La actuación docente con los deberes para casa en educación primaria

  1. Mª Elena Parra-González 1
  2. Christian A. Sánchez Núñez 1
  1. 1 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

Revue:
Profesorado: Revista de curriculum y formación del profesorado

ISSN: 1989-6395,  1138-414X

Année de publication: 2019

Volumen: 23

Número: 2

Pages: 301-320

Type: Article

DOI: 10.30827/PROFESORADO.V23I2.9686 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Profesorado: Revista de curriculum y formación del profesorado

Résumé

The importance of homework has been demonstrated in various national and international studies. One of the positive effects of homework is related to the improvement of students' academic performance. We present this descriptive and correlational research focused on Primary Education in Ceuta, where the teacher’s role regarding homework has been analyzed. The sample object of study consists of 747 students, 679 families and 57 teachers. All of them are from 4th, 5th and 6th grade of Primary Education, who have answered three questionnaires built ad hoc for each reporting group. Some of the main elements analyzed are the teacher training, the purpose and type of homework or the preparation / selection of homework by teachers. It has mainly been detected that there is poor teacher training in terms of homework, and moreover a good design of homework and teacher coordination are important and needed. Finally, proposals for action and improvement are offered.

Références bibliographiques

  • Aloia, S. (2003). Teacher assessment of homework. Academic Exchange Quarterly, 7(3). Recuperado de https://www.questia.com/read/1G1- 111848824/teacher-assessment-of-homework
  • Alomar, B. (2006). Personal and family paths to pupil achievement. Social behavior and personality, 34(8), 907-922.
  • Ashley, C.; Lizenberg, N. y Zapata, M. (2004). El cuaderno de bitácora o blog, parte II: Un sitio web tan versátil como una navaja suiza. RED, Revista de Educación a Distancia, 11. Recuperado de https://www.researchgate.net/publication/26473270_El_cuaderno_de_bitaco ra_o_weblog_parte_II_Un_sitio_web_tan_versatil_como_una_navaja_suiza
  • Bennett, S. (2015, 1 de abril). Los deberes escolares a examen. [Mensaje en un blog]. Recuperado de http://www.crianzanatural.com/art/art112.html
  • Cooper, H. (1989a). Homework. White Plains, NY: Longman.
  • Cooper, H. (1989b). Synthesis of research on homework. Educational Leadership Journal, 47(3), 85-91.
  • Cooper, H. (1994). Homework research and policy: a review of the literature. Recuperado de http://www.hisparks.com/MATHHELPERS/HOMEWORK_RESEARCH_AND_POLIC Y.PDF
  • Cooper, H. (2007). The battle over homework: common ground for administrator, teachers and parents. (3ª Ed.) Corwin Press: Thousand Oaks, California.
  • Cooper, H. y Lindsay, J. J. (2000). Homework in the home: how student, family, and parenting-style differences relate to the homework process. Contemporary Educational Psychology, 25, 464–487.
  • Cooper, H., Robinson, J.C. y Patall, E.A. (2006). Does homework improve academic achievements? A synthesis of research, 1987-2003. Review of Educational Research, 76(1), 1-62.
  • Cooper, H. y Valentine, J. C. (2001). Using research to answer practical questions about homework. Educational Psychologist, 36, 143-153.
  • De Jong, R., Westerhof, K.J. y Creemers, B.P.M. (2000) Homework and student math achievement in junior high schools. Educational Research and Evaluation, 6(2), 130-157.
  • Epstein, J.L. (2001). School, family, and community partnerships: preparing educator and improving schools. Boulder, CO: Westview.
  • Epstein, J.L. y Van Voorhis, F.L. (2001). More than minutes: teachers´roles in designing homework. Educational Psychologist, 36(3), 181-193.
  • González, R. y García, F.E. (2011). Análisis de los edublogs en entornos virtuales de aprendizaje. En J.J. Maquilón, Mª P. García y Mª. L. Belmonte. Innovación educativa en la Enseñanza formal (pp. 217-227). Murcia: Edit.um.
  • Kohn, A. (2006). The truth about homework: needless assignments persist because of wide-spread misconceptions about learning. Recuperado de http://www.alfiekohn.org/article/truth-homework/
  • Kravolec, E. y Buell, J. (2000). The end of homework: how homework disrupts families, overburdens children, and limits learning. Boston Massachusetts: Beacon Press.
  • Lacasa, P. (ed.) (1999). Los deberes escolares, entre la certeza y la duda. Tema monográfico. Cultura y Educación, 13, 3-100.
  • Lacasa, P., Albuquerque, M. y Sola, I. (1999). ¿Se aprenden matemáticas haciendo los deberes? Cultura y Educación, 13, 89–100.
  • Madrid, D. (2004). La formación inicial del profesorado de Lengua Extranjera. Profesorado. Revista de Currículum y Formación de Profesorado, 8(1), 0.
  • Marks, G. (2006). Family size, family type and student achievement: cross-national differences and the role of socioeconomic and school factors. Journal of comparative family studies, 37(1), 1-24.
  • Murphy, J. y Decker, K. (1989). Teachers´ use of homework in high schools. Journal of Educational Research, 82(5), 261-269.
  • Nieto, S. (ed.), Berrocal, E., Buendía, L., Colás, P., Escudero, T., Fernández, M. J., Gómez, M. A., … y Tójar, J. C. (2010). Principios, métodos y técnicas esenciales para la investigación educativa. Madrid: Dykinson.
  • Paschal, R.A., Weinstein, T. Y Walberg, H.J. (1984). The effects of homework on learning: a quantitative synthesis. Journal of Educational Research, 78, 97- 104.
  • Patall, E. A., Cooper, H., y Robinson, J. C. (2008). Parent involvement in homework: a research synthesis. Review of Educational Research, 78(4), 1039-1101.
  • Ronning, M. (2011). Who benefits from homework assignments? Economics of Education Review, 30, 55-64.
  • Rosário, P., Mourão, R., Núñez, J.C., González-Pienda, J.A. y Solano, P. (2006). Escuela-familia: ¿es posible una relación recíproca y positiva? Papeles del psicólogo, 27(3), 171-179.
  • Salinas, Mª I. y Viticcioli, S. Mª. (2008). Innovar con blogs en la enseñanza universitaria presencial. Edutec-E, Revista electrónica de Tecnología educativa 27. Recuperado de http://www.edutec.es/revista/index.php/edutec-e/article/view/464/197
  • Sanders, M.G. (2001). Schools, families, and communities partnering for middle level students´ success. NASSP Bulletin. 85, n. 627.
  • Suárez, N., Fernández, E., Cerezo, R., Rodríguez, C., Rosário, P. y Núñez, J.C. (2012). Tareas para casa, implicación familiar y rendimiento académico. Aula Abierta, 40(1), 73–84.
  • Trainor, A. (2005). Self-determination perceptions and behaviors of diverse students with LD during the transition planning process. Journal of Learning Disabilities, 38(3), 233-249.
  • Trautwein, U. (2007). The homework-achievement relation reconsidered: differentiating homework time, homework frequency, and homework effort. Learning and Instruction, 17, 372-388.
  • Walker, J.M.T., Hoover-Dempsey, K.V., Whetsel, D.R. y Green C.L.(2004). Parental involvement in homework. A review of current research and its implications for teachers, after school program staff, and parent leaders. Harvad Family Research Project.
  • Xu, J. (2011). Homework completion at the secondary school level: a multilevel analysis. The Journal of Educational Research, 104(3), 171-182.
La source de données: Dialnet