"Just for the Sake of Giving It:" An Exploration of Elementary Teachers' Beliefs About Homework Practices

被引：0
作者：
Dobbs, Christina L. [1 ]
Leider, Christine Montecillo [2 ]
Bempechat, Janine [1 ]
Jimenez-Silva, Margarita [3 ]
机构：
[1] Boston Univ, Wheelock Coll Educ & Human Dev, 2 Silber Way, Boston, MA 02215 USA
[2] Univ Massachusetts, Coll Liberal Arts, Appl Linguist Dept, Boston, MA USA
[3] Univ Calif Davis, Davis Sch Educ, Davis, CA USA
来源：
JOURNAL OF EDUCATION-US | 2025年 / 205卷 / 01期
关键词：
teaching; learning; childhood; achievement; curriculum; PARENTAL INVOLVEMENT; STUDENTS HOMEWORK; SELF-EFFICACY; PERCEPTIONS; EXPECTATIONS; METAANALYSIS; ACHIEVEMENT; MEANINGFUL; AMERICAN; MINORITY;
D O I：
10.1177/00220574241235685
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Homework is a common practice in US schools, with much discussion of its potential benefits and drawbacks. But there is more to learn about the complexities of teachers' beliefs about homework's purpose, benefits, and challenges. This interview study with elementary teachers uses a beliefs framework to explore beliefs and their influence on perceptions of homework. Findings reveal a web of tensions around homework broadly, with teachers holding complex and even contradictory beliefs about homework and its usefulness. These tensions relate to the array of individuals with an investment in homework, their workloads, and goals to support diverse students equitably.
引用
收藏
页码：30 / 43
页数：14
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