Journal articles: 'Teacher homework practices'

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

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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.

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

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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.

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

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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.

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

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

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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.

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

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

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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.

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

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

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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.

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Barlow, Angela T., and Jill Mizzell Drake. "Division by a Fraction: Assessing Understanding through Problem Writing." Mathematics Teaching in the Middle School 13, no. 6 (February 2008): 326–32. http://dx.doi.org/10.5951/mtms.13.6.0326.

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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).

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Khatiwada, Shambhu Prasad. "Status and Barriers of Classroom-based student Assessment Practices in Geography at Secondary level in Nepal." Interdisciplinary Research in Education 4, no. 2 (December 31, 2019): 123–31. http://dx.doi.org/10.3126/ire.v4i2.27935.

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The main focus of this article is to analyze the status and barriers to effective use of classroom-based student assessment practices for geography teacher at secondary levels. The data for this paper were generated from the empirical study. The purposive sampling method was used to select both communities (12) and institutional (4) schools from different Provinces as well as ecological zones. This paper concludes that the majority of geography teachers still use traditional means of student assessment practices, such as terminal exams, half-yearly exams, and annual exams. Some teachers have used both the paper-pencil test and classroom-based student assessment practices in general and particular in geography subject. But the number of such teachers is very low. The classroom-based student assessments such as homework, classwork, group discussion, project work and so on are an integral part of geography teaching. This paper has also identified barriers to the effective use of classroom-based assessment practices.

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Qayyum, Abdul, Sidra Rizwan, and Nasir Mahmood. "PROFESSIONAL DEVELOPMENT OF SECONDARY SCHOOL TEACHERS: ASSOCIATING THINKING STYLE PROFILES AND INSTRUCTIONAL PRACTICES." Humanities & Social Sciences Reviews 9, no. 3 (May 18, 2021): 372–283. http://dx.doi.org/10.18510/hssr.2021.9338.

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Purpose of the study: The study aimed to find the association between teachers' thinking style profile types (TSPT-I, II, and III) instructional practices (IPs) at the secondary school level in Pakistan. Methodology: The sample of the study was 550 teachers in public sector schools of district Sialkot. Thinking style inventory (TSI-RII) based on a 7-point Likert type scale was used to collect data for the identification of (TS). Frequency distribution and Pearson chi-square were used to analyze the data. Main Findings: The results revealed that the teachers in (TSPT-I) preferred using Concept Accomplishment, Simulations, cooperative Learning, Homework, and Reinforcement, whereas teachers in (TSPT-II)Rich Vocabulary, Lecturing, Daily Assessment, Concept Accomplishment, and teachers in(TSPT-III)Cooperative Learning, Rich Vocabulary, Reinforcement, Simulations, and Daily Assessment as a set of (IPs). Application of the study: This study may help the teacher trainers and school principals to understand the thinking styles of the teachers and their preferences for the certain set of instructional practices to focus the preferences of the teachers according to their thinking style profiles to save time and money. Novelty/Originality of this study: Teacher training programs are conducted on the assumption that all the teachers can be trained uniformly regardless of their preferences for instructional practices. But this study has shown the association between thinking style profiles and set of instructional practices and secondary school level.

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Gautam, Tikaram. "Equity Practices of Teaching Science at Secondary Level." KMC Research Journal 4, no. 4 (December 31, 2020): 153–70. http://dx.doi.org/10.3126/kmcrj.v4i4.46500.

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The main objectives of this study is to explore the equity practices in science classroom. Implementation of equity provision in science classroom is very important. Equity means ensuring the needs of the students according to their necessities. It focuses on individual teaching. All students are different and having the specific capacity and capacity of learning and teacher should facilitate them all according to their ability and they should have rights to equal access in resources and other extra supports for their improvement and also should have the equality in achievement. To reveal such practices in learning science researcher used phenomenological study. Two secondary science teachers were selected using purposive and convenient sampling method. The in-depth interview was taken for data collection two times to saturate the data. Collected data were analyzed using thematic analysis. Practices of equity provision were found weaker. Teacher were found little bit concerned about the equity in pedagogy but it was limited only to sitting arrangement and group division. They could not provide the adequate concern on homework checkup, and individual teaching. And they were found less concerned about the equity in achievement. Hence, it is necessary to organize workshops and training on professional development issues to implementation of equity provision; equity in access, equity in process as well as equity achievement in the science classroom.

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Liengleam, Tanes, and Amporn Sa-ngiamwibool. "Lessons from Best Practices for English Language Educational Reform in Thailand." IJET (Indonesian Journal of English Teaching) 6, no. 1 (July 13, 2017): 123–36. http://dx.doi.org/10.15642/ijet2.2017.6.1.123-136.

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Lessons from other countries where digital technology is integrated into English classroom will shed lights to digital Thailand. This study, therefore, analyzed the best practices to extract and describe key success factors that could help increase national competitiveness. The conclusion of the study was drawn from an interpretive analysis and synthesis of the review of literature. Five purposefully selected best practices included Finland, Norway, the Netherlands and South Korea. This was a documentary study. The results revealed that key success that all these best practice countries share includes these ten issues: free, accessible, equalized education, ICT in English education, starting learning English in early age, professional development for teachers, stress on qualification of teachers, teacher compensations and welfares, small class size, assessment and testing reform and homework reform. Policy implications indicate that if the Thai government want to reach the educational efficiency of the best practice countries, it should take these issues into consideration. Future inquiry should include more countries to get a wider, more practical and more insightful holistic scope of the study.

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Wassell, Beth A., Maria Fernandez Hawrylak, and Kathryn Scantlebury. "Barriers, Resources, Frustrations, and Empathy: Teachers’ Expectations for Family Involvement for Latino/a ELL Students in Urban STEM Classrooms." Urban Education 52, no. 10 (September 1, 2015): 1233–54. http://dx.doi.org/10.1177/0042085915602539.

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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.

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McNamee, Therese, and Sandra Patton. "Teachers’ perspectives on handwriting and collaborative intervention for children with Autistic Spectrum Disorder." Irish Journal of Occupational Therapy 46, no. 1 (April 3, 2018): 46–58. http://dx.doi.org/10.1108/ijot-12-2017-0026.

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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.

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Salvador, Karen, Allison M. Paetz, and Matthew M. Tippetts. "“We All Have a Little More Homework to Do:”: A Constructivist Grounded Theory of Transformative Learning Processes for Practicing Music Teachers Encountering Social Justice." Journal of Research in Music Education 68, no. 2 (May 9, 2020): 193–215. http://dx.doi.org/10.1177/0022429420920630.

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The purpose of this study was to investigate processes that led practicing music educators in a graduate course to examine their beliefs and practices regarding inclusion, responsiveness, equity, and justice. Using Charmaz’s constructivist approach to grounded theory, we interviewed 22 participants from MUS 8XX: Philosophy of Music Education. Constant comparative analysis yielded an explanatory framework, which we presented as a model and named “transformative learning processes (TLP) for practicing music teachers encountering social justice.” TLP comprises four interrelated components: “building Gemütlichkeit,” “grappling with difficult material,” “emotional intensity,” and “course structures,” with “stories” acting as a hub for each of the interconnected categories. By describing processes that led practicing teachers to examine their mindsets and plan to change their practices, TLP could provide guidance for music teacher educators at the graduate level regarding how to approach social justice topics in their teaching.

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Machisi, Eric. "Secondary school mathematics teaching evaluations by students: A report card for the mathematics teacher." Eurasia Journal of Mathematics, Science and Technology Education 19, no. 1 (January 1, 2023): em2211. http://dx.doi.org/10.29333/ejmste/12774.

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This study presents findings from multiple case studies undertaken in three secondary schools in South Africa’s Limpopo Province. The goal was to collect input from students on mathematics teaching practices in their classrooms. The study included a self-selected sample of eleven grade 12 students. Unstructured individual interviews and students’ written reports were used to collect data, which was then analyzed based on emerging themes. Students expressed genuine concerns about teachers’ lesson preparation, subject and pedagogical knowledge, classroom management, attention given to slow learners, quality of classwork and homework tasks given to students, exam preparation, class attendance, and utilization of contact time, teachers’ attitudes, and their emotional intelligence, among others. Based on the study’s findings, the author suggests that student evaluation of teaching be used in secondary schools to help teachers reflect on their teaching practices in order to create learning environments that most students would enjoy.

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Gallo, Sarah, and Andrea Ortiz. "“Airplanes Not Walls”: Broaching Unauthorized (Im)migration and Schooling in Mexico." Teachers College Record: The Voice of Scholarship in Education 122, no. 8 (August 2020): 1–40. http://dx.doi.org/10.1177/016146812012200810.

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Background/Context This article builds on U.S.-based research on undocumented status and schooling to examine how an elementary school teacher in Mexico successfully integrates transnational students’ experiences related to unauthorized (im)migration into the classroom. Purpose/Objective/Research Question/Focus of Study Drawing on a politicized funds of knowledge framework, we focus on an exceptional fifth-grade teacher's curricular, pedagogical, and relational decisions to provide concrete examples of how educators on both sides of the border can carefully integrate students’ politicized experiences into their classrooms. Setting This research took place in a semirural fifth-grade classroom in Central Mexico during the 2016–2017 academic year, when Donald Trump was elected president of the United States. Population/Participants/Subjects This article focuses on the routine educational practices within a single fifth-grade classroom in a highly transnational Central Mexican town. Participants included a binational student who had recently relocated to Mexico because of U.S.-based immigration policies, her peers from transnational families with ties to the United States, and their fifth-grade teacher. Research Design This school-based ethnographic study involved weekly participant observation and video recording of routine activities in Profe Julio's fifth-grade classroom during the 2016–2017 academic year. Observations were triangulated with additional data sources such as interviews (with educators, binational students, and binational caregivers) and artifacts (such as homework assignments and student writing). Findings/Results Through a close examination of a fifth-grade classroom in Mexico, we illustrate how the teacher brought students’ (im)migration experiences into school by leveraging openings in the curriculum, developing interpersonal relationships of care, and engaging in a range of pedagogical moves. Conclusions/Recommendations We discuss how this teacher's educational practices could be carefully tailored to U.S. classrooms within the current anti-immigrant context. These practices include building relationships of care, looking for openings in the curriculum, providing academic distance, prioritizing teachers as learners, and working with school leadership for guidance on navigating politicized topics under the current U.S. administration.

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Ersan, Ceyhun, and Banu Uslu. "Can Plagiarism Detected by Software be Prevented through Education? An Experimental Study with Preschool Teacher Candidates." International Journal of Technology in Education and Science 4, no. 2 (March 10, 2020): 118–32. http://dx.doi.org/10.46328/ijtes.v4i2.72.

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In this study, the effect of science and research ethics course on preschool teacher candidates’ possible plagiarism behaviors was examined. Fifteen teacher candidates were asked to prepare a written assignment (pre-test) before the start of the course. Similarly, a second written assignment (post-test) was taken at the end of the course which took approximately 12 weeks. Both assignments received from teacher candidates were evaluated in two similarity/plagiarism software programs and the similarity rates of each student's homework were calculated as a percentage. The Wilcoxon Signed Ranks Test was used to test whether there was a significant difference between these percentage scores in terms of pre-test and post-test. In addition, teacher candidates’ pre-test and post-test assignments were subjected to document analysis in the context of the matches determined by similarity/plagiarism software programs. According to the findings of the study, it was seen that science and research ethics course could have an effect on possible plagiarism behaviors of teacher candidates. The findings of the study were discussed regarding similarity/plagiarism software programs, course period and literature. Suggestions were made to help teacher candidates and to those who are concerned about avoiding unethical practices.

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Medina Lerena, Miriam Susana, Patricia Landeros Ramírez, Alfonsina Núñez Hernández, Zoila Gómez Cruz, María Fernanda Moreno Zamora, Kevin Aragón Medina, and Luis Rodolfo Ramírez Fernández. "Aplicación de las TIC’s en el desarrollo de actividades en la Competencia de Manejo de la Salud y Bienestar Animal I de la Licenciatura de Medicina Veterinaria." e-CUCBA 10, no. 19 (December 22, 2022): 169–74. http://dx.doi.org/10.32870/ecucba.vi19.276.

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The educational process has experienced impact in its face-to-face modality with the creation of new virtual scenarios supported by technologiesand the way of conducting activities has changed. To adapt to current needs, educational institutions must become more flexible and developways to integrate information and communication technologies (ITs) in training processes, knowledge acquisition and skill development in thefield of education. Within the tools is any device that has internet and at the same time provides information available anywhere and at any time,facilitating communication. The applications must guarantee the quality of the teaching practices carried out by the teacher. The objective of thestudy was to know the use of ITs in the application of activities and the development of skills in students of the Animal Health and WelfareManagement Competition I of Veterinary Medicine. The data obtained show that 100% of the students use technological tools with the Internetto carry out their online activities, homework, practices and integrating projects. However, there are times when they cannot enter due to lack ofinternet connection. 2% mention that not having the internet makes learning difficult. The use of ITs and their application helped thedevelopment of skills, performance and increased self-learning in students enrolled in the subject. The use of technology guarantees interactivework between work teams and at the same time as a means of communication. The platforms also use learning tools as a means of support and arepository of activities. There are disadvantages such as not having enough time, not having internet or data, so teachers must be flexible andprovide help, solve problems and look for alternatives that do not interfere with academic performance.

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Danilova, Larisa N., Veronika E. Gaibova, and Aleksander M. Khodyrev. "New didactic solutions in conditions of higher education digitalization." Yaroslavl Pedagogical Bulletin 1, no. 118 (2021): 19–28. http://dx.doi.org/10.20323/1813-145x-2021-1-118-19-28.

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The development of digital technologies leads to increasing of their distribution and spread in various areas of everyday life. One of those areas is education. It endures impact of digitalization, while trying to develop students' competencies needed for life in a digital society, and to adapt the capabilities of digital devices to their interests and needs. Their using in pedagogical practice depends directly not only on the educational institutions, but also on the teacher himself. Universities have been interested in E-learning elements since the early 2000s, but COVID-2019 has urged many of them to step up their work, which resulted to active creation of an E-learning environment. At the same time, many teachers feel insecure in the digital educational environment, have a view of possibilities of digital media and programs, their advantages in organizing lectures, seminars, practical classes and homework. It is obvious that digitalization of education is the future of education, and therefore teachers need to be informed and enlightened. The purpose of this article is to analyze a number of didactic aspects in digital education applied to universities. The paper shows the advantages and threats of such educational technologies, and shows the features of their application in higher education using specific universal examples. The authors note that despite the abundance of theoretical works on this topic in the world, there are very few empirical studies comparing separate models of digital learning with traditional ones, and their results are very contradictory. However, although the higher effectiveness of distance learning is not clearly proven, traditional didactic practices in higher education need to be modernized, and digital concepts will be improved to overcome their shortcomings.

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Polloway, Edward A., Michael H. Epstein, William D. Bursuck, Madhavi Jayanthi, and Carla Cumblad. "Homework Practices of General Education Teachers." Journal of Learning Disabilities 27, no. 8 (October 1994): 500–509. http://dx.doi.org/10.1177/002221949402700805.

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Tas, Yasemin, Semra Sungur Vural, and Ceren Öztekin. "A Study of Science Teachers' Homework Practices." Research in Education 91, no. 1 (May 2014): 45–64. http://dx.doi.org/10.7227/rie.91.1.5.

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Khonamri, Fatemeh, and Martina Pavlikova. "Exploring Teachers’ and Learners’ Attitude towards Homework: The case of English versus Non-English-Major Teachers’ Homework Practices." Education & Self Development 15, no. 4 (December 30, 2020): 32–49. http://dx.doi.org/10.26907/esd15.4.07.

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Homework assignments provide a channel of communication between students and teachers especially in an EFL context where there is little exposure to English language out of the classroom context. Thus, exploring attitudes and homework features may provide teachers with useful information to know how to plan their homework assignments to improve students’ learning opportunities. This study aimed to explore both teachers’ and learners’ attitude towards homework; the difficulties faced by both teachers and learners with regard to homework as well as the assignment characteristics of English-major versus Non-English-major teachers. The study participants were 120 randomly selected adult male and female EFL learners and 81 EFL teachers. The data were collected through questionnaires and subsequent semi-structured interviews. SPSS 24 software was used to analyze the questionnaire data and interviews were recorded, transcribed, coded and categorized for further analysis. The results indicated that students had positive attitudes towards homework assignments. There was no significant difference between students’ attitude towards homework given by English Major (EM) and Non-English Major (NEM) teachers. The data showed that teachers do feel that homework is essential to students’ language development. Similarly, there was no significant difference among EM versus NEM teachers in their attitudes toward homework. The results revealed the following reasons for the difficulties that teachers and learners faced in assigning/doing homework assignments respectively. Those reasons varied from not learning the required concept, not knowing the instruction, not enjoying homework, not paying attention when homework assignments were presented, not understanding homework instruction, copying homework or cheating, the absence of related and meaningful tasks, parents’ lack of knowledge, lack of word power and grammar, to anxiety and stress of homework. The findings illustrated that there were some differences between EM and NEM teachers in terms of amount, skill area used, and degree of individualization in their homework assignments. The results of this study offer a number of pedagogical implications for teachers, curriculum developers, and institute managers.

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Hussain, Bashir, Asia Zulfqar, and Zareen Hassan. "Homework: Exploring Teachers’ Beliefs and Practices in Primary Schools of Southern Punjab." Review of Applied Management and Social Sciences 5, no. 3 (September 30, 2022): 451–65. http://dx.doi.org/10.47067/ramss.v5i3.244.

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Assigning homework to students is generally seen as a worthwhile strategy to engage them with learning and consequently it is practiced in many schools. Although it is perceived to have both positive and negative effects on students, it is the nature and focus of homework tasks that actually decides its effectiveness for students’ learning. The focus of homework tasks may be on practice, preparation and on extensive-creative tasks, from practice to application. Despite the significant role of homework in students’ learning, this area has not much been explored in schools of Southern Punjab, Pakistan. The main purpose of this research study is, therefore, to explore teachers’ beliefs and practices about homework in primary schools of southern Punjab, Pakistan. Alignment with purpose of study, this research adopted qualitative research approach. All public sector primary schools’ teachers in schools of two Tehsils of Multan, namely, Multan City and Multan Saddar were selected as a population. Of these, 125 teachers from 25 primary schools were purposefully selected. Two research tools were used for collection of data. First, 125 teachers were approached to seek responses on a set of five open-ended questions. Second, semi-structured interviews were conducted from 25 teachers, one each from 25 schools. For analysis of data, both thematic analysis and content analysis were used. This study found that while assigning homework to students, teachers are less about the purpose. It was further found teachers believe that the focus of homework in primary schools of Punjab is practice-based, mostly on practice of content as taught in class. A very little focus was, however, observed on preparation- and extensive-creative-based nature of the homework.

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Stakić, Mirjana, Jelena Stamatović, and Jasna Maksimović. "Homework practices in teaching of Serbian language in junior grades of primary education." Zbornik radova Filozofskog fakulteta u Pristini 52, no. 2 (2022): 285–305. http://dx.doi.org/10.5937/zrffp52-34240.

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Various advantages and disadvantages of homework are discussed in the literature. The aim of this paper is to determine the advantages and disadvantages of homework practices in Serbian Language taught in junior grades of primary education. Implementation practices were examined from the standpoint of teachers with the aim of determining: the dynamics in assigning and reviewing homework; assessment methods and ways of communicating feedback; representation of different types of homework; and the evaluation of their contribution. The study was conducted in 2020 and 2021 on a sample of 123 teachers. The obtained results indicate that the homework practices in Serbian Language classes are characterized by the frequency and diversity of homework assignments, individualized approach, reviewing regularity, and positive perception of their contribution. However, the results also raise several important questions-excessive student workload, functionality of assessing homework as a learning tool, homework assessments, encouraging cooperative homework and communication related to it-and indicate the need for further research.

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Benjamin, Luke Moorhouse. "English Language Teachers’ Homework Practices in Hong Kong." Journal of AsiaTEFL 15, no. 3 (September 30, 2018): 819–28. http://dx.doi.org/10.18823/asiatefl.2018.15.3.18.819.

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Benjamin, Luke Moorhouse. "English Language Teachers’ Homework Practices in Hong Kong." Journal of AsiaTEFL 15, no. 3 (September 30, 2018): 819–28. http://dx.doi.org/10.18823/asiatefl.2018.15.3.819.

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Bang, Hee Jin. "Promising Homework Practices: Teachers' Perspectives on Making Homework Work for Newcomer Immigrant Students." High School Journal 95, no. 2 (2012): 3–31. http://dx.doi.org/10.1353/hsj.2012.0001.

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Warton, Pamela W. "Australian Mothers' views about Responsibility for Homework in Primary School." Research in Education 59, no. 1 (May 1998): 50–58. http://dx.doi.org/10.1177/003452379805900106.

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Responsibility for homework in primary school: Australian mothers' views Homework is an accepted and encouraged part of school practice which, it has been argued, serves a number of functions for most children. The regular practice of homework is thought to help children consolidate their learning, to develop appropriate patterns of study and to take responsibility for their own learning. Children do not develop these skills alone: both parents' and teachers' views and practices are influential. This study investigated the views of mothers of primary school-age children (grades 2, 4 or 6) about homework practices and about the relative roles of parents, teachers and children in developing homework practices. The results indicated similarities on most issues across parents of the three age groups but significant differences in the relative responsibility assigned to children from grade 2 to grade 6. The implications for the development of children's sense of responsibility and of responsible homework practices are discussed.

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Warton, Pamela M. "Mothers’ Views about Homework in the Early Years of School." Australasian Journal of Early Childhood 23, no. 1 (March 1998): 35–39. http://dx.doi.org/10.1177/183693919802300108.

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Homework is an accepted and encouraged part of school practice which serves a number of functions for most children. One such function, it is argued, is to help children to develop appropriate patterns of study and to take responsibility for their own learning. Children do not develop these skills alone: both parents’ and teachers’ views and practices are influential. This study investigated the views of mothers of Grade 2 children about both homework practices and attitudes. Results indicated a consistent set of homework practices but considerable variation in the views held by mothers of this age group. Implications for the development of both children's sense of responsibility and responsible homework practices are discussed.

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Rosário, Pedro, Jennifer Cunha, Ana Rita Nunes, Tânia Moreira, José Carlos Núñez, and Jianzhong Xu. "“Did you do your homework?” Mathematics teachers’ homework follow-up practices at middle school level." Psychology in the Schools 56, no. 1 (October 28, 2018): 92–108. http://dx.doi.org/10.1002/pits.22198.

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Abed, Eman Rasmi, and Ferial Mohammad Abu Awwad. "Students’ Learning Assessment Practices Used by Jordanian Teachers of Mathematics for Grades (1-6)." International Education Studies 9, no. 1 (December 28, 2015): 63. http://dx.doi.org/10.5539/ies.v9n1p63.

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<p class="apa">This study aims to investigate the students’ learning assessment practices used by Jordanian teachers of mathematics for grades (1-6) in Amman. The sample of the study consists of (402) teachers. A questionnaire of (72) items are developed on four domains, namely: questions, homework, exams, and alternative strategies. Validity and reliability are established. Results of the study show that the mean of the scores for the four domains and the entire items are medium, the highest was on exams and the lowest on the homework. ANOVA analysis show that there were no statistically significant differences related to number of courses and gender. On the other hand, there are statistically significant differences on the scientific qualification in favor of postgraduate studies. As for the type of school, the results are in favor of government schools. In regard to the number of experience years, the results are in favor of category (5-10) years on homework domain only.</p>

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Bartell, Tonya Gau. "Reimagining Homework to Connect to Home and Community Knowledge." Mathematics Teacher: Learning and Teaching PK-12 113, no. 12 (December 2020): 1023–28. http://dx.doi.org/10.5951/mtlt.2020.0145.

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This is one of many practices to support teachers in assessing students’ mathematical thinking and better understanding students’ lived experiences that they can then draw on in mathematics instruction. This article highlights four examples of teachers’ efforts to reimagine homework for K–2 students.

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Srirangam and Mahendran. "ATTITUDE TOWARDS HOME WORK AMONG TEACHERS AT SECONDARY LEVEL IN COIMBATORE DISTRICT." International Journal of Research -GRANTHAALAYAH 5, no. 5(SE) (May 31, 2017): 78–82. http://dx.doi.org/10.29121/granthaalayah.v5.i5(se).2017.1973.

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Homework is defined as a set of tasks assigned to students by their teachers to be completed outside the class. Common homework assignments may include a quantity or period of reading to be performed, writing or typing to be completed, problems to be solved, a school project to be built (such as a diorama or display), or other skills to be practiced. The study aimed to examine the attitude towards home work among teachers at secondary levels. The investigator adopted survey method to study the attitude towards home work among teachers at secondary levels. For this study a sample of 300 secondary level teachers from five Govt and Private schools which are situated in and around Coimbatore district in Tamil Nadu were selected by the investigator using simple random sampling technique. The findings reveal that is inferred that there is a difference in the level of attitude towards homework among school teachers at secondary level.

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Acharya, Bed Raj. "Assessment Practices in Mathematics Courses: Towards Dialectical Positioning." Interdisciplinary Research in Education 4, no. 2 (December 31, 2019): 149–61. http://dx.doi.org/10.3126/ire.v4i2.27932.

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This article aims to explore the perception and practices of mathematics teachers on assessment system in mathematics courses. I adopted interpretive research approach. Three schools each from Gorkha, Nuwakot and Kaski district were selected for study. Six students, three teachers, three head teachers, and three resource persons were the interviewees of the study. I observed classrooms and conducted FGDs for collecting textual information. The data was generated from these different sources of each school have been verified and critically analyzed through triangulation and generate themes. It was found that, existing assessment practices were formative assessments such as project work, class work, and homework, attendance, unit test, remedial support, extracurricular activities, field visit, group discussion, weekly tests and use of summative evaluation as a formative assessment tool.

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Medwell, Jane, and David Wray. "Primary homework in England: the beliefs and practices of teachers in primary schools." Education 3-13 47, no. 2 (January 2, 2018): 191–204. http://dx.doi.org/10.1080/03004279.2017.1421999.

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Salend, Spencer J., and Janet Schliff. "An Examination of the Homework Practices of Teachers of Students with Learning Disabilities." Journal of Learning Disabilities 22, no. 10 (December 1989): 621–23. http://dx.doi.org/10.1177/002221948902201006.

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Struyk, L. Ruth, Michael H. Epstein, William Bursuck, Edward A. Polloway, Janet McConeghy, and Karen B. Cole. "Homework, Grading, and Testing Practices Used by Teachers for Students with and without Disabilities." Clearing House: A Journal of Educational Strategies, Issues and Ideas 69, no. 1 (October 1995): 50–55. http://dx.doi.org/10.1080/00098655.1995.10114269.

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Ukobizaba, Fidele, Kizito Ndihokubwayo, Angel Mukuka, and Jean Uwamahoro. "From what Makes Students Dislike Mathematics towards its Effective Teaching Practices." Bolema: Boletim de Educação Matemática 35, no. 70 (May 2021): 1200–1216. http://dx.doi.org/10.1590/1980-4415v35n70a30.

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Abstract This paper presents the findings of a descriptive survey research that investigated what makes students dislike Mathematics and seeks potentially effective Mathematics teaching practices, to boost their interest. The study involved 94 participants, including 60 lower-level secondary school students and 34 Mathematics teachers from 5 schools in Karongi District, Western Province, Rwanda. Both students’ and teachers’ questionnaire responses were analyzed using descriptive statistics. We found that what makes students dislike Mathematics is related to how Mathematics is taught. Low scores in tests or exams, teachers’ harshness, and carelessness were reported among the factors demotivating students to like Mathematics. Being able to show the relevance of Mathematics in an everyday situation, teaching students to remember mathematical facts, and showing them lots of worked examples were mentioned by most of the teachers as indicators of effective Mathematics teaching practices. Together with these indicators, preparing the lesson before teaching, providing exercises and homework to students, and making research to update teachers’ teaching skills have been drawn and recommended for teachers as potentially effective teaching practices.

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Ekinci-Vural, Deniz. "Parental involvement in early childhood classrooms: Turkish teachers’ views and practices." African Educational Research Journal 9, no. 1 (January 19, 2021): 60–68. http://dx.doi.org/10.30918/aerj.91.20.208.

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The purpose of this study was to understand Turkish early childhood teachers’ views and practices of parent involvement (PI). Qualitative research design was utilized for this research by asking five open-ended research questions to one hundred female teachers who work in the public preschools. The results of the study indicated that teachers apply various forms of parental involvement considering Epstein (1995) six type of parent involvement model. The findings suggest that while volunteering in the classroom was the most common PI, on the other hand decision making was one of the least PI form that teachers used. The results highlighted that teachers’ aims to involve parents are relevant to their thinking of beneficial outcomes for children, families, and teachers. Majority of teachers think that parental involvement is very high in their classrooms and they have significant role in that because they are very intent in informing parents, or organizing the activities. According to the teachers, some of the obstacles of parental involvement are; families education level, having multiple children in the family, fathers’ absence in classroom activities, parents unwillingness to do the homework, parents not participating in seminars, lack of space and crowded classrooms.

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Teegaza, Emahamad, Faisal Abelfattah, Abdalla Al-Saadawi, and Othman Al-Turki. "Assessment Practices of Science Teachers in Middle School Based on Classification of Performance on International Examinations." Journal of Educational and Psychological Studies [JEPS] 9, no. 1 (January 1, 2015): 160–78. http://dx.doi.org/10.53543/jeps.vol9iss1pp160-178.

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The study aimed at identifying assessment practices adopted in TIMSS 2011, compare practices across high– performing and low- performing middle schools. Also, to analyze the importance and the actual use of assessment procedures and methods, and to assess the relationships between the actual assessment practices and the perceived value of assessment practices. Saudi results of 8th grade participation in TIMSS 2011 were analyzed, supported by survey data collected from a sample of 350 intermediate science teachers about their practices and perceived value of assessment. The survey had acceptable indicators of validity and reliability. Results showed that assessment practices did not vary between high - performing and low - performing schools based on teachers' survey TIMSS 2011. On the other hand, findings from exploratory factor analysis concluded nine factors that explain assessment practices, namely: self-assessment, higher learning objectives assessment, knowledge and understanding, mechanisms of analyzing assessment results, indirect thinking questions, homework, and peer- evaluation, observation, and using objective questions. Moreover, results showed that there were effects of worthiness of assessment practices on the actual assessment practices of science teachers in middle schools.

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Teegaza, Emahamad, Faisal Abelfattah, Abdalla Al-Saadawi, and Othman Al-Turki. "Assessment Practices of Science Teachers in Middle School Based on Classification of Performance on International Examinations." Journal of Educational and Psychological Studies [JEPS] 9, no. 1 (January 1, 2015): 160. http://dx.doi.org/10.24200/jeps.vol9iss1pp160-178.

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The study aimed at identifying assessment practices adopted in TIMSS 2011, compare practices across high– performing and low- performing middle schools. Also, to analyze the importance and the actual use of assessment procedures and methods, and to assess the relationships between the actual assessment practices and the perceived value of assessment practices. Saudi results of 8th grade participation in TIMSS 2011 were analyzed, supported by survey data collected from a sample of 350 intermediate science teachers about their practices and perceived value of assessment. The survey had acceptable indicators of validity and reliability. Results showed that assessment practices did not vary between high - performing and low - performing schools based on teachers' survey TIMSS 2011. On the other hand, findings from exploratory factor analysis concluded nine factors that explain assessment practices, namely: self-assessment, higher learning objectives assessment, knowledge and understanding, mechanisms of analyzing assessment results, indirect thinking questions, homework, and peer- evaluation, observation, and using objective questions. Moreover, results showed that there were effects of worthiness of assessment practices on the actual assessment practices of science teachers in middle schools.

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Ahmed, Abdelhamid, and Salah Troudi. "Exploring EFL Writing Assessment in an Egyptian University Context: Teachers and Students’ Perspectives." Journal of Language Teaching and Research 9, no. 6 (November 1, 2018): 1229. http://dx.doi.org/10.17507/jltr.0906.12.

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The study identified the assessment practices used in an Egyptian EFL writing course at university and explored teachers and students’ perspectives of these assessment practices. The focus was on the assessment practices to inform and propose appropriate implications. This study is informed by social constructivism where knowledge is constructed socially through the perceptions of different participants. Eight students and eight EFL writing teachers were interviewed, and three EFL writing classes were observed. Findings revealed that writing assessment is important to both teachers and students. Diagnosing students’ writing was done rarely and superficially, using a non-standardised assessment. Reported formative assessment practices include attendance, homework, samples of students’ writing, class participation, assignments, and oral presentation. Stereotypical final exams were reported as the only summative assessment practice. Finally, the assessment criteria and the analytical scoring method were not communicated to students. Observed EFL writing classes mostly confirmed students’ perspectives about the reported practices. Implications and suggestions are provided.

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Anderson, Lorin W. "A critique of grading: Policies, practices, and technical matters." education policy analysis archives 26 (April 16, 2018): 49. http://dx.doi.org/10.14507/epaa.26.3814.

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In recent years there was been a raft of criticisms of the way that grades (or marks) are assigned to students. The purpose of this paper is to examine the strengths and weaknesses of grading systems and grading practices, drawing upon both historical and contemporary research and writing. Five questions are used to frame the review and organize the paper. They are: (1) Why do we grade students? (2) What do grades mean? (3) How reliable are students’ grades? (4) How valid are students’ grades? and (5) What are the consequences of grading students? The results suggest that (1) The are several purposes for grading students; the way that grades are assigned and reported should be consistent with the specified purpose. (2) Grades mean different things to different people (including the teachers who assign them). (3) Grades on a single task (e.g., a test or project, a homework assignment) are quite unreliable, whereas cumulative grades (that is, those based on several data sources) are reasonably reliable. (4) The validity of grades on a single task is virtually impossible to determine; however, the evidence suggests that cumulative grades are reasonably valid. (5) Grades influence a variety of student affective characteristics (e.g., self-esteem). However, their influence is no greater, nor less than, a host of other school-related factors.

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Bruce, Kathy, and Ron Cacioppe. "A Survey of Why Teachers Resigned from Government Secondary Schools in Western Australia." Australian Journal of Education 33, no. 1 (April 1989): 68–82. http://dx.doi.org/10.1177/000494418903300106.

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This article describes a survey which investigated why teachers resigned from government secondary schools in Western Australia before they reached retirement age. All teachers who had resigned within a specific one-year period were invited to complete a survey which obtained information on demographic factors, work conditions, professional and career development, the effect of teaching on social and family lives, and relationships with parents, students, fellow teachers and administrative personnel. The findings suggested that male teachers who had resigned were more concerned with perceived discriminatory practices in the general management of the school than were the female teachers. On the other hand, female teachers were more concerned with the encroachment of teaching duties on their family and social lives, problems of classroom discipline and lack of administrative support. Both lack of administrative support with discipline problems and lack of effective school policies were cited by members of both sexes as contributing to their resignation, but to a greater extent with female teachers. The major causes of discipline problems were found to be the failure of students to do their homework and their general lack of motivation. One of the most significant findings was the perceived lack of competence of the principal in administrative skills such as decision making, staff support and general school management. For career-oriented teachers, the lack of promotional opportunities was given as the major reason for their resignation, while dissatisfaction with assessment procedures compounded this problem. Male teachers were concerned about perceived discriminatory practices by the subject superintendents. Constructive suggestions are put forward which point to ways of surmounting the perceived shortcomings within the government secondary school system.

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Muedi, Fhulufhelo Patrick, Azwidohwi Philip Kutame, Thelma Z. Ngidi, and Chinaza Uleanya. "Managing Assessments for Supporting Progressed Learners in Vhembe District, Limpopo, South Africa." UMT Education Review 5, no. 1 (June 21, 2022): 28–54. http://dx.doi.org/10.32350/uer.51.02.

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Assessment has been a significant component of teaching and learning process. However, it is very important to know that how assessment is being managed, as it is capable of contributing to both, the success or the failure of learners. Meanwhile, management of assessment becomes more crucial in the case of the “qualified to be progressed” (QP) learners. Hence, the current study investigates that how assessment of QP learners are managed by using 10 purposively selected secondary schools in the Vhumbedzi Circuit, Limpopo, South Africa. Respondents are the teachers and participants from School Management Team (SMT) who were randomly and conveniently selected, respectively. Mixed-methods was employed for this particular study and data was collected through the use of two important tools, 1) questionnaire filled by 165 selected teachers, and 2) interviews conducted with 10 SMTs. The analyzed data were coded into themes. The findings of the study showed that the assessment of QP learners was managed at all grades through the utilization of examination timetables. Besides, the question papers of previous examinations were also taken in as a part of the preparation for forth coming examinations. While, the current research found that homework timetables and moderation of peer assessment tasks were not properly assessed and practiced. Hence, the current study recommends that the need for the exploration of the use of moderation of peer assessment tasks, and homework timetables. Keywords: assessment management, Limpopo, qualified progressed (QP) learners, South Africa

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Oli, MARIO Colega. "The Assessment Practices by Content-faculty, Student-teaching Supervisor and Cooperating Mentors of Pre-professional Mathematics Teachers in State Universities in Cagayan Valley Region in the Philippines â€." JISAE: Journal of Indonesian Student Assessment and Evaluation 4, no. 2 (September 1, 2018): 60–82. http://dx.doi.org/10.21009/jisae.v4i2.7998.

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Assessment is the process of teachers gathering information about studentsâ€™ learning, including their achievement and behavior in both the cognitive and affective domains enabling teachers to make informed decisions for classroom instruction. The Pre-professional Math Teachers were exposed with various assessment practices during their academic years which were implemented by their Professors across their academic subject and not to exclude Mathematics classes. Assessment was just regarded as a means for â€œgradingâ€ the mathematical skills and knowledge of the students and not to measure what is worth measuring. This study aimed to determine the assessment practices of content faculty, student-teaching supervisors and cooperating mentors of pre-professional mathematics teachers in State Universities in the Cagayan Valley Region in the Philippines It made used of the qualitative-quantitative research method and utilized questionnaires and semi-structured interview. Frequencies, means, standard deviation, and one-way analysis of variance were used. It was found out that Mathematics content faculty used conceptual class discussions or recitations, studentsâ€™ calculator and computer use, routine homework or drills, studentâ€™s use of manipulatives to monitor the learning progress of their students while write up of projects, tests (prelim, midterms, finals), and critique papers are utilized for grading purposes. The Student teaching Supervisors always used standard checklist for demonstration teaching, and post-conference and the Cooperating mentors used formal visit and post conference with the Pre-service Math Teachers for formative assessment in assessing the pedagogical skills of the Student teachers during the practicum period. Formal visits, standard checklists for demonstration teaching, and post-conferences with concerned individuals were utilized by both for summative assessment.

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Oli, MARIO Colega. "The Assessment Practices by Content-faculty, Student-teaching Supervisor and Cooperating Mentors of Pre-professional Mathematics Teachers in State Universities in Cagayan Valley Region in the Philippines â€." JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION 4, no. 2 (September 1, 2018): 60–82. http://dx.doi.org/10.21009/jisae.042.05.

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Assessment is the process of teachers gathering information about studentsâ€™ learning, including their achievement and behavior in both the cognitive and affective domains enabling teachers to make informed decisions for classroom instruction. The Pre-professional Math Teachers were exposed with various assessment practices during their academic years which were implemented by their Professors across their academic subject and not to exclude Mathematics classes. Assessment was just regarded as a means for â€œgradingâ€ the mathematical skills and knowledge of the students and not to measure what is worth measuring. This study aimed to determine the assessment practices of content faculty, student-teaching supervisors and cooperating mentors of pre-professional mathematics teachers in State Universities in the Cagayan Valley Region in the Philippines It made used of the qualitative-quantitative research method and utilized questionnaires and semi-structured interview. Frequencies, means, standard deviation, and one-way analysis of variance were used. It was found out that Mathematics content faculty used conceptual class discussions or recitations, studentsâ€™ calculator and computer use, routine homework or drills, studentâ€™s use of manipulatives to monitor the learning progress of their students while write up of projects, tests (prelim, midterms, finals), and critique papers are utilized for grading purposes. The Student teaching Supervisors always used standard checklist for demonstration teaching, and post-conference and the Cooperating mentors used formal visit and post conference with the Pre-service Math Teachers for formative assessment in assessing the pedagogical skills of the Student teachers during the practicum period. Formal visits, standard checklists for demonstration teaching, and post-conferences with concerned individuals were utilized by both for summative assessment.

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Journal articles on the topic 'Teacher homework practices'

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