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A study of science teachers homework practices
Date
2014-01-01
Author
Taş, Yasemin
Sungur, Semra
Öztekin, Ceren
Metadata
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This study investigates Turkish middle school science teachers' homework practices, the value teachers attach to homework and teachers' communication with parents about homework. One hundred and sixty-eight teachers completed surveys. Teachers reported to assign homework frequently: 93.4 per cent of the teachers reported that they assign homework either once a week or at the end of every class. Problem solving and doing research on a topic were the most commonly assigned homework types, while making summaries and memorizing information/formulas were the least preferred homework types. Teachers gave homework for a variety of reasons including knowledge acquisition, skill development and informing parents about child's progress. Structural equation modelling revealed that teachers were more likely to place value on homework if class size was small; teachers who placed value on homework were more likely to communicate with parents about homework and communication with parents facilitated students' homework completion.
Subject Keywords
Science homework
,
Teacher homework practices
,
Homework value
,
Communication with parents about homework
URI
https://hdl.handle.net/11511/46513
Journal
Research in Education
DOI
https://doi.org/10.7227/rie.91.1.5
Collections
Department of Mathematics and Science Education, Article
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Y. Taş, S. Sungur, and C. Öztekin, “A study of science teachers homework practices,”
Research in Education
, pp. 45–64, 2014, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/46513.