Homework: At Home or At School?--Attitudes of Teachers, Parents and the General Public: A Case Study

Autor/inn/en	Yavich, Roman; Davidovitch, Nitza
Titel	Homework: At Home or At School?--Attitudes of Teachers, Parents and the General Public: A Case Study
Quelle	In: International Education Studies, 13 (2020) 6, S.170-179 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Homework; Teacher Attitudes; Parent Attitudes; Public Opinion; Foreign Countries; Correlation; Teaching Experience; Negative Attitudes; Teacher Characteristics; Instructional Program Divisions; Intellectual Disciplines; Age Differences; Family Structure; Birth Order; Parents; Elementary School Teachers; Student Attitudes; Positive Attitudes; College Students; Israel + Suchen Sie Ihr Suchwort? Hausaufgabe; Lehrerverhalten; Elternverhalten; Öffentliche Meinung; Ausland; Korrelation; Negative Fixierung; Geisteswissenschaften; Age; Difference; Age difference; Altersunterschied; Familienkonstellation; Familiensystem; Geburtenfolge; Eltern; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Collegestudent
Abstract	The purpose of this study is to investigate the attitudes of three influential groups toward homework: parents, teachers and the public. Specifically, attitudes toward reducing and eliminating homework, as well as creating alternatives to conventional homework, are examined. The first hypothesis is that the attitude of teachers and parents toward homework is positive, whereas that of the public is negative, in line with the Israeli Ministry of Education that suggests changing homework policies. Another hypothesis is that there is a correlation between the seniority of teachers and their attitudes toward homework--the greater the seniority, the more negative the attitude. Finally, the effect of various background variables of teachers (class grade and subject area: sciences or humanities) and parents (age of parents, number of children in the family and child birth-order) on their attitudes toward homework is examined. The first research hypothesis was confirmed--most teachers and parents are supportive of homework, whereas the public is the least supportive. In addition, the public is the most supportive of changing homework policies, parents are less supportive, and teachers are the least supportive. No correlation was found between the seniority of teachers and their attitudes toward homework. Finally, background variables have no effect on attitudes toward homework. According to these findings, the public is not yet ready to completely forgo homework, which has been so widely used and accepted. The desire to change the traditional homework policy exists, but the concept that homework is essential remains. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01