Academic literature on the topic 'Purpose of homework'
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Journal articles on the topic "Purpose of homework"
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Sun, Meilu, Jianxia Du, and Jianzhong Xu. "Math Homework Purpose Scale." Swiss Journal of Psychology 79, no. 2 (April 2020): 47–54. http://dx.doi.org/10.1024/1421-0185/a000234.
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Abstract. The present study evaluated the psychometric properties of the Math Homework Purpose Scale (MHPS). After randomly splitting the sample ( N = 854) into two subsamples ( n = 427 and n = 427), we carried out exploratory factor analysis (EFA) on subsample 1 and confirmatory factor analysis (CFA) on subsample 2. The Kaiser-Meyer Olkin value of .88 indicated that EFA was appropriate for subsample 1. EFA results showed that a three-factor solution explained 72.2% of the variance. All ten of the MHPS items loaded quite substantially on three factors labeled Academic, Self-Regulatory, and Approval-Seeking. CFA results further showed that the MHPS was composed of three factors: Academic, Self-Regulatory, and Approval-Seeking. From this adequate level of measurement invariance, we further examined the latent mean difference across gender for the entire sample. Our findings showed no statistically significant mean differences in Academic, Self-Regulatory, and Approval-Seeking across gender. In addition, the HMPS was found to have adequate alpha reliability coefficients and omega coefficients. Concerning the validity evidence of the MHPS, Academic, Self-Regulatory, and Approval-Seeking purposes were positively correlated with homework effort, homework completion, and math achievement. The present study provides solid evidence that the MHPS is a reliable and valid measurement of math homework purposes.
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Foyle, Harvey C., and Gerald D. Bailey. "Homework: Its Real Purpose." Clearing House: A Journal of Educational Strategies, Issues and Ideas 60, no. 4 (December 1986): 187–88. http://dx.doi.org/10.1080/00098655.1986.9959318.
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Rosário, Pedro, José Carlos Núñez, Guillermo Vallejo, Jennifer Cunha, Tânia Nunes, Rosa Mourão, and Ricardo Pinto. "Does homework design matter? The role of homework's purpose in student mathematics achievement." Contemporary Educational Psychology 43 (October 2015): 10–24. http://dx.doi.org/10.1016/j.cedpsych.2015.08.001.
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Pu, Chunli. "Teachers, Studens, Homework." Lifelong Education 9, no. 6 (September 28, 2020): 246. http://dx.doi.org/10.18282/le.v9i6.1352.
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The function of homework is to meet teaching purpose and learning goal. From teachers’ and students’ point of view, this thesis refers some advice on how to assign and grade students homework. It has some reference value.
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Sun, Meilu, Jianxia Du, and Jianzhong Xu. "Math homework purpose scale for preadolescents: a psychometric evaluation." Current Psychology 39, no. 5 (May 26, 2018): 1740–48. http://dx.doi.org/10.1007/s12144-018-9870-2.
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Valdés-Cuervo, Angel A., Christian S. Grijalva-Quiñonez, and Lizeth Guadalupe Parra-Pérez. "Parental autonomy support and homework completion: Mediating effects of chil-dren’s academic self-efficacy, purpose for doing homework, and homework-related emotions." Anales de Psicología 38, no. 2 (April 19, 2022): 259–68. http://dx.doi.org/10.6018/analesps.424221.
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Parenting qualities may affect children’s homework achievement. The present study examined the relationship among parental autonomy support, children’s academic self-efficacy, learning-oriented purposes for doing homework, positive homework-related emotions, and homework completion. The sample included 984 children (M age = 10.68 years, SD = 0.63), 502 (51%) boys and 482 (49%) girls from elementary schools of Sonora, Mexico. A structural model and multigroup invariance by gender and academic achievement was calculated. The structural model indicated that parental autonomy support had a direct positive relation with children’s academic self-efficacy, learning-oriented purposes, and positive emotions in homework; it also had an indirect effect in homework completion by its positive association with these psychological resources. A multi-group analysis indicates that gender and academic achievement did not moderate the structural relations. Overall, findings suggest that parental autonomy support is critical to promote homework completion in elementary school children. La calidad de la crianza afecta el desempeño de los niños en las tareas escolares. El presente estudio examinó las relaciones entre el apoyo parental a la autonomía, la autoeficacia académica, el propósito de realizar las tareas por aprender, las emociones positivas y la terminación de las tareas escolares. La muestra incluye 984 estudiantes (M edad = 10.68 años, DS = 0.63), 502 (51%) niños y 482 (49%) niñas de escuelas primarias de Sonora, México. Se calculó un modelo estructural. El modelo estructural indica que el apoyo parental a la autonomía se relaciona directamente de forma positiva con la autoeficacia académica, el propósito de aprender en las tares, las emociones positivas y la terminación de las tareas. El análisis multigrupo muestra que el sexo y el desempeño académico del niño no moderan las relaciones propuestas en el modelo estructural. En general, los resultados sugieren que el apoyo parental a la autonomía promueve la terminación de las tareas en la educación primaria.
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Syla, Lirika Bërdynaj. "Perspectives of Primary Teachers, Students, and Parents on Homework." Education Research International 2023 (January 23, 2023): 1–12. http://dx.doi.org/10.1155/2023/7669108.
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The purpose of this research was to examine the experiences of teachers, students, and parents on homework purpose and student feedback in primary school. The qualitative methodology was adopted for this research. This qualitative study used data from 20 teachers, 20 students, and 20 parents of the fifth-grade primary school in four municipalities of Kosovo. Data were collected through semistructured interviews and were analyzed through the thematic analysis method. The research results provided an overview of the reality of the way teachers approached homework. Research showed that there was a lack of a general standard, in almost all schools, related to homework assignments and there was a lack of teachers’ professional development for homework planning. Also, this research showed that the purpose of homework was closely related to how teachers planned and understood the role of homework, as well as how teachers built collaboration with students.
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Gołębieska-Wesołowska, Agnieszka. "ROLE AND PURPOSE OF HOMEWORK IN RELATION TO THE TEACHING PRACTICE IN POLISH SCHOOLS." International Journal of New Economics and Social Sciences 8, no. 2 (December 30, 2018): 258–59. http://dx.doi.org/10.5604/01.3001.0012.9953.
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There are many new methods and forms of work in the education of every young man which he will not be able to meet on a daily basis. In order to learn the reasonableness of didactic activities, a student will need not only a school, but also a home, which are an inseparable part of education and the upbringing of future generations. The aim of the article is to describe the role and purpose of homework in the context of teaching and the current re-form of education. In the teaching process, every teacher should strive to make the student learn at school as much as possible and to decrease his work at home. If the lesson is well carried out and stimulates the thinking, if its contents and functions have been properly selected, then it can be expected that the students have gained so much knowledge that their homework will not take them much time. Its performance will be a pleasure for the student, not a duty. We often forget that the teaching profession is characterized above all by the fact that its area of activity is a contact with people, especially children and youth, and the primary purpose of its actions is to edu-cate them. Working as a teacher sets requirements, which are not limited only to the transfer of knowledge. These tasks are also the transfer of experiences, stimulating to be creative, active, motivated and capable, which con-tributes to shaping the value system of a young person. Implementation of these tasks may affect with teachers being overloaded by work, and cause fatigue and tiredness. It is important whether the beliefs about the teaching profession are reasonable and the skills are adapted to the position. Therefore, it is necessary to plan didactic work, so that it is not obligatory to give homework after each lesson because homework is supposed to be a consol-idation of what the student learned during the lesson, homework should not be just another filler of the day.
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Xu, Jianzhong. "Homework Emotion Management at the Secondary School Level: Antecedents and Homework Completion." Teachers College Record: The Voice of Scholarship in Education 113, no. 3 (March 2011): 529–60. http://dx.doi.org/10.1177/016146811111300303.
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Background/Context For many children, doing homework becomes an emotionally charged event and one of the most disappointing aspects of school life. It is surprising to note, however, that homework emotion management is noticeably absent from much contemporary homework literature. Purpose The primary propose of the present study was to propose and test empirical models of variables posited to predict homework emotion management at the secondary school level, with the models informed by (a) research and theory on emotion regulation and (b) findings from homework research that alluded to a number of factors that may influence homework emotion management. Another purpose of the present study was to examine whether homework emotion management is related to homework completion, one of the major outcome variables in the homework process. Research Design The study reported here used cross-sectional survey data. The participants were 1,895 students from 111 classes in the southeastern United States, including 1,046 eighth graders from 63 classes and 849 11th graders from 48 classes. Results Results from the multilevel analyses revealed that most of the variance in homework emotion management occurred at the student level, with grade level appearing as the only significant predictor at the class level. At the student level, the variation in homework emotion management was positively associated with teacher feedback, peer-oriented reasons for doing homework, arranging the environment, managing time, and monitoring motivation. Girls reported statistically significant higher scores in managing homework emotion than did boys. Follow-up analyses further revealed that homework emotion management was positively associated with homework completion. Conclusion As most of the variance in homework emotion management occurred at the student level rather than at the class level, homework emotion management was largely a function of individual student characteristics and experiences. The present study further suggests that monitoring motivation and managing time play a predominant role in homework emotion management (compared with other variables included in the present study). Consequently, there is a critical need to conceptualize these variables in the process of emotion regulation in general, and in homework emotion management in particular. In addition, there is a critical need for secondary schools to strategically engage students in the homework process to better manage their emotion while doing homework.
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Виситаева and Maret Visitaeva. "Developing General-Purpose Educational Skills While Teaching Mathematics." Primary Education 1, no. 6 (December 25, 2013): 10–16. http://dx.doi.org/10.12737/2074.
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The author outlines the process of developing
general-purpose educational skills while solving problems,
related to operation with the elements of interpenetrating
figures. The paper could be useful in working with advanced
fourth-grade pupils, especially for the purpose of their
individual homework, as well as for organizing after-school
activities.
Dissertations / Theses on the topic "Purpose of homework"
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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.
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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.
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Hallberg, Pernilla. "Matteläxan ur ett elevperspektiv : En kvalitativ studie om elevers uppfattning av matteläxan." Thesis, Karlstads universitet, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-62722.
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Läxor är en del av undervisningen i många skolor idag. Det finns många tankar om hur läxan ska vara utformad och i vilket syfte eleverna ska ges läxa. I vår läroplan, Lgr 11 (Skolverket, 2011), finns dock inget skrivet om läxor. Syftet med min studie är att ta reda på hur matteläxan uppfattas ur ett elevperspektiv. Vilken uppfattning har eleverna om varför de får matteläxa och hur ser uppfattningen ut gällande utformningen? Detta undersöker jag genom en kvalitativ studie i form av semistrukturerade gruppintervjuer med elever på lågstadiet. Den data som samlas in bearbetas utifrån en induktiv tematisk analys. Resultatet visar bland annat att den vanligaste läxan som eleverna får är den som behandlar färdighetsträningen. Eleverna uppfattar matteläxan som att det är något de ska träna på hemma. Dock är matteläxan sällan individanpassad och uppfattas av många elever som alldeles för lätt och att den går alldeles för fort att göra. Inte heller framkommer att det finns någon uppföljning av matteläxan i skolan, som kopplas ihop med dess syfte. Min förhoppning med denna studie är att den ska lyfta fram elevernas uppfattning och tankar omkring matteläxan och ge mig som verksam lärare en vägledning till utformningen av mina matteläxor.Homework is part of the teaching in many schools today. There are many thoughts about how the homework should be designed and for what purpose the students should be given homework. However, in our curriculum, Lgr 11 (Skolverket, 2011), nothing is written about homework. The purpose of my study is to find out how the math homework is perceived from a student perspective. What view do the students have about why they get math homework and what does the perception of the design look like? I study this through a qualitative study in the form of semi-structured group interviews with pupils at the lower grades. The data collected is processed based on an inductive thematic analysis. The result shows, among other things, that the most common homework that the students receive is the one who treats the skills training. The students perceive the math homework as something that they should train at home. However, the math homework is rarely individualized and perceived by many students as being too easy and too fast to do. Nor does it appear that there is any follow-up of the math homework at school, which is linked to its purpose. My hope with this study is that it will highlight the students' perceptions and thoughts about the math homework and give me as an effective teacher a guide to the design of my math homework’s.
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Wallström, Linnéa, and Sofia Blomberg. "Vilken roll har läxan i matematikundervisningen? : En kvalitativ studie om lärares förhållningssätt till läxor i matematikundervisningen." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-38016.
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Syftet med denna studie är att belysa om, varför och hur några lärare i årskurserna 1-3 anser sig arbeta med matematikläxor. Syftet är även att undersöka dessa lärares definition av läxa samt att utifrån det samlade resultatet identifiera möjligheter och hinder med matematikläxa. För att samla in data till studien användes semistrukturerade intervjuer med åtta lärare. Studiens resultat visar att även om matematikläxan är inkluderad i undervisningen hos alla respondenter, skiljer sig syfte och definition åt. Vissa såg till exempel möjligheten till kommunikation med hemmen medan andra såg ett tillfälle för repetition. Resultatet visar även variation i hur matematikläxan används samt att den i sig själv kan utgöra möjligheter såväl som hinder för lärande. Vår slutsats är att matematikläxa som pedagogiskt verktyg används men är ett oreglerat område samt att en officiell riktlinje inom verksamheterna saknas.The aim of this study is to identify if, why and how certain teachers of grade 1-3 consider to work with mathematics homework. Further the aim is to investigate the definition of homework and to identify opportunities and obstacles with including it as part of the teaching practised. To collect data for the study, semi-structured interviews have been performed with eight teachers. A presented results show that all respondents includes mathematics homework in their teaching but its purpose and definition varies. For example, some teachers sees it as a possibility of communication with the home while others sees it as an opportunity for repetition. The result also shows variations of how mathematics homework is used and that it can in itself constitute opportunities as well as obstacles to learning. The main conclusion of the study is that mathematics homework as an educational tool is an unregulated area with no official guideline in place.
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Benits, Nicolina, and Cassandra Arnberg. "Varför har vi matematikläxor? : En kvalitativ studie om syfte och attityder till läxor ur ett lärar- och elevperspektiv." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-44807.
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Syftet med studien är att beskriva fyra lärares respektive tio elevers syn på varför matematikläxor används i lågstadiet samt vilka attityder de har gentemot dem. Metoden som har använts är semistrukturerade intervjuer med elever och lärare i årskurs 1–2. Resultaten visar att samtliga lärare framförallt ger läxa i syfte att repetera och befästa kunskap. Eleverna framförde en likartad uppfattning och menade att läxan är till för att träna mer på det innehåll som har behandlats under lektionstid. Lärarnas attityder gentemot läxor skiljde sig, då två av lärarna uppgav en positiv inställning medan två av lärarna uttryckte en direkt negativ inställning till läxor. Resultaten visar vidare att lärarnas uppfattning om elevernas attityder gentemot matematikläxor skiljer sig från elevernas faktiska attityd. Lärarna förklarade att de upplevde de flesta elevers inställning som positiv. Samtidigt uppgav sex av tio elever en negativ inställning till arbetet med den senaste matematikläxan. Samtliga lärare uppgav att det kan finnas svårigheter med läxor, såsom tidsbrist och att konflikter kan uppstå i hemmet. En slutsats som kan dras från resultaten är att färdighetsträning är den vanligaste orsaken till att läxor ges, enligt både lärarna, eleverna och forskare.The purpose of the study is to describe four teachers 'and ten students' views on why mathematics homework is used in primary school as well as what attitudes they have towards them. The method used is semi-structured interviews with students and teachers in grades 1–2. The results show that all teachers primarily give homework in order to repeat and consolidate knowledge. The students presented a similar view and said that the purpose of homework is to practice more on the content that has been treated during lesson. The teachers' attitudes towards homework differed, as two of the teachers stated a positive attitude, while two of the teachers expressed a direct negative attitude to homework. The results also show that the teachers' perception of the students' attitudes towards the mathematics homework differs from the students' actual attitude. The teachers explained that they experienced the attitude of most students as positive. At the same time, six out of ten students expressed a negative attitude to the work on the latest mathematics homework. All teachers stated that there may be difficulties with homework, such as lack of time and that conflicts may occur in the home. One conclusion that can be drawn from the results is that skill training is the most common reason why homework is given, according to both the teachers, the students and the researchers.
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Elisabet, Persson. "Att ge matematikläxor i årskurs 1-3 : En kvalitativ studie av lärares syn på läxor i matematik." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-44519.
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Homework or no homework has been frequently occurring discussions in society over the years. Today, more teachers than ever have taken sides about homework. But which purpose do the teachers that provide homework have, and can they see the advantage with homework? The purpose with this essay is to examine why teachers at younger ages provide homework in mathematics and what the benefits are? To reach some answers in order to find out some answers to my questions I have made a qualitative study by interviewing six teachers, teaching classes from grades1-3. I have also been studying some other research and literature that are dealing with these questions. The result shows that despite that the teachers have chosen to provide homework they cannot always see any effects. The most common type of homework has the purpose to repeat what has been taught at school. The pupils are supposed to manage to do their homework on their own without any help from their parents. Other purposes that are mentioned in the research are joy, motivation, responsibility and to create a link between school and the domestic environment. The follow-up of the homework consists of the teacher marks the homework and sometimes gives it back to the pupils with comments.Läxor eller inte läxor har varit vanligen förekommande diskussioner i samhället genom åren. Idag har fler lärare tagit ställning för eller emot läxor än tidigare. Hur tänker då de lärare som ger läxor och vilka vinster ser de med läxor? Syftet med den här uppsatsen är att undersöka varför lärare som undervisar i de yngre åldrarna ger läxor i matematik och vilka vinster de ser med läxor? För att söka svar har jag genomfört kvalitativa intervjuer med sex lärare som undervisar i matematik i årskurserna 1-3. Jag har även tagit del av forskning och litteratur som behandlar frågorna. Resultatet visar att trots att lärarna valt att ge läxor så ser inte alla att den ger någon effekt. Den vanligaste läxan som ges handlar om färdighetsträning. Eleverna ska själva klara av de läxor som ges utan föräldrars inblandning. Andra syften som nämns handlar om glädje, motivation, ansvarstagande samt att skapa en länk mellan hem och skola. Den uppföljning som främst används är att läxan lämnas in för rättning och ibland lämnas tillbaka med kommentarer.
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(9829964), Susan Richardson. "Teacher homework practices in Queensland state primary schools." Thesis, 2015. https://figshare.com/articles/thesis/Teacher_homework_practices_in_Queensland_state_primary_schools/13437326.
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Homework is a universal school practice. Most homework research has concerned itself with student learning and achievement and time spent on homework; parental involvement in homework that supports learning from homework; and the development of student self-regulatory, independent learning skills. In Australia, each state and territory has an educational authority homework policy for schools. However, there is limited research that has explored homework policy influences on teacher perspectives about homework and teacher-in-action homework practices in the context of a homework policy-perspectives-practice interface. Teacher perspectives about homework were explored using focus groups and teacher-inaction teacher homework practices were explored using the stimulated recall (SR) method. Four inter-related findings emanated from this research, namely that: teachers interpret state and school-based homework policy guidelines and implement them through the use of individualised teacher homework repertoires of practice; teacher homework repertoires of practice respond to the influences of policy, teacher view, parental involvement in homework and student learning; there are distinct differences in the orientation to the homework approach evidenced in the repertoire of homework practices between primary classroom teachers in the early years and middle years phases of learning; and an analogous relationship exists between primary classroom teacher perspectives about homework and homework practices, and the teacher-in-action in situ homework practices used by classroom teachers. It was found that the use of SR methods to explore teacher-in-action practices was problematic and difficult to manage in the classroom setting. However, the results using this methodology confirmed that teacher perspectives were enacted into teacher-inaction practice. The results also revealed that teacher perspectives about the purpose for homework influenced the types of homework used and the ways in which primary classroom teachers implemented homework using idiosyncratic teacher homework practices. The results from this research have been used to develop a reflective frame for teacher homework practice. This frame can be used by educators, and in particular by classroom teachers to raise awareness about teacher homework practice; and stimulate professional discussions about homework and teacher homework practice.
Books on the topic "Purpose of homework"
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Cloud, SkyBlue. Homework Journal: A Perfect Cute Multi-Purpose Book for Kids Home or School Assignments, 120 Pages Lined on White Paper. Independently Published, 2021.
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Ayers, Kelly. Teacher Planner Academic Year: Teacher Lesson Plan Book Undated Vertical All Purpose Organizing Recording Teaching Log Classroom Management Gradebook Assignment Homework Attendance Student Information for Primary Secondary High School College. Independently Published, 2021.
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Ayers, Kelly. Teacher Lesson Planner Academic Year: Undated Lesson Planning Book Vertical All Purpose Organizing Recording Teaching Log Classroom Management Gradebook Assignment Homework Attendance Student Information for Primary Secondary High School College. Independently Published, 2021.
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Ayers, Kelly. Teacher Planner Academic Year: Undated Teacher Lesson Plan Book Horizontal All Purpose Organizing Recording Teaching Log Classroom Management Gradebook Assignment Homework Attendance Student Information for Primary Secondary High School College. Independently Published, 2021.
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Ayers, Kelly. Teacher Lesson Planner Academic Year: Undated Lesson Planning Book Vertical All Purpose Organizing Recording Teaching Log Classroom Management Gradebook Assignment Homework Attendance Student Information Primary Secondary High School College Mandala Cover. Independently Published, 2021.
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Ayers, Kelly. Teacher Planner Academic Year: Teacher Lesson Plan Book Undated Horizontal All Purpose Organizing Recording Teaching Log Classroom Management Gradebook Assignment Homework Attendance Student Information for Primary Secondary High School College Hardcover. Independently Published, 2021.
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Ayers, Kelly. Teacher Planner Academic Year: Undated Teacher Lesson Plan Book Horizontal All Purpose Organizing Recording Teaching Log Classroom Management Gradebook Assignment Homework Attendance Student Information for Primary Secondary High School College Flower. Independently Published, 2021.
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Ayers, Kelly. Teacher Planner Academic Year: Undated Lesson Planning Book Horizontal All Purpose Organizing Recording Teaching Log Classroom Management Gradebook Assignment Homework Attendance Student Information for Primary Secondary High School College Floral Cream. Independently Published, 2021.
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Ayers, Kelly. Teacher Planner Academic Year: Teacher Lesson Plan Book Undated Vertical All Purpose Organizing Recording Teaching Log Classroom Management Gradebook Assignment Homework Attendance Student Information for Primary Secondary High School College Hardcover. Independently Published, 2021.
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Ayers, Kelly. Teacher Planner Academic Year: Undated Teacher Lesson Plan Book Horizontal All Purpose Organizing Recording Teaching Log Classroom Management Gradebook Assignment Homework Attendance Student Information Primary Secondary High School College Leopard Print. Independently Published, 2021.
Find full textBook chapters on the topic "Purpose of homework"
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Higgins, Marc. "The Homework of Response-Ability in Science Education." In Unsettling Responsibility in Science Education, 53–78. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61299-3_2.
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AbstractThe purpose of this chapter is to introduce response-ability as a concept and practice to (re)open science education’s understanding and enactments of responsibility towards Indigenous ways-of-living-with-nature (IWLN) and traditional ecological knowledge (TEK). This is significant as even well-intentioned forms of responsibility are often and inadvertently over-coded by the (neo-)colonial logics that it sets out to refuse and resist: responsibility and the ability to respond are often not one and the same. Within this chapter, I revisit a significant personal pedagogical encounter in which this distinction made itself felt and known. Thinking with the work of Sami scholar Rauna Kuokkanen, this narrative provides a platform to explore practices of epistemic ignorance and its (co-)constitutive relation to knowledge, as well as what she refers to as “the homework of response-ability” required to (re)open the norms of responsiveness towards the possibility of heeding the call of Indigenous science from within the structure of science education. Concluding thoughts underscore the promise of deconstruction (rather than destruction) as a theoretical, methodological, and ethical tool to resist the (fore)closure of responsibility towards hospitably receiving Indigenous science on its own terms.
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Dryden, Windy, and Michael Neenan. "Different Homework Assignments for Different Purposes." In Rational Emotive Behaviour Therapy, 181–82. Third edition. | London ; New York : Routledge, 2021. | Series: 100 key points: Routledge, 2020. http://dx.doi.org/10.4324/9781003132493-69.
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Higgins, Marc. "Response-ability Revisited: Towards Re(con)figuring Scientific Literacy." In Unsettling Responsibility in Science Education, 271–316. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61299-3_7.
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AbstractThe purpose of this chapter is to revisit and expand upon the concept of response-ability, shifting from the deconstructive homework of previous chapters to working towards a reconstructive response which renders science education more hospitable towards Indigenous science to-come. Braiding in the work of Torres Strait Islander scholar Martin Nakata’s theorizing of the cultural interface, which accounts for the ways in which hybridity between ways-of-knowing-in-being are unequal, problematic, and yet rife with possibility, this response takes the form of re(con)figuring scientific literacy. In four movements, this response: a) identifies scientific literacy as a central yet uncertain concept whose critical inhabitation is ripe for other meanings and enactments; b) explores Karen Barad’s subversion of scientific literacy as agential literacy as a productive location to rework the connectivity towards IWLN and TEK; c), utilizes agential literacy as proximal (yet differing) relation to bring in Gregory Cajete’s conception of Indigenous science as ecologies of relationships; and d) explores the generative points of resonance between agential literacy and ecologies of relationships. The chapter concludes with a cautionary note on points of convergence and points of divergence, wherein the proximal relation between agential literacy and ecologies of relationships is productively troubled.
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Youngman, Erik. "Purpose." In 12 Characteristics of Deliberate Homework, 39–48. Eye on Education, 2020. http://dx.doi.org/10.4324/9781003002413-4.
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Elias, Jamal J. "Good Muslims Do Their Homework." In Alef Is for Allah. University of California Press, 2018. http://dx.doi.org/10.1525/california/9780520290075.003.0004.
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This chapter continues the discussion of childhood undertaken in the previous chapter. Child rights are explored within the framework of universal human rights and the more confined limits of documents on rights ratified by Muslim-majority countries, such as the Cairo Declaration of Human Rights in Islam and the Declaration on the Rights and Care of the Child in Islam. It provides an overview of childhood in Islamic history, beginning with references to childhood in the Qur’an and continuing to a survey of classical and medieval Islamic medical and religious literature addressing the juvenile phases of human life. The education of children in the thought of classical Muslim thinkers, especially Ghazali, emphasizes the moral purpose of education and locates play and exercise within that frame. The chapter continues to discuss childhood in the modern Muslim thought, highlighting rites of passage, the gendering of children, and the role of education and literature in engendering the concept of modern childhood in the Western and Islamic worlds, using Egypt as a principal example of the growth of modern education in Islamic society.
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Shaffer, Shelly. "Examining the Potential for Flipped Literature Units." In Computer-Assisted Language Learning, 1178–202. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch056.
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This chapter discusses a case study of an eleventh-grade American Literature course in the Southwestern United States using flipped teaching approaches with technology for the first time. The study's purpose was to investigate the effects of flipping using technology on how the teacher and students worked, learned, and engaged with English Language Arts (ELA) content. Specifically, the researcher hoped to study the effects of flipped coursework on homework and classwork, the students' and teacher's responses to flipped strategies, and the impact of technology on a two-week unit on The Great Gatsby (Fitzgerald, 1925). The teacher worked with the researcher to choose four activities in the unit to flip, which involved a webquest, Google quiz, blog, and online PowerPoint. The participants in the study included the teacher: Mr. Riggs, a veteran ELA teacher with over 20 years' experience and four eleventh grade students: Simone, a bi-racial female; Omar, an African-American male; Garrett, a Caucasian male; and Audrey, a Latino female. Through open-coding analysis of interviews with each participant during the study, field notes taken throughout the unit, and documents collected from online and paper artifacts, three major categories were established. The major categories included perceptions of changes in classwork and homework, impact of technology, and appeal of flipped classrooms. The findings of this study revealed that the flipped unit had an impact on the amount of homework, the type of homework and classwork, homework completion, time spent in class, and the way technology was used. Intrinsic and extrinsic motivation played an important role on whether flipped assignments were completed on time or were engaging for students. A final important finding showed that teacher flexibility was necessary for the flipped unit to be successful. This study provides insight into how flipping could work and look in an ELA classroom.
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Yokuş, Gürol, and Tuğba Yanpar Yelken. "The Adoption of Mobile Devices as Digital Tools for Seamless Learning." In Advances in Educational Technologies and Instructional Design, 297–324. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1692-7.ch015.
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This study examines the views of undergraduate students in Education Faculty related to mobile learning and reveals their mobile usage behaviors. Mobile usage behaviors include students' view about effectiveness of mobile learning, their mobile design preferences, use of mobile device for purpose of learning, the activity types conducted with mobile devices and their mobile usage frequency. It comes out that university students have very positive attitudes towards mobile learning and they think that m-learning is a really effective learning method. However, mobile devices are used mostly for two purposes: socialization and entertainment. University students agree that mobile learning removes constraints like time and space dependency. They view simplicity and fluency as the prerequisites for a mobile application. Their behaviors are infrequent when it comes to the use of mobile devices for accessing library, reading article, doing homework and note-taking. Their readiness for m-learning is considerably high and they have necessary skills for this learning form.
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Yokuş, Gürol, and Tuğba Yanpar Yelken. "The Adoption of Mobile Devices as Digital Tools for Seamless Learning." In Mobile Devices in Education, 237–64. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1757-4.ch015.
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This study examines the views of undergraduate students in Education Faculty related to mobile learning and reveals their mobile usage behaviors. Mobile usage behaviors include students' view about effectiveness of mobile learning, their mobile design preferences, use of mobile device for purpose of learning, the activity types conducted with mobile devices and their mobile usage frequency. It comes out that university students have very positive attitudes towards mobile learning and they think that m-learning is a really effective learning method. However, mobile devices are used mostly for two purposes: socialization and entertainment. University students agree that mobile learning removes constraints like time and space dependency. They view simplicity and fluency as the prerequisites for a mobile application. Their behaviors are infrequent when it comes to the use of mobile devices for accessing library, reading article, doing homework and note-taking. Their readiness for m-learning is considerably high and they have necessary skills for this learning form.
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Demirbilek, Muhammet, and Berna Mutlu. "Language Learning and Social Communication Using Chat Rooms." In Adolescent Online Social Communication and Behavior, 223–33. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-926-7.ch014.
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Information and communication technologies (ICT) have become an inevitable part of adolescents’ daily life and have caused macro and micro changes that are shaping the societies in which adolescents of the future will live. As a two-way real time communication tool, chat rooms are one of the most popular forms of ICT in adolescents’ daily life. Adolescents use ICT for meaningful communication and social interaction with their peers and relatives. Following are some of the purposes for interacting through chat rooms: staying current in what matters to them, shopping, entertainment, creating personal web pages, and, yes, completing homework assignments. These activities can promote opportunities for purposeful communication that leads to increased language production and social interaction as well as promotes higher order thinking skills. The purpose of this chapter is to highlight issues on chat rooms as a two-way real time communication tools frequently used by adolescents with an emphasis on the effects of chat rooms on adolescents’ second language development with a comprehensive review of literature.
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Thompson-Brenner, Heather, Melanie Smith, Gayle Brooks, Rebecca Berman, Angela Kaloudis, Hallie Espel-Huynh, Dee Ross Franklin, and James F. Boswell. "Therapist Materials for Countering Emotion-Driven Behaviors." In The Renfrew Unified Treatment for Eating Disorders and Comorbidity, edited by Heather Thompson-Brenner, Melanie Smith, Gayle Brooks, Rebecca Berman, Angela Kaloudis, Hallie Espel-Huynh, Dee Ross Franklin, and James F. Boswell, 209–20. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780190946425.003.0014.
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The session in this chapter focuses on emotion-driven behaviors (EDBs) intended to escape from emotion. Such behaviors can be problematic when used exclusively for many emotions; when they become a self-perpetuating cycle; when they interfere with the opportunity to learn other healthy coping methods; and when they have negative physical consequences. The homework for this session is for the client to prepare to substitute opposite actions in place of the problematic EDBs. There are opportunities in this session to use mild imaginal exposures. The purpose of these exercises is to get in touch with urges, in order to examine the types of behaviors that happen in response to strong emotions, as well as the antecedents, consequences, and the way that moment felt to that client. This kind of insight-building exercise is extremely important therapeutic work for the clients to be doing.
Conference papers on the topic "Purpose of homework"
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Xu, Jianzhong. "A Psychometric Evaluation of Math Homework Purpose Scale." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1569764.
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Yuan, Ruiping. "A Psychometric Evaluation of Math Homework Purpose Scale for High School Students." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1678602.
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Aravena-Gaete, Margarita, Diana Flores Noya, David Ruete, and Danilo Leal. "Evaluative methodology to develop higher skills." In 7th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2021. http://dx.doi.org/10.32591/coas.e-conf.07.03015a.
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The objective of this research is to provide an evaluative methodology to develop higher cognitive skills. From the methodological perspective, a qualitative was required, based on primary and secondary sources of research to increase thinking. The results showed that a series of premises must be implemented for the development of lower and higher thinking, among them, purpose, explicit teaching, intentionality of the evaluation, evaluation criteria, simple and complex strategies, monitoring, formative evaluation, process feedback and homework, metacognition, among others. As part of the discussion, it seems that teachers need to apply training strategies and implement permanent monitoring in students to promote learning. On the other hand, they must recognize the lower skills that are not internalized in the learners, because these are the starting base to achieve the higher taxonomies. It is concluded that formative evaluation and feedback are effective actions to generate higher taxonomies.
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Brav, NMA, and FHA Trejo. "RELATIONSHIP BETWEEN PERSONALITY AND STUDY HABITS IN UNIVERSITY ENGINEERING STUDENTS." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7129.
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The objective of this research is to establish the relationship between two variables: Personality and Study Habits. The research developed is descriptive correlational. The sample was represented by 92 students of the first cycles of Chemical Engineering of a public university of the constitutional province of Callao-Peru. The study was developed with students of the courses State, Society and Human Development, Methodology of University Work and Industrial Psychology. For this purpose, two time groups were formed (01Q and 02Q), and the Eysenck Personality Questionnaire (EPQR- A) was administered, this instrument evaluates the personality traits: Neuroticism, Extraversion and Psychoticism. On the other hand, Luis Vicuña's Study Habits Inventory evaluates the way students study, divided into five dimensions: How do you study, How do you do your homework, How do you prepare your exams, How do you listen to your classes and How do you accompany your study time? These are instruments that are used in the university system at an international level, they are used in the psycho-pedagogical area or for research. The results indicate a significant relationship between Personality and Study Habits. Therefore, it is demonstrated that there is a clear tendency towards the Psychoticism dimension, being very high; which is very unfavorable for a university student in this contemporary world. Likewise, it is verified that there is a considerable positive tendency towards the dimension of How do you study? There is a clear negative tendency towards the dimension of How do you do your homework? In addition, it is verified that there is a marked negative tendency towards How do you prepare your exams? which is very unfavorable for a university student. Keywords: Personality; Neuroticism; Extraversion; Psychoticism; Study habits
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Hu, Yanan, and Xiaotian Han. "THE ASSOCIATION BETWEEN STUDENT ENGAGEMENT AND CREATIVITY OF UNDERGRADUATES IN CHINA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end012.
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The purpose of the study aimed to: (a) determine to what extent undergraduates expect their college courses; (b) measure the degree to what extent what degree undergraduates engage in their college courses; (c) measure the degree to what extent undergraduate feel their capability of creativity; and (d) examine the degree to which student engagement and their creativity are associated. The study applied a non-experimental, correlational design and used survey responses from 431 randomly selected undergraduates to address the research questions. The findings are as follows. First, the majority of the students have high expectation on their courses and they put feedback as their first priority. Second, most of the Chinese students still attach great importance to their homework. However, the low percentage in reflection shows that the students still lack the habit of doing self-reflection. Third, Chinese undergraduates have fair creativity ability and the students scored their creativity on behavior highest and the creativity on knowledge system lowest. Fourth, student engagement has a positive relation to their creativity on knowledge system, creativity on behaviors, creativity on personalities and creativity on innovative thinking. Among which, the students’ enhanced engagement has a most direct impact on their creativity on behaviors.
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Yilmaz, Emin. "Conversion of a Dune Buggy to a Hybrid Vehicle as a Systems Design Course Project." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-65392.
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Department of Technology has purchased a used Dune Buggy years ago. It had a 6.8 horsepower Honda G65 engine with a centrifugal clutch to move the vehicle. Students in EDTE 341-Transportation Technologies course have tried, twice, to fix the engine, but they were not successful. As a student design project in ETME 475-Mechanical Systems Design course, during spring semester of 2009, three Mechanical Engineering Technology (MET) students, with the help of one Electrical/Electronics Engineering Technology (EET) student, have converted the vehicle to a hybrid vehicle. The purpose of the design project was to convert an internal combustion engine (ICE) driven Dune Buggy to a hybrid vehicle. ICE and Electric motor (EM) sizes were kept at about 6HP and cost was limited to no more than $3000. ETME 475 is a three credit-hour course with two credit hours for lecture and one credit hour (two lab contact hours) for laboratory. Laboratory time is used to discuss the project(s) and cover basic knowledge needed for the specific project(s). Along with regular textbook homework sets, students are assigned to turn in project related assignments. Most weeks, both homework and project assignments were due. First half of the semester was spent on designing the hybrid vehicle. Second half of the semester was spent constructing it. There were three students enrolled in the course. One EET student worked on the project to do electrical/instrumentations systems design and wiring. At the end of the semester, Dune Buggy was able to move with the EM. However ICE stalled as soon as the magnetic clutch was engaged. The following semester, fall semester of 2009, another MET student worked on the project to modify wiring and replace the magnetic clutch with a centrifugal clutch. This work was done under two credit-hour, ETME 499-Independent Research in Mechanical Engineering course. At the end of the semester, the Dune Buggy was fully operational with EM and ICE, one at a time, or both at the same time. Two additional MET students worked on the vehicle during the spring semester of 2011 as one of their low-tech projects to improve safety by covering cover exposed areas of the dune buggy and paint it. This paper discusses the details and coordination of the project as a design project for senior level Mechanical Systems Design course.
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Xu, Jianzhong. "Are Homework Purposes and Student Achievement Reciprocally Related? A Longitudinal Study." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1569763.
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Naumenko, Yulia, Lilia Vokhmina, and Ekaterina Budnik. "The Usage of the Flipped Class Model when Teaching International Students Theoretical Disciplines at the Philological Faculty." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3109.
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One of the teaching models which stimulates and motivates students' studying activities is the flipped class, which “turns over” the traditional order of the material (a lecture - homework) vice versa. The purpose of this work is to present the effectiveness of the usage of the flipped class model when teaching international students’ theoretical disciplines in Russian at the philological faculty at Pushkin State Russian Language Institute. The traditional way of giving the material of theoretical disciplines to the international students didn’t show the high results: the students couldn’t master the material in full, didn’t understand texts of the lectures due to an insufficiently formed lexical stock and couldn’t do practical tasks and tests. The students met significant difficulties during the performance of the certification work. It became clear that the special preparative work must be done with the students before they begin to listen to lectures. So, the teaching and academic staff of the department (Department of Methodology of Teaching Russian as a Foreign Language) at the philological faculty decided to change the traditional way of giving theoretical lecture material in Russian for the international students into the flipped class teaching model. In 2019-2020 academic year the international students got the new formatted material under study within the theoretical discipline “Aspect study of the Russian Language in an international audience”. LMS Canvas was used as an educational platform, where the students got different tasks with video lectures, articles, questions, practical exercises. At the end of the term the students completed the certification work. And the high points which the students got for the work indicated the correctness of the chosen teaching model. Keywords: teaching international students, traditional format of teaching, flipped class teaching model, Russian and international audience
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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.
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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.
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Xu, Meng, Bo Liu, and Yue Shi. "AR Experimental Game Design of Children Character Based on Etymon Literacy Method." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001795.
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Purpose With the promulgation of China's "Three-child Policy", the cardinal number of children population has surged. The era of parent-child format arrives. Since ancient times, China has emphasized on education. With the development of the internet, people have improved the Chinese character position unprecedently. In recent years, the game education APP of mobile terminal has developed with irresistible force due to the development of the mobile devices and the influence of COVID-19. But due to its virtual property, offline interaction is weak, and it isn't easy to review and memorize. The preschool children at the age of 3-6 focus on the concrete thinking, and their recognition to external things mainly depends on the concretization and representation of things and the association of representation, accordingly constructing knowledge. Therefore, under the trend of reduction of excessive homework burden and off-campus tutoring, it is critical to inquire how to effectively build the popular online and offline "AR game gene" in design research. Method The significance and opportunity for etymon literacy method to be introduced to children Chinese game design is found through theoretical research; The AR technology is used in practice through technical research to build the design method of virtual and real interaction; The law of development of Children's cognition and motion interaction is researched and the characteristics of word root and grapheme of Chinese characters are split and combined to find the coherence point of Children's cognitive development and literacy method and design a set of suitable Chinese character formula, excavating the similarity of word formation thought and design thought, and enlightening children's thought with word formation; Results Chinese character laboratory aims at the children at the age of 3-6 [critical period of Whole Brain Development], is oriented by the development of multiple intelligence of children, and takes AR foundation as technological base. The whole design research is analyzed in this paper and the work formation process is summarized. Conclusions The etymon literacy method and AR experimental game are of important innovative significance in children's thinking development. Chinese character laboratory fully considers the uniqueness of children in social cognition in design through etymon literacy method, will utilize children's curiosity to introduce laboratory concept, namely experiment is game, and conducts series connection of commonly used characters in the form of Chinese character atlas from fragment to systematization. In the meanwhile, AR children's interactive games are characterized by the vivid and interesting virtual Chinese character model, entity Chinese character card, AR technology's unique interactivity, immersion and imagination, and utilize the computer technology to achieve interaction, conforming to the children's concrete thinking. In the future, technology will gradually replace mankind's left brain for calculation and analysis, but the creative thinking controlled by right brain can't be substituted by technology, because the knowledge is limited, but the imagination and creativity are limitless. This design breaks through the boundedness, singleness and fragmentization of current Chinese character literacy for children, which not only can promote the development of comprehensive quality and creative thinking, but also can help children learn Chinese characters in open thinking. So it is considered as a key to develop the potential of children in all directions.