Academic literature on the topic 'Teacher homework practices'

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

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

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

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

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

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

As performance-based curricula and teacher accountability gain greater emphasis, teachers need avenues to ensure that their students are learning the mathematics content being delivered. According to the NCTM's Assessment Standards for School Mathematics (1995), assessment practices should enable teachers to assess students' performance in a manner that reflects what students know and can do. Unfortunately, the typical classroom assessments, such as chapter tests, homework assignments, and the like, rarely accurately reflect the depth of mathematical understanding expected to meet performancebased standards like those found in NCTM's Principles and Standards for School Mathematics (2000).

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.

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

The purpose of this phenomenological study was to gain a better understanding of third grade math teachers' beliefs and practices regarding homework, to explain how teachers' beliefs and practices regarding homework aligned to the framework of the Revised Bloom's Taxonomy Cognitive Domain, and to determine the administrative influences on homework practices. The data were collected during October and November 2013. Six third grade math teachers (primary unit of analysis) and four principals (secondary unit of analysis) were interviewed from Dell School District. Each participant (teacher and principal) was interviewed for approximately one hour. A second meeting was set at a later time with the teachers. This second meeting was arranged in order to ask additional questions based on the interviewees' responses from the initial interview and also to collect homework samples. The follow-up meetings varied between 10 to 15 minutes. The interview transcripts were then transcribed. The data were analyzed to determine the themes: teachers' beliefs and practices of homework, alignment of homework items to the Revised Bloom's Taxonomy, and administrative influences on homework.

Three major themes emerged regarding teachers' beliefs about homework—extra repetition of practice, connection between home and school, and building responsibility. Four major themes related to teachers' homework practices were found— quantity of homework, type of homework, source of homework, and differentiation of homework. Overall, the majority of homework items, across all cognitive domain levels, were aligned to a low category (remembering, 68%); however, there were some variations among the distributions of homework. In comparing what teachers espoused about homework practices and what was actually assigned, the majority were aligned. Four major themes emerged from the principals' comments—school-wide expectations for homework, complaints about homework, principals' beliefs and value about homework, and cognitive domain of homework. The four major findings of the study included: homework was used primarily for low-level practice, more so than high-level thinking; teachers' homework practices were not part of the principals' leadership agenda, because principals took a “hands-off approach” to homework; teachers assigned low-level homework with little attention to Bloom's Taxonomy cognitive domain, because this allowed students to be successful and responsible for completing their homework and; homework was a lost art, because principals did not utilize the opportunity to talk with teachers about using homework more effectively to promote students' learning; therefore, teachers continued implementing their same homework practices from the past.

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.

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.

The aim of the study was to investigate teacher practices to involve parents in homework in Namibian schools, particularly in the Ombuumbuu cluster in the Onesi circuit. The problem was conducted by a literature study and empirical investigation. The literature review explored the views of teachers regarding the involvement of parents in their children's homework, the need for parent involvement in homework and an exploration of models of effective practices to ensure parent involvement in homework. The empirical study investigated the nature and effectiveness of teacher practices to involve parents in homework in schools in the Ombuumbuu cluster. The findings indicated that although most teachers in the study agreed that parent involvement in homework is important for learners' success, the literature review and the empirical investigation showed little parent involvement in homework in many schools. Based on the literature and the empirical investigation, recommendations were made for teachers with regard to the improvement of parent involvement in homework.
Educational studies
M. Ed.

Tese de Doutoramento Doutoramento em Psicologia Aplicada
Homework, defined as the set of tasks assigned by teachers to students to be completed during non-school hours, is widely used in schools as a tool to promote students’ learning. This has been consistently studied for the last decades in order to analyze its impact on students’ academic achievement and behavioral, cognitive, motivational and emotional variables. Recently, the research has been focused on exploring and analyzing variables related to each of the actors in the homework process (i.e. teachers, students, and parents) to maximize the benefits of homework. In order to fill the gaps in the research (focused mainly on the process of monitoring homework by teachers and students in the classroom, as well as by parents at home), the first part of this thesis is comprised of three studies: i) a qualitative study that aims to explore teachers’ conceptions of the homework feedback focusing on four key aspects: definition, purpose, types of practices, and perceived impact; ii) a mixed methods study (sequential explanatory design) that aims to understand the predictive impact of five types of homework feedback reported by teachers and perceived by students on students’ school engagement; and iii) a quantitative study that aims to validate the parental homework management scale. Given that mathematics is a subject of great relevance to other areas of knowledge, as well as a concern for educators due to the high rates of failure in the subject, all studies are focused on mathematics. In the first study, 47 elementary and middle school teachers participated. Data were collected through two methods (focus groups and classroom observations) and analyzed through content analysis. Findings indicated that participants conceptualized homework feedback in three directions (i.e. teachers’ feedback provided to students, students’ feedback provided to teachers, and homework self-feedback), and the purpose reported by most teachers is their monitoring of students’ learning. Participants also reported the types of homework feedback frequently used in class (corroborated by classroom observations) and their perceived impact on students. This study provided implications for educational practice (e.g., identification of specific training needs) and for research (e.g., relationships between homework feedback types and dimensions of student school engagement that were not yet analyzed). In the second study, 4,288 6th grade students and their teachers (N = 170) participated in the quantitative phase. At this phase, multivariate multilevel regression models showed positive and statistically significant relationships between the five types of homework feedback and the students' school engagement, although with low effect sizes and with different results at the student and class levels. In the qualitative phase of this mixed methods study, 29 students were randomly selected to participate from the initial sample. Thematically analyzed data indicated, among other aspects, that students: i) did not identify some homework feedback types (e.g., praise); ii) reported maladaptive behaviors during homework monitoring in the classroom (e.g., students did not check their homework); and iii) reported not using the homework feedback provided on a regular basis. The data allowed concluding that homework feedback is beneficial for students' school engagement, yet their full potential is not reached. In the third study, 2,118 parent-child dyads (6th grade) were split into two groups to conduct two phases of data analysis: exploratory factor analysis and confirmatory factor analysis. Results indicated that the parental homework management scale is comprised of two distinct yet related factors: environment-time and motivation-emotion management. The scale revealed good psychometric quality, being a useful instrument for future research. The results of the research are of great relevance for educational practice. However, teachers do not have enough time or technical knowledge to interpret results of the studies due to its complexity. For these reasons and in order to contribute to improve teachers’ homework practices and, consequently, students' learning; the second part of this thesis presents two documents aiming to disseminate the results of research: i) an article focused on homework practices under a self-regulated learning lens, and ii) an e-book focused on feedback practices in general and on homework feedback in particular.
O Trabalho Para Casa (TPC), definido como o conjunto de tarefas prescritas pelos professores aos alunos para serem realizadas fora do horário letivo, é muito utilizado no contexto escolar como ferramenta promotora da aprendizagem dos alunos. Este tem sido objeto de estudo intensivo nas últimas décadas, no sentido de analisar o seu impacto no rendimento académico e nas variáveis comportamentais, cognitivas, motivacionais e emocionais dos alunos. Mais recentemente, os investigadores estão focados em explorar e analisar variáveis, relacionadas com cada um dos intervenientes do processo de TPC (i.e. professores, alunos e pais), que possam maximizar os seus benefícios. Com o propósito de responder às lacunas da investigação (centradas, essencialmente, no processo de monitorização do TPC na sala de aula pelos professores e pelos alunos e em casa pelos pais), a primeira parte da presente tese é constituída por três estudos: i) um estudo qualitativo com o objetivo de explorar as conceções dos professores acerca do feedback de TPC relativas a quatro aspetos-chave: definição, propósito, tipos de práticas e impacto percebido; ii) um estudo misto (design sequencial explicativo) com o objetivo de compreender o impacto preditivo de cinco tipologias de feedback de TPC reportadas pelos professores e percebidas pelos alunos no seu envolvimento escolar; e iii) um estudo quantitativo com o objetivo de validar uma escala de envolvimento parental na gestão do TPC dos alunos. Uma vez que a disciplina de matemática é de grande relevância para outras áreas do saber, assim como alvo de preocupação por partes dos educadores, devido às suas elevadas taxas de insucesso; todos os estudos realizados são focados na matemática. No primeiro estudo participaram 47 professores do 2.º e 3.º ciclos do Ensino Básico, sendo os dados recolhidos através de dois métodos (grupos focais e observações de sala de aula) e analisados através da análise de conteúdo. Os resultados indicaram que os professores concetualizam o feedback de TPC em três direções (feedback de TPC para os alunos, feedback de TPC para o professor e auto feedback de TPC), sendo “monitorização da aprendizagem dos alunos pelo professor” o propósito mais reportado. Os professores referiram também quais as tipologias de feedback de TPC mais utilizadas na sala de aula (corroboradas pelas observações) e o seu impacto percebido. Este estudo providenciou implicações para a prática educativa (e.g., identificação de necessidades de formação) e para a investigação (e.g., relações entre tipologias de feedback e dimensões do envolvimento escolar dos alunos que ainda não tinham sido analisadas). No segundo estudo participaram 4,288 alunos do 6.º ano de escolaridade e os respetivos professores (N = 170) na fase quantitativa. Nesta fase, a partir de um modelo multinível de regressão multivariada, encontraram-se relações positivas e estatisticamente significativas entre as cinco tipologias de feedback de TPC e o envolvimento escolar dos alunos, embora com baixos tamanhos do efeito e com resultados diferentes ao nível do aluno e da turma. Na fase qualitativa deste estudo misto participaram 29 alunos selecionados aleatoriamente da amostra inicial. Os dados, analisados a partir de uma análise temática, indicaram, entre outros aspetos, que os alunos: i) não identificam algumas tipologias de feedback (e.g., elogio); ii) reportam comportamentos desadaptativos durante a monitorização do TPC na sala de aula (e.g., não corrigem o TPC); e iii) reportam não utilizar o feedback de TPC providenciado de forma regular. Os dados permitiram concluir que o feedback de TPC é benéfico para o envolvimento escolar dos alunos, contudo o seu potencial é subaproveitado. No terceiro estudo participaram 2,118 díades pais-filhos (6.º ano de escolaridade), divididas em dois grupos para realizar duas fases de análise de dados: análise fatorial exploratória e análise fatorial confirmatória. Os resultados indicaram que a escala de envolvimento parental na gestão de TPC é constituída por dois fatores distintos, contudo relacionados: gestão do ambiente-tempo e gestão da motivação-emoção. A escala revelou boa qualidade psicométrica, sendo um instrumento útil para estudos futuros neste domínio. Os resultados da investigação são de grande relevância para a prática educativa; contudo, os professores não têm tempo nem conhecimento técnico suficiente para interpretar os dados dos estudos devido à sua complexidade. Por estes motivos e com o intuito de contribuir para melhorar as práticas de TPC dos professores e, consequentemente, a aprendizagem dos alunos; na segunda parte desta tese são apresentados dois documentos de disseminação dos resultados da investigação: i) um artigo sobre as práticas de TPC sob uma lente autorregulatória da aprendizagem e ii) um e-book sobre as práticas de feedback em geral e do TPC em particular.
A presente tese de doutoramento beneficiou do apoio da Fundação para a Ciência e Tecnologia (FCT) através da Bolsa de Doutoramento Individual com a referência SFRH/BD/95341/2013;
Os trabalhos desta tese foram realizados, em parte, no Centro de Investigação em Psicologia (UID/PSI/01662/2013), Universidade do Minho, financeiramente suportado pela Fundação para a Ciência e Tecnologia e pelo Ministério da Ciência, Tecnologia e Ensino Superior, através de fundos nacionais, e co- financiado pelo FEDER, através do COMPETE2020, no âmbito do acordo Portugal 2020 (POCI-01-0145- FEDER-007653).

In the tutorial proposed a systematic presentation of all the major sections of school mathematics which necessarily demanded in various kinds of control and independent works, Olympiads, math exams (MSE, CSE) and introductory tests in high schools, where they are completely aligned with the exam. When studying each topic for her mastery and the acquisition of practical skills given the necessary theoretical and background material, as well as analyzed and resolved a large number of examples and problems. To control the quality of the knowledge offered numerous assignments (with answers) for independent solving. Can be used by students when doing homework, preparing for quizzes, exams, and Olympiads in mathematics. It is recommended teachers to work with students in the classroom, in clubs, in the preparatory training courses for OGE, exam etc. Will be useful for pupils and students with self-preparation for admission to the University, pupils of schools-eksternaty, teachers and students of the preparatory departments of universities.

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

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

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

Empirical research, which examines the relationship between mathematical achievement of elementary school students and mathematics homework assignments, gives inconsistent results. We present the results of the crosscultural study (N = 1061) with 12-15 years old students from Slovenia, Croatia and Slovakia. The results show that homework frequency, teacher responses, and the support of parents are not related to students’ mathematics achievements; but parental control and the time spent doing homework are negatively related to those achievements.

This chapter presents a teacher training program that promotes the use of various views and ways of thinking in each subject area (e.g., analogy and quantify in mathematics, and 5W1H in Japanese language courses) to cultivate problem-solving abilities. Although these views and ways of thinking are currently objectives in the Japanese National Course of Studies, teachers have not been instructed on how to teach them. The program was part of the Exercise of Integrated Learning, which is a compulsory course according to the Japanese national standards for teacher preparation programs. The course consisted of five three-hour lessons devoted to practice. Two additional sessions, each seven and a half hours long, were conducted with presentations on problem-solving exercises and a workshop on lesson plan revisions, respectively. The content of each practice lesson focused on one of the two following goals: (1) providing experience with problem-solving-related learning and (2) ensuring that teachers are able to create lesson plans for this type of learning activity. The program proposed in this chapter falls into the former category. In the program, students received homework assignments on the e-learning system after each lesson. In these e-learning materials, they practiced applying what they had learned during the lessons, such as problem-solving methodologies and views and ways of thinking in various subject areas. After the five practice lessons, there was a two-week gap before students gave presentations during a presentation session. The learners completed problem-solving exercises using the e-portfolio system the team developed. This e-portfolio system allowed learners to conduct collaborative problem-solving exercises while utilizing the aforementioned views and ways of thinking. Furthermore, learners automatically shared their performance records and outcomes after completing the tasks, and they were able to perform self-evaluations by following a rubric. Finally, the teacher analyzed the effectiveness of the course and revised the program.

In this visit, survivors review their practice, their response to quick relaxation, and their overall ability to use relaxation skills in a practical way since the prior visit. They also review their use of self-instructional training, review homework, and discuss any other memory and attention problems they’ve noticed. Visit 3 involves reviewing verbal rehearsal strategies (verbal rehearsal, spaced rehearsal, chunking, and rhymes) and selecting one to focus on. The survivor learns how to identify and challenge thinking that leads to excessive stress or erodes emotional strength and resilience and to practice the new memory and attention strategy by applying in daily life. The clinician introduces and teaches cognitive restructuring techniques of probability estimation and decatastrophizing.

Abstract This chapter discusses how the Positive Affect Treatment (PAT) program begins. According to science and clinical experience, regular homework practice has a clear effect on treatment success, especially with written and behavioral components. Practicing skills at home is essential to make gains in therapy. The skills introduced in session are intended to be practiced daily for a recommended time. Time and energy are vital when it comes to the PAT program. On the other hand, fear and lack of motivation could be reasons to avoid therapy. The chapter also teaches participants how to fill in exercise forms to be used during the treatment.

Flipped or inverted learning is a type of blended learning that involves the use of educational technology to switch or flip what is traditionally done in the classroom with what is done as homework. With the flipped model, lectures are often recorded for students to watch at home while traditional homework, or projects that involve application, are done in the classroom with the teacher available as a guide and resource. Like any new teaching method, with the flipped learning model there is a need for the instructor to evaluate its use and determine whether changes will be required with each implementation. In this chapter, an overview of the history of the flipped model is presented. In addition, an outline of methods like universal design that can be implemented for learning in flipped classrooms is provided.

With the rise in online learning accompanying the ever-increasing technology era, flipped classroom models have become increasingly popular. The flipped classroom model offers the benefit of maximizing class time for more interactive and collaborative activities, as the screencast introduces new material at home as students' initial contact with novel content. However, screencasts by nature are homework assignments not completed live, so formative assessment must be purposefully implemented with face-to-face mathematical classroom interactions. This study follows websites that allow teachers to embed questions within the screencast that requires student responses throughout the video that provide teachers data and accountability to at-home screencast assignments that inform the teachers of student understanding, which in turn guide teachers' development of the following day's instruction. Thus, the study's results provide implications and conclusions for practical application of flipped interactive screencasts.

Chapter 7 describes and provides scripts for teaching the second class in the Koru Basic series. The class begins with an opening meditation, then moves into “check-in.” During check-in, the students discuss their experience doing their mindfulness “homework” over the preceding week and ask questions. The mindfulness-based skill taught during the second class is walking meditation. The closing guided meditation teaches students to use a gatha, a meditation poem that is used to help anchor their awareness in the present moment. The chapter ends with closing comments for the class and frequently asked questions for the second class. Questions and answers in this chapter address goals of meditation, working with restlessness, working with thoughts, and strategies for staying consistent with meditation practice.

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.

A distance education application in Düzce University within the Fall Semester, which started in September 2020, constitutes the main subject of this study. 118 students chose the Construction Cost course, which is one of the fourth year elective courses in Civil Engineering, this term. In addition to the lectures given within the Düzce University Distance Education Center (UZEM), different applications have been made / made through a social media (Whatsapp) group in which all students participated. With the help of additional videos, audio and written messages, an application was made based on increasing the communication opportunities with the participant students, teachers and other students, and developing a civil engineering culture. By increasing motivation with research assignments including construction industry practices and problems, monitoring documentary construction projects, interesting photographs and videos; The aim is to follow a lesson close to formal education for students who are encouraged to learn by experiencing the lesson, to make participatory practices, and to discuss their findings. In the meantime, the importance of first degree health protection was emphasized with information sharing and recommendations on the importance of compliance with COVID 19 measures. It was preferred that the course grades be made on the given homework to reinforce the importance of Self-Learning / Study practices. At the end of the term, it was determined that besides a high success rate, the satisfaction of all students was achieved, and it was concluded that the main objectives were achieved.

Traditional fluid mechanics textbooks are generally written with problem sets comprised of closed, analytical solutions. However, it is recognized that complex flow fields are not easily represented in terms of a closed solution. A tool that allows the student to visualize complex flow phenomena in a virtual environment can significantly enhance the learning experience. Such a visualization tool allows the student to perform open-ended analyses and explore cause-effect relationships. Computational fluid dynamics (CFD) brings these benefits into the learning environment for fluid mechanics. With these benefits in mind, FlowLab was introduced by Fluent Inc. in 2002. FlowLab may be described as a virtual fluids laboratory - a computer-based analysis and visualization package. Using this software, students solve predefined CFD exercises, either as homework or in a supervised laboratory or practicum setting. Predefined exercises facilitate the teaching of fluid mechanics and provide students with hands-on CFD experience, while avoiding many of the difficulties associated with learning a generalized CFD package. A new fluid mechanics textbook is scheduled for release in early 2005. This book includes FlowLab as a textbook companion, where student-friendly CFD exercises are employed to convey important concepts to the student. Because of the unique design of end-of-chapter homework problems in this book and the intimate coupling between these problems and the CFD software, students are introduced to engineering problems and concepts, as well as to CFD, via a structured learning process. The CFD exercises are not meant to stand alone; rather, they are designed to support and emphasize the theory and concepts taught in the textbook, which is the primary learning vehicle. Each homework problem has a specific fluid mechanics learning objective. Through use of the software, a second learning objective is also achieved, namely a CFD objective. The scope, content, and presentation of these CFD exercises are discussed in this paper. Additionally, one of the exercises is explained in detail to show the value of using CFD to teach introductory fluid mechanics to undergraduate engineers.