The effects of demography, expectations and student attitudes on Australian secondary school teachers' homework practices

Homework has been associated with a range of academic and cognitive benefits for secondary students. Research has also revealed that students' homework behaviours can vary with demographic traits. An important factor that may account for some of this variation is the role played by teachers and...

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Vydáno v:The Australian journal of education Ročník 65; číslo 2; s. 195 - 218
Hlavní autoři: Bowd, Justin, Bowles, Terry, McKenzie, Vicki
Médium: Journal Article
Jazyk:angličtina
Vydáno: London, England SAGE Publications 01.08.2021
Sage Publications Ltd
Témata:
Achievement Tests
Assignments
Data analysis
Demography
Education policy
Educational Practices
Elementary Secondary Education
Equal education
Foreign Countries
Homework
International Assessment
Learning outcomes
Mathematics
Mathematics Achievement
Mathematics education
Mathematics teaching
Mathematics Tests
Prediction
School Location
School Role
Science Achievement
Science Tests
Secondary education
Secondary School Students
Secondary School Teachers
Self Esteem
Socioeconomic background
Socioeconomic Status
Student Attitudes
Student Behavior
Students
Teacher Attitudes
Teacher Expectations of Students
Teacher Role
Teachers
Teaching Experience
Trends in International Mathematics and Science Study (TIMSS)
Australia
socioeconomic background
equal education
teacher expectations of students
demography
educational practice
Homework
ISSN:0004-9441, 2050-5884
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Shrnutí:Homework has been associated with a range of academic and cognitive benefits for secondary students. Research has also revealed that students' homework behaviours can vary with demographic traits. An important factor that may account for some of this variation is the role played by teachers and schools in homework allocation. It is hypothesised that some of the demographic variables that have been found to predict individual students' homework practices are also related to teachers' practices in terms of the frequency and volume of homework allocated at the classroom level. To test this hypothesis, Australian data from the 2015 Trends in International Mathematics and Science Study are analysed in the current study. Results show that the frequency of mathematics homework allocated by teachers is related to some variables that have commonly predicted the differences in student achievement such as socioeconomic status, valuing of and confidence in mathematics, teaching experience and school location. The implications of these findings for schools and education systems are explored as suggestions for ensuring that homework policies and practices do not exacerbate demographic differences in school outcomes. [Author abstract]
Bibliografie:Refereed article. Includes bibliographical references.
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Australian Journal of Education; v.65 n.2 p.195-218; August 2021
ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:0004-9441
2050-5884
DOI:10.1177/00049441211030728