating Teacher Immediacy in Online Learning Environments, 273–89. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9995-3.ch014.

Full text
Abstract:
Scholars prefer applying metaphors to interpret the instructor's role in online education, such as facilitators, mentors, e-moderators, and “leading the band”, but the rise of Massive Open Online Courses (MOOCs) has reshaped the online teaching and learning practices. Accordingly, the role of instructors in MOOCs is expected to be redefined based on the precedent framework. This research inquiry thus explores students' perceptions of the instructor's role in a MOOC, Technology Applications in Education, regarding four dimensions of Berge's classifications: pedagogical, managerial, social, and technical. An emerging framework of instructor's role in a MOOC is construed to benefit professionals and academics investing in MOOC teaching and learning. Besides, designing a cohesive, structured course is evident in the roles of MOOC instructors, and instructors' timely interaction as a “real person” also influences students' learning experience.
APA, Harvard, Vancouver, ISO, and other styles
6

Amador, Julie M., Royce Kimmons, Brant G. Miller, Christopher David Desjardins, and Cassidy Hall. "Preparing Preservice Teachers to Become Self-Reflective of Their Technology Integration Practices." In TPACK, 68–95. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7918-2.ch004.

Full text
Abstract:
The purpose of this chapter is to further understand how preservice teachers critically think about technology and their competence in technology integration. A mixed methods research design was employed to gather survey and performance task reflection data from preservice teachers. Data were analyzed using a categorization process based on preservice teachers' conceptualizations of technology as replacement, amplification, and transformation. Results revealed a significant overall effect of the selection of performance task upon whether it was applied in a transformative manner, but that no such overall effect existed for amplification and replacement. Descriptive analyses indicate preservice teachers were self-reflective about the extent to which technology influences students' learning. Conclusions indicate that teacher education programs should consider how they support preservice teachers to become self-reflective consumers of technology.
APA, Harvard, Vancouver, ISO, and other styles
7

Polly, Drew, Christie Martin, Chuang Wang, Richard Lambert, David K. Pugalee, and Catharina W. Middleton. "The Influence of Professional Development on Primary Teachers' TPACK and Use of Formative Assessment." In Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age, 382–405. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0120-6.ch015.

Full text
Abstract:
Formative assessment continues to be heralded as a high-leverage teaching practice that has empirical links to student achievement. This chapter describes the design and influences of a year-long professional development project focused on supporting primary grades teachers' with formative assessment skills in mathematics. The professional development was a blended format that included face-to-face workshops as well as classroom-based activities that were presented and facilitated through an online asynchronous format. Findings from the study indicated that teachers' enacted evidence of various aspects of TPACK, but there was variance in terms of how teachers implemented pedagogies. Implications for the design of professional development focused on formative assessment include the need to situate teachers' learning in their classroom, and provide ongoing multiple modes of support to help teachers enact formative assessment practices.
APA, Harvard, Vancouver, ISO, and other styles
8

Criswell, Brett, Wendy M. Smith, Jan Yow, Christine Lotter, Sally Ahrens, Greg Rushton, Amanda Gonczi, S. Justin Polizzi, and Steve Barth. "Viewing STEM Teacher Leadership Through a Communities-of-Practice Lens." In Research in Practice: Preparing and Retaining K-12 STEM Teachers in High-Need School Districts. American Association for the Advancement of Science, 2022. http://dx.doi.org/10.1126/aaas.add8025.

Full text
Abstract:
In this chapter, we share findings from the collaborative Noyce teacher leadership project, and how communities of practice can provide a lens to view the development and support of teacher leadership activities and identities. With eight Track 3 Noyce projects collaborating to collect and analyze data related to Master Teaching Fellows’ (MTFs) teacher leadership trajectories and influences, we share findings from a variety of contexts. The research reported here centers on the following questions: 1) What are the key features of the Noyce communities of practice, and how do they impact the professional identities of the MTFs? and 2) What are the boundary objects and what are the natures of the border crossings that affect the transfer of meanings and practices between the MTFs’ Noyce and school external communities of practice (CoPs)? This chapter provides a series of vignettes to explore these questions in the context of different Noyce Track 3 MTF projects. The communities of practice allowed MTFs to grow together into professional identities as teacher leaders, and then to use the external Noyce communities of practice to in turn develop and strengthen their internal school communities of practice. This type of boundary crossing, bringing information from one community to another (including bridging research-practice gaps), became a central feature of the work of the MTFs. The chapter concludes with recommendations to various stakeholders for how they can best develop and support teacher leaders.
APA, Harvard, Vancouver, ISO, and other styles
9

Estes, Judi Simmons. "Moving Beyond a Focus on Delivery Modes to Teaching Pedagogy." In Promoting Global Literacy Skills through Technology-Infused Teaching and Learning, 86–101. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6347-3.ch005.

Full text
Abstract:
The use of online methodologies to deliver coursework has become institutionalized in higher education. There is an urgent need to move beyond the question of which delivery model is most effective: face-to-face, fully online, or blended, and switch the focus to teaching pedagogy and strategies that effectively engage students in the learning process. This chapter posits that student-learning outcomes are less dependent on delivery mode and instead dependent on a teacher's pedagogical practices; it is the skill of the teacher as facilitator that drives the effective development of the learning community and influences student-learning outcomes. Further, it is suggested that constructivism, as a pedagogy of teaching, be considered, regardless of delivery mode; students construct their own knowledge as the teacher facilitates the process through providing opportunities for active engagement and critical inquiry within a community of learners. Teaching opportunities are adapted in response to the needs of students with technology as a tool to deliver learning outcomes.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Influences on teacher homework practices"

1

Nilsen, Katherine. "Investigating Next Generation Science Standards Teacher Leaders: Influences on Science Leadership Practices." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1586987.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Bempechat, Janine. "Preparing Teachers to Navigate Conflict When Equity Is at Stake: Teacher-Educators' Beliefs About Homework-Related Practices." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1688869.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Sakai, Rena, and Christine Bakke. "Student Ownership of Learning: A Student’s Experience." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4992.

Full text
Abstract:
Aim/Purpose: This study reports the outcome of Student Ownership of Learning (SOL) through developing a shopping application. This research aims to describe embedding agile career-like experiences into software development courses in order to improve perceived educational value. Background: Many classes consist of lectures, homework, and tests; however, most students do not remember what they learn through passive instruction. The re-searchers of this study believe that SOL and Scrum can be combined to guide students as they take an active and leading role in their learning. Methodology: This study implemented SOL and Scrum to promote learning through teacher and student collaboration. Iterative development of an ill-defined and complex software project progressed through goal setting, task determination, prioritization, and timeboxing. Following Scrum, the complex project was first broken down into small units. The development followed short periods of independent work followed by meetings; each timeboxed development cycle is modeled after a Scrum sprint. Weekly instructor-student meetings emphasized planning and reflection through code review, discussions of progress and challenges, and prioritization for the next iteration. The project followed the agile philosophy of soft-ware development flow through iterative development rather than focusing on a defined end date. Contribution: This study provides a practical guide for successful student learning based on SOL and Scrum through project details such as project successes and iterative challenges. Findings: This study found that SOL, when combined with Scrum, can be used to provide a career-like software development experience. Student perceptions reflect regular interactions with a subject matter expert for the development of a complex software project increased willingness to learn, helped clarify goals, and advanced development of independent programming skills. Recommendations for Practitioners: Practitioners can share this research with faculty members from different faculties to develop the best solutions for SOL using Scrum. Recommendations for Researchers: Researchers are encouraged to explore different disciplines and different perspectives where SOL and Scrum methods might be implemented to increase active learning through teamwork or project-based learning. Impact on Society: This study is beneficial for creating or redesigning a course to include career-like experiences. Readers can understand that the high level of engagement and achievement achieved through SOL and Scrum are the driving forces for project success. Future Research: Practitioners and researchers can expand the current body of knowledge through further exploration of Scrum and SOL in educational settings where the emulation of real career experiences is desired. Future research examining best practices, tools, and methods for embedding complex software development projects into programming courses would benefit instructional faculty in many technical disciplines.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Influences on teacher homework practices' for particular source types:
Journal articles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography