An Exploration of the Teachers’ Methods and Practices Regarding Homework Assignment in Junior Elementary Education

Document Type : Research Paper

Authors

1 Assistant Professor, Department of Educational Sciences, Faculty of Human Scinces, University of Kashan, Kashan, Iran

2 Associate Professor, Department of Educational Sciences, Faculty of Human Scinces, University of Kashan, Kashan, Iran

3 Elementary Teacher, Kashan Department of Education, Kashan, Iran

Abstract

The purpose of this inquiry was exploring teachers' methods and practices regarding homework assignment in junior elementary education. An interview-based qualititavie research method was adopted for this purpose. The Statistical population included experienced teachers in junior elementary level in the city of Kashan. 33 teachers were selected accordning to purposeful sampling method for interviewing. The interview data were analyzed through fragmental and holistic coding method in Atlas.ti software. Coding reliability was estimated to be around 0.65 to 0.75 according to intercoder aggrement and Holistic Index. After coding and stepwise refinement of codes in Atlas.ti, six semantic networks were discovered which revealed teachers’ productive use of homework: 1. As a Strategy for more complete learning; 2. As a Strategy for developing participation; 3. As a Strategy for formative evaluation and teaching improvement; 4. As a Strategy for differentiated instruction; 5. As a Strategy for giving feedback; and 6. As a Strategy for diversifying instructional activities. One complementary and substantial finding of this research is the considerable differences in teachers’ methods for homework assignment: The required time for completing homework varies to a great extent, teachers may change the nature of homework due to the pressure they experience from the parents, principal and other teachers’ side, and there is no consistent and settled approach regardning homework evaluation. 

Keywords

References

بیرامی، مجتبی، حسن‌آبادی، حمیدرضا، و کاووسیان، جواد (1395). شیوه‌ها و موانع ارائة بازخورد معلمان به دانش‌آموزان در برنامة ارزشیابی توصیفی (مورد مطالعه: مدرسه‌های ابتدایی استان البرز). مطالعات اندازه‌گیری و ارزشیابی آموزشی، 6 (16)، 42-7.
حجازی، الهه، کیامنش، علیرضا، و نقش، زهرا (1395). رابطة مدت زمان انجام تکلیف و پیشرفت ریاضی: کاربرد مدل‌یابی چندسطحی برای تحلیل داده‌های تیمز 2011. نوآوری‌های آموزشی، 15(60)، 74-61. 
حسین‌پور، شهره، زین‌آبادی، حسن‌‌رضا، علیمردانی، اکرم، و کرد فیروزجایی، فهیمه (1395). تأملی بر رفتارهای ضدتولیدی معلمان در تدریس: واکاوی نشانگان، ابعاد و ارزیابی وضع موجود در مدارس شهر تهران. تعلیم و تربیت، 32(1)، 144-117.
شیربیگی، ناصر، و وکیلی، ناهید (1392). بررسی نگرش دانش‌آموزان به تکلیف درسی و ارتباط آن با راهبردهای مدیریت تکالیف. مطالعات آموزش و یادگیری، 5(2)، 112-87.
مروتی، ذکراله، شهنی‌ییلاق، منیجه، مهرابی‌زاده هنرمند، مهناز، و کیانپور قهفرخی، مهناز (1392). رابطة علّی محیط یادگیری سازنده‌گرای ادراک‌شده و عملکرد ریاضی با میانجی‌گیری جهت‌گیری درونی هدف، ارزش تکلیف، نگرش نسبت به ریاضی و خودکارآمدی ریاضی در دانش‌آموزان پسر دبیرستانی شهر اهواز. دستاوردهای روان‌شناختی، 4(1)، 122-91.
معاونت آموزش ابتدایی وزارت آموزش و پرورش. (1398الف). تکالیف مهارت‌محور به جای مشق شب، (کد مطلب: 701915).
معاونت آموزش ابتدایی وزارت آموزش و پرورش. (1398ب). هدایت تکالیف شب به فرایند یادگیری توام با لذت. (کد مطلب: 707454).
معاونت آموزش ابتدایی وزارت آموزش و پرورش. (1398ج). از حافظه‌محوری به سمت تعلیم و تربیت مهارت‌محور برویم. (کد مطلب: 701915).
معاونت آموزش ابتدایی وزارت آموزش و پرورش. (1398د). مشق شب کتاب‌های کمک‌آموزشی را به دانش‌آموزان تحمیل می‌کرد. (کد مطلب: 753750).
معاونت آموزش ابتدایی وزارت آموزش و پرورش. (1398ز). شیوه‌نامة اجرای طرح تکالیف مهارت‌محور (مشق زندگی) (ویژة دانش‌آموزان دورة اول ابتدایی). (نامه شماره 161605، 12/8/1398).
معاونت آموزش ابتدایی وزارت آموزش و پرورش. (1398و). مشق شب حذف نشده/تکالیف مهارت‌محور جایگزین مشق شب. (کد مطلب: 753016).
معاونت آموزش ابتدایی وزارت آموزش و پرورش. (1398ﻫ). ممنوعیت استفاده از کتاب‌های کمک‌درسی در ساعات فوق برنامه. (کد مطلب: 753753).
Antonetti, J. V., & Garver, J. R. (2015). 17,000 classroom visits can’t be wrong: Strategies that engage students, promote active learning, and boost achievement. Alexandria, Virginia: Association for Supervision and Curriculum Development (ASCD).
Blazar, D., & Kraft, M. A. (2017). Teacher and teaching effects on students’ attitudes and behaviors. Educational Evaluation and Policy Analysis, 39(1), 146-170.
Borich, G. D. (2017). Effective teaching methods: research-based practice (9th ed.). Boston: Pearson Education.
Burden, Paul. R., & Byrd, David, M. (2019). Methods for Effective Teaching: Meeting the Needs of All Students. (Eighth Edition). New York: Pearson.
Cooper, H., & Valentine, J. C. (2001). Using research to answer practical questions about homework. Educational Psychologist, 36(3), 143-153.
Czerniawski, G., & Kidd, W. (2013). Homework for learning 300 practical strategies. Berkshire, McGraw-Hill Education: Open University Press.
Danielson, Ch. (2013). The framework for teaching evaluation instrument. Available at: www.danielsongroup.org.
DeRosa, D. A., & Abruscato, J. (2019). Teaching children science: A discovery approach (9th ed.). New York: Pearson.
Eisner, E. W. (1979). The use of qualitative forms of evaluation for improving educational practice. Educational Evaluation and Policy Analysis, 1(6), 11-19.
Estes, T. H., & Mintz, S. L. (2016). Instruction: A model's approach (7th ed.). Boston: Pearson Education.
Gergen, K. J. (2009). Relational being: Betond self and community. London: Oxford University Press.
Good, T. L., & Brophy, J. E. (2007). Looking in classrooms (10th ed.). Boston: Perason Education.
Gordon, W. R., Taylor, R. T., & Oliva, P. F. (2019). Developing the curriculum: Improves outcomes through systems approaches (9th ed.). New York: Pearson.
Grodner, A., & Rupp, N. G. (2013). The Role of Homework in Student Learning Outcomes: Evidence from a Field Experiment. The Journal of Economic Education, 44 (2): 93-109.
Hughes, M., & Greenhough, P. (2004). Learning from homework: A case study. in: louise poulson & mike wallace (Edirors). Learning to Read Critically in Teaching and Learning. London: Sage.
Johnson, B., R., & Christenson, L. (2016). Educational research: Quantitative, qualitative, and mixed approaches (6th ed.). Los Angeles: Sage.
Josselson, R. (2013). Interviewing for qualitative inquiry: A relational approach. London: The Guilford Press.
Kauchak, D., & Eggen, P. (2017). Introduction to teaching: Becoming a professional (6th ed.). Boston: Pearson Education.
Kraft, Matthew. A., Blazar, David., & Hogan, Dylan. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational research, 88 (4): 547-588.
Lynch, R., Hurley, A., Cumiskey, O.., Nolan, B., & McGlynn, B. (2018). Exploring the relationship between homework task difficulty, student engagement and performance. Irish Educational Studies, 38(1), 1-15.
Maulana, R., Helms-Lorenz, M., & Van de Grift, W. (2016). Validating a model of effective teaching behaviour of pre-service teachers. Teachers and Teaching, 23(4), 1-23.
Miles, M. B., Huberman, M. A., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Los Angeles: Sage Publications.
Morrison, G. S., Woika, M. J., & Breffni, L. (2019). Fundamentals of early childhood education (9th ed.). Hoboken, NJ: Pearson.
Nunez, J. C., Suarez, N., Rosario, P., Vallejo, G., Cerezo, R., & Valle, A. (2015). teachers’ feedback on homework, homework-related behaviors, and academic achievement. Educational Research, 108(3), 204-216.
Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice. Los Angeles: SAGE Publications.
Rosenshine, B., & Stevens, R. (1986). Teaching functions. In: M. C. Wittrock (Edt.), Handbook of Research on Teaching. New York: Macmillan.
Slavin, R. E. (2017). Educational psychology: Theory and practice. New York: Pearson.
Strandberg, M. (2013). Homework-- Is there a connection with classroom assessment? A review from Sweden. Educational Research, 55(4), 325-346.
Thirumurthy, V. (2014). Homework, homework everywhere: Indian parents' involvement with their children's homework. Childhood Education, 90(2), 83-90.
Tymms, P., Merrell, Ch., & Bailey, K. (2017). The long-term impact of effective teaching. School Effectiveness and School Improvement, 29(2), 242-261.
Westlund, I. (2007). Reconstructed task orientation and local time governance in compulsory schools: The Swedish case. British Journal of Sociology of Education, 28(6), 783-796.
Wortham, S. C., & Hardin, B. (2020). Assessment in Early Childhood Education. New York: Pearson.

Files

Share

How to cite

Statistics