Primary homework in England: the beliefs and practices of teachers in primary schools

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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

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Abstract

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.

Item Type: Article
RIS ID: https://nottingham-repository.worktribe.com/output/903132
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Education 3-13 on [date of publication], available online: http://www.tandfonline.com/10.1080/03004279.2017.1421999.
Keywords: Primary schools, Homework, Teacher perceptions, Education inequality
Schools/Departments: University of Nottingham, UK > Faculty of Social Sciences > School of Education
Identification Number: https://doi.org/10.1080/03004279.2017.1421999
Depositing User: Medwell, Jane
Date Deposited: 24 Jan 2018 09:17
Last Modified: 04 May 2020 19:25
URI: https://eprints.nottingham.ac.uk/id/eprint/49305

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