"Homework feedback is...": Elementary and middle school teachers' conceptions of homework feedback

Detalhes bibliográficos
Autor(a) principal: Cunha, Jennifer
Data de Publicação: 2018
Outros Autores: Rosário, Pedro, Carlos Nunez, Jose, Nunes, Ana Rita, Moreira, Tania, Nunes, Tania
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/1822/54313
Resumo: This study explored mathematics teachers' conceptions of the homework feedback focusing on four key aspects: definition, purpose, types, and perceived impact. Forty-seven teachers from elementary and middle schools participated in six focus groups. Data were analyzed using content analysis. To enhance the trustworthiness of findings, classroom observations were used for triangulation of data. Participants conceptualized homework feedback in three directions (i.e., teachers' feedback provided to students, students' feedback provided to teachers, and homework self-feedback), being teachers' monitoring of students' learning the purpose reported by most teachers. Participants also reported the types of homework feedback more frequently used in class (e.g., checking homework completion, checking homework on the board), and their perceived impact on students. Findings provide valuable information to deepen the understanding of the homework feedback process, which may help develop new avenues for future research.
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spelling "Homework feedback is...": Elementary and middle school teachers' conceptions of homework feedbackhomework feedbackteachers' conceptionshomework feedback purposesperceived impactfocus groupclassroom observationsSocial SciencesThis study explored mathematics teachers' conceptions of the homework feedback focusing on four key aspects: definition, purpose, types, and perceived impact. Forty-seven teachers from elementary and middle schools participated in six focus groups. Data were analyzed using content analysis. To enhance the trustworthiness of findings, classroom observations were used for triangulation of data. Participants conceptualized homework feedback in three directions (i.e., teachers' feedback provided to students, students' feedback provided to teachers, and homework self-feedback), being teachers' monitoring of students' learning the purpose reported by most teachers. Participants also reported the types of homework feedback more frequently used in class (e.g., checking homework completion, checking homework on the board), and their perceived impact on students. Findings provide valuable information to deepen the understanding of the homework feedback process, which may help develop new avenues for future research.This study was conducted at Psychology Research Centre (UID/PSI/01662/2013), University of Minho, and supported by the Portuguese Foundation for Science and Technology and the Portuguese Ministry of Science, Technology and Higher Education through national funds and co-financed by FEDER through COMPETE2020 under the PT2020 Partnership Agreement (POCI-01-0145-FEDER-007653). JC was supported by a Ph.D. fellowship from the Portuguese Foundation for Science and Technology (FCT - SFRH/BD/95341/2013).info:eu-repo/semantics/publishedVersionFrontiers MediaUniversidade do MinhoCunha, JenniferRosário, PedroCarlos Nunez, JoseNunes, Ana RitaMoreira, TaniaNunes, Tania20182018-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/1822/54313engCunha J, Rosário P, Núñez JC, Nunes AR, Moreira T and Nunes T (2018) “Homework Feedback Is...”: Elementary and Middle School Teachers’ Conceptions of Homework Feedback. Front. Psychol. 9:32. doi: 10.3389/fpsyg.2018.000321664-107810.3389/fpsyg.2018.00032info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-21T11:55:59Zoai:repositorium.sdum.uminho.pt:1822/54313Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T18:45:35.065101Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv "Homework feedback is...": Elementary and middle school teachers' conceptions of homework feedback
title "Homework feedback is...": Elementary and middle school teachers' conceptions of homework feedback
spellingShingle "Homework feedback is...": Elementary and middle school teachers' conceptions of homework feedback
Cunha, Jennifer
homework feedback
teachers' conceptions
homework feedback purposes
perceived impact
focus group
classroom observations
Social Sciences
title_short "Homework feedback is...": Elementary and middle school teachers' conceptions of homework feedback
title_full "Homework feedback is...": Elementary and middle school teachers' conceptions of homework feedback
title_fullStr "Homework feedback is...": Elementary and middle school teachers' conceptions of homework feedback
title_full_unstemmed "Homework feedback is...": Elementary and middle school teachers' conceptions of homework feedback
title_sort "Homework feedback is...": Elementary and middle school teachers' conceptions of homework feedback
author Cunha, Jennifer
author_facet Cunha, Jennifer
Rosário, Pedro
Carlos Nunez, Jose
Nunes, Ana Rita
Moreira, Tania
Nunes, Tania
author_role author
author2 Rosário, Pedro
Carlos Nunez, Jose
Nunes, Ana Rita
Moreira, Tania
Nunes, Tania
author2_role author
author
author
author
author
dc.contributor.none.fl_str_mv Universidade do Minho
dc.contributor.author.fl_str_mv Cunha, Jennifer
Rosário, Pedro
Carlos Nunez, Jose
Nunes, Ana Rita
Moreira, Tania
Nunes, Tania
dc.subject.por.fl_str_mv homework feedback
teachers' conceptions
homework feedback purposes
perceived impact
focus group
classroom observations
Social Sciences
topic homework feedback
teachers' conceptions
homework feedback purposes
perceived impact
focus group
classroom observations
Social Sciences
description This study explored mathematics teachers' conceptions of the homework feedback focusing on four key aspects: definition, purpose, types, and perceived impact. Forty-seven teachers from elementary and middle schools participated in six focus groups. Data were analyzed using content analysis. To enhance the trustworthiness of findings, classroom observations were used for triangulation of data. Participants conceptualized homework feedback in three directions (i.e., teachers' feedback provided to students, students' feedback provided to teachers, and homework self-feedback), being teachers' monitoring of students' learning the purpose reported by most teachers. Participants also reported the types of homework feedback more frequently used in class (e.g., checking homework completion, checking homework on the board), and their perceived impact on students. Findings provide valuable information to deepen the understanding of the homework feedback process, which may help develop new avenues for future research.
publishDate 2018
dc.date.none.fl_str_mv 2018
2018-01-01T00:00:00Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/1822/54313
url http://hdl.handle.net/1822/54313
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Cunha J, Rosário P, Núñez JC, Nunes AR, Moreira T and Nunes T (2018) “Homework Feedback Is...”: Elementary and Middle School Teachers’ Conceptions of Homework Feedback. Front. Psychol. 9:32. doi: 10.3389/fpsyg.2018.00032
1664-1078
10.3389/fpsyg.2018.00032
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Frontiers Media
publisher.none.fl_str_mv Frontiers Media
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
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reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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