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

Medwell, Jane A.; Wray, David J.

Abstract

© 2018, © 2018 ASPE. 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.

Citation

Medwell, J. A., & Wray, D. J. (2019). Primary homework in England: the beliefs and practices of teachers in primary schools. Education 3-13, 47(2), 191-204. https://doi.org/10.1080/03004279.2017.1421999

• Journal Article Type: Article
• Acceptance Date: Dec 22, 2017
• Online Publication Date: Jan 2, 2018
• Publication Date: Feb 17, 2019
• Deposit Date: Jan 24, 2018
• Publicly Available Date: Jul 3, 2019
• Journal: Education 3-13
• Print ISSN: 0300-4279
• Electronic ISSN: 1475-7575
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Volume: 47
• Issue: 2
• Pages: 191-204
• DOI: https://doi.org/10.1080/03004279.2017.1421999
• Keywords: Primary schools, Homework, Teacher perceptions, Education inequality
• Public URL: https://nottingham-repository.worktribe.com/output/903132
• Publisher URL: http://www.tandfonline.com/doi/full/10.1080/03004279.2017.1421999
• 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.