Sayers, J orcid.org/0000-0002-9652-0187, Petersson, J, Marschall, G et al. (1 more author) (2022) Teachers’ perspectives on homework: manifestations of culturally situated common sense. Educational Review, 74 (5). pp. 905-926. ISSN 0013-1911
Abstract
This paper presents an exploratory study of English and Swedish teachers’ perspectives on the role of homework in year-one children’s learning of number. In order to ensure cultural integrity, data were analysed independently by two colleagues in each context. Analyses yielded three broad but cross-culturally common themes reflecting culturally situated notions of common sense. These concerned the existence of homework, the purpose of homework and the role of parents in homework’s completion. While homework was unproblematic for all English teachers, half the Swedish cohort spoke against it, arguing that variation in home background would compromise principles of equity. All teachers who set homework, whether English or Swedish, spoke of homework as a means of supporting children at risk of falling behind their peers, a process by which children practice routine skills. English teachers’ homework-related justifications were located in a discourse of target setting that was invisible in the Swedish.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. |
Keywords: | Homework, England, Sweden, year-one mathematics, common sense, teacher perspectives |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 29 Sep 2020 11:03 |
Last Modified: | 12 Jul 2022 08:55 |
Status: | Published |
Publisher: | Taylor & Francis |
Identification Number: | 10.1080/00131911.2020.1806786 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:165828 |