Homework in the Foundation Phase: Perceptions of Principals of Eight Public Primary Schools in Johannesburg

Autor/in	Ndebele, Misheck
Titel	Homework in the Foundation Phase: Perceptions of Principals of Eight Public Primary Schools in Johannesburg
Quelle	In: South African Journal of Education, 38 (2018) 2, Artikel 1461 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ndebele, Misheck)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Qualitative Research; Elementary Education; Principals; Semi Structured Interviews; Administrator Attitudes; Homework; Teaching Methods; Geographic Regions; Parents; Low Income Groups; Socioeconomic Influences; Parent Participation; Barriers; School Policy; South Africa (Johannesburg) + Suchen Sie Ihr Suchwort? Ausland; Qualitative Forschung; Elementarunterricht; Principal; Schulleiter; Hausaufgabe; Teaching method; Lehrmethode; Unterrichtsmethode; Eltern; Sozioökonomischer Faktor; Elternmitwirkung; Schulpolitik
Abstract	This article reports on a qualitative study done in Johannesburg, South Africa, which investigated attitudes of primary school principals of eight public primary schools towards the use of homework in teaching and learning in the Foundation Phase (which comprises the first three grade levels of primary schooling). Using a semi-structured interview, the study focused on the principals' perceptions of homework in general, whether homework policies existed in their schools, and the extent to which parents were involved in their children's homework. To obtain a representative set of findings, purposive sampling was used to recruit two participating principals from schools in each of the following geographical and socio-economic settings: "inner city," "peri-urban," "suburban" and "township." The findings indicated that although the purpose and value of homework remains debatable, the participating principals viewed homework as a valuable tool in teaching and learning. The principals expressed the belief that parents from low-income environments regarded homework as important, as did their higher-income counterparts, but poorer parents were less involved in their children's homework. The study concludes with recommendations for education policy-makers, as well as primary school administrators and parents, regarding the use of homework in primary schools. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01