Primary homework in England: the beliefs and practices of teachers in primary schools
This study examines teachers’ views about and practices in homework in primary schools, based on questionnaire data from 235 primary teachers and 19 in-depth interviews. Findings suggest that teachers prioritise contradictory goals and act in ways that support only some of these. Reading with parent...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Published: |
Taylor & Francis
2018
|
| Subjects: | |
| Online Access: | https://eprints.nottingham.ac.uk/49305/ |
| _version_ | 1848797969226137600 |
|---|---|
| author | Medwell, Jane A. Wray, David J. |
| author_facet | Medwell, Jane A. Wray, David J. |
| author_sort | Medwell, Jane A. |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | This study examines teachers’ views about and practices in homework in primary schools, based on questionnaire data from 235 primary teachers and 19 in-depth interviews. Findings suggest that teachers prioritise contradictory goals and act in ways that support only some of these. Reading with parents is a universal form of homework and other homework focuses either on English or mathematics or takes a project-led approach. Integration of homework into class learning is problematic. Teachers are concerned about the possible effects of homework on educational inequality and questions are raised about teachers’ perceptions of homework as a signifier of good parenting. |
| first_indexed | 2025-11-14T20:12:19Z |
| format | Article |
| id | nottingham-49305 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T20:12:19Z |
| publishDate | 2018 |
| publisher | Taylor & Francis |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-493052020-05-04T19:25:28Z https://eprints.nottingham.ac.uk/49305/ Primary homework in England: the beliefs and practices of teachers in primary schools Medwell, Jane A. Wray, David J. This study examines teachers’ views about and practices in homework in primary schools, based on questionnaire data from 235 primary teachers and 19 in-depth interviews. Findings suggest that teachers prioritise contradictory goals and act in ways that support only some of these. Reading with parents is a universal form of homework and other homework focuses either on English or mathematics or takes a project-led approach. Integration of homework into class learning is problematic. Teachers are concerned about the possible effects of homework on educational inequality and questions are raised about teachers’ perceptions of homework as a signifier of good parenting. Taylor & Francis 2018-01-02 Article PeerReviewed Medwell, Jane A. and Wray, David J. (2018) Primary homework in England: the beliefs and practices of teachers in primary schools. Education 3-13 . ISSN 1475-7575 Primary schools Homework Teacher perceptions Education inequality http://www.tandfonline.com/doi/full/10.1080/03004279.2017.1421999 doi:10.1080/03004279.2017.1421999 doi:10.1080/03004279.2017.1421999 |
| spellingShingle | Primary schools Homework Teacher perceptions Education inequality Medwell, Jane A. Wray, David J. Primary homework in England: the beliefs and practices of teachers in primary schools |
| title | Primary homework in England: the beliefs and practices of teachers in primary schools |
| title_full | Primary homework in England: the beliefs and practices of teachers in primary schools |
| title_fullStr | Primary homework in England: the beliefs and practices of teachers in primary schools |
| title_full_unstemmed | Primary homework in England: the beliefs and practices of teachers in primary schools |
| title_short | Primary homework in England: the beliefs and practices of teachers in primary schools |
| title_sort | primary homework in england: the beliefs and practices of teachers in primary schools |
| topic | Primary schools Homework Teacher perceptions Education inequality |
| url | https://eprints.nottingham.ac.uk/49305/ https://eprints.nottingham.ac.uk/49305/ https://eprints.nottingham.ac.uk/49305/ |