"Homework feedback is...": Elementary and middle school teachers' conceptions of homework feedback
Autor(a) principal: | |
---|---|
Data de Publicação: | 2018 |
Outros Autores: | , , , , |
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. |
id |
RCAP_26016b4a28c42bbcbf994c5d9f3bf1e2 |
---|---|
oai_identifier_str |
oai:repositorium.sdum.uminho.pt:1822/54313 |
network_acronym_str |
RCAP |
network_name_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository_id_str |
7160 |
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 |
institution |
RCAAP |
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 |
repository.mail.fl_str_mv |
|
_version_ |
1799132208076685312 |