Academic literature on the topic 'Teacher homework perspectives'

Background/Context Despite the best intentions to close the achievement gap, the under-achievement of African American students in science is a persistent problem. It is surprising to note, however, that research on science education has often failed to consider students’ cultural diversity as it relates to science education. On the few occasions when efforts were made to link science disciplines and students’ cultural backgrounds, these studies were largely limited to classroom learning environments. Purpose/Research Question This study examines the perspectives of exemplary African American teachers toward science homework. Specifically, we address two research questions: What does science homework mean to exemplary African American science teachers? How do they approach science homework? Research Design A qualitative study was conducted, with data obtained from the following sources: (a) three open-ended, in-depth interviews with each exemplary teacher during the first year of the study, and (b) two focus group interviews with these teachers during the second year of the study. The participants were 8 exemplary African American science teachers in Grades 3–6 in the southeastern United States. Findings/Results Data revealed that these teachers shared a strong sense of urgency to use homework as an important vehicle in science learning. To help their students be successful with their homework, these teachers often provided additional provisions and used a variety of strategies to promote students’ interest in their homework. In addition, the teachers adapted an approach comparable to both Boykin's Afrocultural ethos (e.g., concerned with affect, expressive individualism, and verve) and “being a warm demander” (i.e., setting high expectations and insisting firmly yet respectfully that students meet those expectations). Conclusions These findings suggest that there is merit in integrating these two frameworks to better understand the perspectives of exemplary African American teachers toward science homework. These findings highlight the need to examine the perspectives of exemplary African American teachers toward secondary school science homework given that the poor achievement of African American students becomes more pronounced as they progress through school, and homework is found to be more strongly associated with secondary school students than elementary school students.

Introduction. Homework is one of the daily assessment methods used by the classroom teacher. In the literature, there are many studies dealing with homework management from the perspectives of students and parents. However, studies concerning teachers' self-efficacy for homework management are scarce. This study aimed at developing and validating a scale for measuring teachers' self-efficacy for homework management. Method. A descriptive research design was employed in this study. The participants were 127 teachers randomly selected from one educational governorate in the Sultanate of Oman. The literature was reviewed to construct 20 items reflecting various aspects of the homework design and implementation. The items and the responses were subjected to a validation process. Results. Factorial structure of the scale revealed three subscales: efficacy for planning and designing homework; efficacy for monitoring, assessing, and providing feedback on homework; and efficacy for considering individual differences in homework. The three subscales showed acceptable evidence of validity and reliability. Discussion and Conclusion. The psychometric analysis of the teachers’ responses showed that the three subscales were reliable measures of teachers’ self-efficacy for homework management. These results support the usefulness of using the scale as an assessment tool for research purposes and the professional development of teachers. These results present new knowledge about teachers’ management of homework with planning and designing being the salient factor.

Abstract: This study examined United States K-12 science teacher interactions with parents during Next Generation Science Standards (NGSS) reform following teachers’ professional development (PD) participation, as well as parent accounts of understanding and support for NGSS. Fourteen teachers and fifteen parents completed an online surveys and phone interviews. Themes, based on coded data, were constructed to represent relationships between teachers and parents during NGSS classroom implementation post-PD. We found that parents were generally unaware of NGSS and not well-informed about the changes the new standards brought to their child’s science classrooms. Despite parents’ lack of NGSS understanding, parents generally gave positive feedback about teachers’ science instruction. However, parents expressed concern about their child’s ability to transition between grade levels and subjects, the lack of an aligned textbook and homework assignments, and confusion with how to help their children at home in preparation for assessments. The results of this study suggest that it is important for school districts to inform parents adequately about the new NGSS curriculum and its implementation. While this study took place in the United States and pertains to NGSS, the findings are broadly applicable to teacher development and communications with parents during standards reform, regardless of country.

Purpose This study aims to investigate teacher perspectives on teaching handwriting to children with autistic spectrum disorder (ASD) and collaboration with occupational therapists. Design/methodology/approach A descriptive design was applied. Purpose-designed surveys were distributed to teachers of children with ASD (aged 4-12 years) in the Republic of Ireland. A response rate of 35 per cent (N = 75) was obtained, with 25 responses analysed using descriptive statistics of closed questions and content analysis of open-ended questions. Findings Of 139 children with ASD, 80 (58 per cent) were reported to have difficulties with handwriting. Teachers reported specific difficulties with pencil grasp, letter formation and task concept among the children with ASD. Fourteen (56 per cent, N = 25) respondents did not give handwriting as homework. Teachers valued occupational therapy advice, individualised programmes and ongoing consultation during implementation. Interest in occupational therapy education regarding handwriting was reported. Practical implications Occupational therapy collaboration to address handwriting difficulties for children with ASD should include involvement in teacher education, coordination of teacher–parent collaboration and the need for involvement in early intervention provision within an emergent literacy framework. Originality/value Handwriting development is challenging for children with ASD. There is limited information on teaching or teacher–occupational therapy collaborative practices to address handwriting difficulties of children with ASD.

The importance of family involvement in education is well documented, yet no studies have explored teachers’ conceptualization of family involvement for urban English Language Learner (ELL) students in science, technology, engineering, and mathematics (STEM) classrooms. We used an ethnographic approach to investigate middle school STEM educators’ perspectives on family involvement for Spanish-speaking ELL students. The analysis revealed that the participants recognized barriers to involvement for families of ELL students, yet maintained that families should communicate more and help with homework. One participant’s practices and expectations served as a contradiction to these patterns. Implications and recommendations for P-12 school policy and teacher education are emphasized.

Prioritizing student voice, this study investigated the perspectives of undergraduate students in relation to their preferences and priorities for how they desired to experience teaching and learning. While not experts, our assumption was that undergraduate students, because of their relatively long experience as students, would be closely in touch with how they preferred to learn. Employing a mixed method, randomly selected students (N=291 of 3,000) completed a brief online survey, and we followed with qualitative focus groups and individual interviews in order to confirm the quantitative data and deepen our understanding of the student perspective. Findings pointed toward particular student preferences and priorities for: teacher behaviors like caring, passion, and enthusiasm, the communication of clear expectations, course alignment between course content taught and tests, a desire for more real-world applications, and active learning opportunities, all of which, in turn, were generally linked by students to their improved attention, intensity of focus, and ability to engage both in the classroom and during homework.

Abstract. Despite the considerable number of studies dealing with the semiotic aspects of education, none show the full semiotic potential of pedagogical education. This study presents the hierarchies of sign systems and their application in the training and development of future teachers. The use of A.B. Solomonik’s pyramid of sign systems to determine the semiotic potential of pedagogical education is particularly relevant. In this context, two goals of pedagogical training are considered. The first one is to use the sign systems of the given classification to identify the contents of the subject mastered by future teachers and use them for pedagogical interaction. In this case, semiotic research is developed in three directions: the semiotics of visualization of the content of school subjects; semiotics of visualization of the teaching process based on modern possibilities of technical means of education and information and communication technologies; and semiotics of pedagogical communication (internal and external). The second goal defines the prospects for using the presented semiotic pyramid for cultivating a general professional culture for student teachers. However, as a science, education does not have formalized first and second-order systems within the given classification. In this study, stereotypes (perceptions, images, behaviors) that determine the dynamics of a future teacher’s education and development function as units of sign systems. The development of stereotypes of pedagogical culture in future teachers determines their professional and personal progress, and the emergence and dynamics of innovative solutions. The characteristics of the four-level sign systems are given 1) Natural Sign Systems. These are elementary representations of interaction between student and teacher, reflecting life experiences made before the beginning of professional education. 2) Image Systems. These are stereotypes about the school education system held by applicants to the pedagogical universities. Stereotypes have both positive and negative characteristics. 3) Linguistic Systems. Verbal texts contain theoretical information about a particular area of professional culture and presuppose that each student acquires it individually (lecture material, traditional learning assignments, homework). A semiotic model of learning is manifested. The teacher gives a theoretical introduction to pedagogical paradigms – meta stereotypes of pedagogical perceptions and behaviors through language systems. 4) Writing systems. This level of sign systems includes written texts (documents) reflecting pedagogical systems and technologies, educational programs, and standards. A certain role in the formation of stereotypes among teachers is played at this level by the lists of competencies and professional functions defined by educational and professional standards. A different approach to personal and professional development implies a practice-oriented educational system developed through the continuous exercise of job-related tasks. In this sense, teacher training should reflect professional activity with the broader perspectives of synergy.

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.

Designing language syllabus is one of the important processes in the English language teaching contexts. Ensuring both teachers and students’ needs what and how their teaching and learning are applicable, negotiated syllabus can be proposed in teaching-learning processes. This study aims to find the teachers' and students' perspectives to determine whether aspects of the syllabus may be negotiable. Qualitative descriptive is used in this research. The participants involved were four English teachers and twenty students. Data were collected by using a questionnaire in the form of open-ended questions. The syllabus aspects that may be interested to negotiate according to Boon (2011) are course content, lesson aims, sequencing, material, homework, evaluation, methodology, groupings, and error correction. Both teachers and students believe the eleven areas could be negotiated. However, there are some debates in several areas. According to some teachers’ perspectives, the area of material, homework, evaluation, and error correction are not needed to be negotiated. Besides, according to some students, the area of course content, lesson aim, sequencing, material, grouping, and error correction are the teachers’ responsibilities.

Homework has long been a subject of discussion. This research reflects upon previous research in this area and endeavours to clarify some of the more significant issues surrounding homework. Using a case study based upon Cromer High School in Norfolk, five cohorts of pupils and their parents were surveyed about their attitudes towards homework, and the practicalities of how they complete it on a day to day basis. The teachers in the school were surveyed separately. The GCSE results of all five cohorts, and their value-added scores were provided through the Vellis project at the University of Durham. Two groups of pupils were identified; one group who had achieved far better GCSE grades than might have been expected, and a second group who underachieved at GCSE. Both groups were then compared with the whole pupils' cohort in relation to their data about homework. The main findings are that: 1. There is evidence that homework helps to produce better results at GCSE. 2. Pupils expressed a view that greater clarity of purpose in setting homework would be welcomed. 3. Homework is perceived by the majority of pupils of all ages as easy and lacking in challenge. 4. A majority of pupils values the recognition of good work through the Merit Mark scheme. 5. There is a wide variation in the amount of time pupils report spending on homework. A great number of pupils report spending less time on homework than the school policies indicate. 6. The Pupil Planner is shown to be a successful tool appreciated by many. 7. The use of work space appropriate for homework and the availability of useful resources both indicate a wide variation. 8. Parents request advice on how to support and encourage pupils with homework tasks. 9. A number of teachers are unaware of the school's and/or their department's Homework Policy. 10. Responses of pupils and teachers indicated that there is a discrepancy in how feedback is viewed and understood. The conclusions indicate that there is evidence that homework has a beneficial effect upon student attainment as identified in terms of a value added approach. There are, however, still many issues relating to homework which the evidence gathered in this study suggests needs further exploration, discussion and agreement between pupils, parents and teachers.

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A tarefa de casa (TC) pode ser um importante recurso no processo de escolarização do aluno com deficiência, merecendo atenção especial nas discussões relacionadas à Educação Inclusiva. O objetivo geral deste estudo foi o de investigar como a TC é utilizada no processo de escolarização do aluno com deficiência física (DF), sob a perspectiva dos professores. Os objetivos específicos foram: identificar e analisar a concepção dos professores acerca da TC; identificar e analisar como a TC está sendo proposta para os alunos com DF inseridos no ensino regular; identificar e analisar a concepção dos professores sobre a parceria colaborativa entre a família e a escola; identificar e avaliar as atitudes sociais dos professores em relação à inclusão; e identificar e analisar a concepção dos professores sobre a parceria colaborativa entre a área da Saúde e a da Educação. Participaram deste estudo 15 professoras de alunos com DF. Para a coleta de dados, foram utilizados seis instrumentos: uma Ficha de Caracterização do Professor Participante (FCPP), um roteiro de entrevista semiestruturado, o Sistema de Classificação da Habilidade Manual (MACS), o Sistema de Classificação da Função Motora Grossa (GMFCS), a Viking Speech Scale e a Escala Likert de Atitudes Sociais em Relação à Inclusão (ELASI). Os dados foram analisados quantitativa e qualitativamente. Os resultados revelaram que quatorze professoras enviavam TC. Onze professoras solicitavam TC para o aluno com DF com a mesma frequência que dos demais alunos. Sete professoras explicitaram realizar diferentes adaptações na TC em função das especificidades apresentadas pelo aluno com DF e nove professoras apontaram ter dificuldade para o desempenho de tal atribuição. As professoras revelaram que nem todos os alunos com DF faziam sempre a TC e que nem todas as famílias participavam sempre de sua realização. Todas as professoras foram favoráveis ao estabelecimento da parceria entre a área da Saúde e a da Educação e apenas duas não identificavam contribuições destes profissionais no que concerne à prática da TC. As dificuldades das professoras para fazer as adaptações na TC estavam significantemente relacionadas ao nível de habilidade manual dos alunos e às atitudes sociais delas em relação à inclusão. Os resultados do estudo fornecem um panorama em relação ao emprego da TC no âmbito geral e, especificamente, para os alunos com DF. Auxiliam a identificar os desafios e possibilidades para o delineamento de uma TC mais eficaz para o aluno com DF e para uma relação mais produtiva entre a escola e a família por meio dessa atividade. Sinalizam, também, a necessidade de conhecimentos específicos acerca da DF reforçando a importância de ações intersetorias entre a área da Saúde e a da Educação, bem como de investimento na capacitação do professor para o atendimento às necessidades educacionais dos alunos com DF e da oferta de oportunidades para a construção de atitudes sociais genuinamente favoráveis à inclusão em sua formação.
The homework (HW) can be an important resource in the school process of students with disabilities and it deserves special attention in the discussions regarding Inclusive Education. The general objective of this study was to investigate how the HW is used in the schooling process of the student with physical disability (PD), from the teachers' perspective. The specific objectives were: to identify and to analyse the teachers' conception regarding the HW; to identify and to analyse how the HW is being proposed for students with PD inserted in regular education; to identify and to analyse the teachers' concept of the collaborative partnership between the family and the school; to identify and evaluate teachers' social attitudes towards inclusion; and to analyse the teachers' concept of the collaborative partnership between Health and Education. Fifteen teachers of children with PD participated in this study. Six instruments were used in order to collect data: a Participant Teacher Characterization Sheet (PTCS), a semi- structured interview script, the Manual Ability Classification System (MACS), the Gross Motor Function Classification System (GMFCS), the Viking Speech Scale and Likert Scale of Social Attitudes towards Inclusion (ELASI). The data were analysed quantitatively and qualitatively. The results revealed that fourteen teachers usually sent HW. Eleven teachers requested HW for the student with PD with the same frequency as for the other students. Seven teachers made explicit different adaptations in the HW according to the specificities presented by the child with PD and nine teachers pointed out that they presented difficulties in their performance of the assignments. The teachers revealed that not all the students with PD would always do the HW and that not all the families would always participate in its accomplishment. All the teachers were in favour of establishing a partnership between Health and Education and only two did not identify the contributions of these professionals regarding HW doing. The teachers' difficulties in adapting the HW were mostly related to the students' manual ability level and to their social attitudes towards inclusion. The results of the study provide an overview of the use of HW in the general context and specifically for students with PD. They helped to identify the challenges and the possibilities for the design of a more effective HW for the student with PD and for a more productive relationship between the school and the family through this activity. They also point out the need for specific knowledge about PD, emphasizing the importance of inter-sectoral actions between Health and Education, as well as investments in teachers training to meet the educational needs of the students with PD and the offer in their formation of opportunities for the construction of social attitudes genuinely favourable to inclusion in their education.

Denna studie undersöker högstadielärares erfarenheter av hemläxor i svenska som andra­­språk. Studiens syfte är att synliggöra hur lärare bedömer förhållandet mellan läxor och språklig progression. En sociokognitiv teori tillämpas för att förstå lärares motivation till att dela ut läxor och anledningen till läxans utformning. Fem högstadielärares erfaren­heter av hemläxor i svenska som andraspråk undersökts i semistrukturerade, enskilda interv­juer, där lärare beskriver hur de arbetar med läxor i sin under­visning. I resultatdelen an­vänds en tematisk innehållsanalys för att redovisa utfallet i material. Studiens resultat visar att lärarna anser att läxor gynnar den språkliga progres­sionen hos L2-elever genom att de repeterar språkliga moment så att de befästs i minnet. Vid utformningen av läxan krävs det anpassning efter språklig nivå och individ. Även hur läxan förankras, introduceras och följs upp är avgörande för dess effekt på språk­ut­vecklingen.

Dissertação de mestrado integrado em Psicologia
The teachers’ homework practices, namely the strategies used to monitor students’ homework assignments, impacts on students’ homework behaviors and academic achievement. However, the homework follow-up practices were not yet extensively examined. This paper explored middle school teachers’ perspectives of homework follow-up practices and the purposes underpinning their choices. The data collected from six focus groups with 47 mathematics’ middle school teachers (10 men) were analyzed using thematic analysis. Findings revealed that teachers monitor their students’ homework using different practices solely or combined (e.g., controlling homework completion, correcting homework on the board, monitoring homework process). The purposes (e.g., promoting school engagement, addressing students’ academic difficulties) underpinning teachers’ choices for the usage of the homework followup practices were also identified and discussed. In addition results indicated the use of some homework follow-up practices are linked to specific purposes. Furthermore, teachers shared common constraints limiting the usage of their homework follow-up practices (e.g., class size, maladaptive students’ homework behaviors). The recommendations and ideas discussed in this study may facilitate the development of effective homework follow-up practices. This study also addresses new avenues for future research.
As práticas de follow-up do trabalho de casa utilizadas pelos professores em sala de aula influenciam os comportamentos dos alunos durante a realização desta tarefa e o seu rendimento académico. Contudo, estas práticas têm sido pouco estudadas na literatura. Este estudo explora a perspetiva dos professores de matemática do 3.º Ciclo do Ensino Básico sobre as práticas de follow-up do trabalho de casa e os propósitos que norteiam a sua implementação. Os dados foram recolhidos através de seis grupos de discussão constituídos, no total, por 47 professores. Procedeu-se à análise temática para analisar os dados. Os resultados sugerem que os professores monitorizam o trabalho de casa através de práticas isoladas ou combinadas (e.g., controlo do completamento, correção do trabalho de casa no quadro), estando guiados por diferentes propósitos (e.g., promover school engagement). Além disso, os resultados demonstram que a utilização de algumas práticas está relacionada com propósitos específicos. No discurso dos professores emergiram alguns constrangimentos que limitam a implementação destas práticas. Implicações para a prática e para a investigação são apresentadas e discutidas.

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.

Os trabalhos para casa (TPC) são uma estratégia pedagógica habitualmente implementada nas escolas (Simões, 2006). Apresentam alguns efeitos negativos, mas também diversos benefícios, como por exemplo, em relação às aprendizagens (Cooper, 2007; Cooper, Robinson, & Patall, 2006). Contudo, são um tema controverso para os diferentes atores sociais envolvidos, nomeadamente professores, alunos e pais/encarregados de educação (Carr, 2013), bem como na literatura. Assim, esta investigação tem como objetivo conhecer as perspetivas de diferentes atores sociais (professores, alunos e encarregados de educação) e as práticas associadas aos trabalhos para casa, em particular, na área curricular da Matemática. Assumimos um paradigma interpretativo (Denzin, 2002) e desenvolvemos um design de estudo de caso (Merriam, 1988, citado por Bodgan & Biklen, 1994). Os participantes foram a investigadora, doze alunos, três professores titulares e setenta e dois encarregados de educação de três turmas do 1.º ano de escolaridade do 1.º ciclo do ensino básico. Como instrumentos de recolha de dados utilizámos a observação, o diário de bordo, a entrevista semi-estruturada, as conversas informais, o questionário e a recolha documental. O tratamento e análise de dados baseou-se numa análise de conteúdo à exceção do questionário, do qual foi realizada uma análise estatística (Quivy & Campenhoudt, 1998). Os resultados evidenciam que, de um modo geral, as perspetivas dos alunos, encarregados de educação e professoras das três turmas do 1.º ano de escolaridade do 1.º ciclo do ensino básico são positivas em relação aos trabalhos para casa. Também ilustram as práticas pedagógicas das professoras, as práticas dos alunos na adesão e realização das tarefas propostas, bem como o envolvimento dos encarregados de educação.
Homework is a pedagogical strategy usually implemented in schools (Simões, 2006). It has some negative effects, but also many benefits, for example, in relation to students’ learning (Cooper, 2007; Cooper et al., 2006). However, they are a controversial theme for the different social actors involved, namely teachers, students and parents (Carr, 2013), as well as in literature. So, this research aims to know the perspectives of different social actors (teachers, students and parents) and the practices associated with homeworks, namely in Mathematics. We assumed an interpretative paradigm (Denzin, 2002) and developed a case study design (Merriam, 1988, cited by Bodgan & Biklen, 1994). The participants were the researcher, twelve students, three teachers and seventy-two parents of three classes of 1st grade of primary education. As data collecting instruments we used the observation, researcher’s diary, semi-structured interviews, informal conversations, questionnaire, and documents. The data treatment and analysis was based on a content analysis except for questionnaire, of which a statistical analysis was performed (Quivy & Campenhoudt, 1998). The results show that, in general, those perspectives of students, parents and teachers of three classes of 1st grade of primary education are positive in relation to homework. The results also illustrate the pedagogical practices of teachers, practices of students in adhesion and accomplishment of the proposed tasks, as well as the involvement of parents.

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.

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.