Does Homework Matter?: An Investigation of Teacher Perceptions about Homework Practices for Children from Nondominant Backgrounds

Autor/inn/en	Brock, Cynthia H.; Lapp, Diane; Flood, James; Fisher, Douglas; Han, Keonghee Tao
Titel	Does Homework Matter?: An Investigation of Teacher Perceptions about Homework Practices for Children from Nondominant Backgrounds
Quelle	In: Urban Education, 42 (2007) 4, S.349-372 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
Schlagwörter	Elementary School Teachers; Homework; Teacher Attitudes; Minority Group Children; Urban Schools; Teaching Styles; Elementary School Students; English (Second Language); Socioeconomic Influences; Academic Achievement; Student Needs; Student Diversity; Teaching Methods; United States + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hausaufgabe; Lehrerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrstil; Unterrichtsstil; English as second language; English; Second Language; Englisch als Zweitsprache; Sozioökonomischer Faktor; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; USA
Abstract	It is common for teachers in all districts across the United States to give homework to their students. Given the rising numbers of children from nondominant backgrounds in American schools, a question that merits consideration is how children from nondominant backgrounds--particularly in large urban centers--are impacted by teachers' homework practices. In this study we explored why teachers in one large U.S. urban center assign homework, the kinds of homework teachers assign, and teachers' beliefs about the impact of this homework on their students' success at school. The authors collected surveys from 133 elementary school teachers (grades K through middle school) and interviewed a subgroup of 27 teachers from the larger group. Results revealed that although most teachers engaged in homework practices that were similar to those identified in current research (e.g., giving students skills based practice in math and spelling, in particular), most of the teachers in our study did make provisions for the fact that many of their children came from homes where English was not spoken at home and parents may not have the additional financial resources necessary to purchase materials for children to complete their homework. (Contains 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10