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ERIC Number: EJ1104393
Record Type: Journal
Publication Date: 2016
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1059-308X
What Is Homework For? Hong Kong Primary School Teachers' Homework Conceptions
Tam, Vicky C.; Chan, Raymond M. C.
School Community Journal, v26 n1 p25-44 2016
It is generally agreed that student homework has the potential to extend learning beyond the classroom. Teachers play a crucial role in the design and implementation of these assignments. Their beliefs and perceptions are important factors in determining the type and load of homework. This mixed methods study focuses on teachers' homework conceptions, that is, how teachers think about or perceive the nature and purpose of homework. It examines Hong Kong Chinese primary school teachers' homework conceptions with respect to preference for assignment type and perception of homework functions. Findings draw from questionnaire survey data collected from 317 teachers together with focus group interviews involving 38 teachers. On the whole, respondents support the use of homework assignments to serve various academic and nonacademic functions. Tension between tradition and change is reflected in their preference for drilling versus nondrilling assignment type. Furthermore, questionnaire survey results indicate that teacher efficacy relates to preference for nondrilling assignments and endorsement of the homework functions of enhancing long-term learning and supporting home-school communication. Implications for homework design, teacher preparation, and future research on teacher conceptions are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A