{"title":"这是谁的作业？","authors":"Yael Grinshtain, Gal Harpaz","doi":"10.1086/716639","DOIUrl":null,"url":null,"abstract":"Homework is considered a major means for connecting learning processes at school with the home/family sphere. This qualitative study illuminates parents’ engagement in their children’s homework by exploring (1) parents’ and teachers’ perceptions of homework goals and characteristics and (2) the types of parental help-giving with homework. Using a snowballing sample, 24 participants, 13 parents and 11 teachers from Jewish and Arab elementary schools, were interviewed. Grounded theory was used based on identification and coding of relevant categories. Three main themes were identified regarding homework goals and characteristics: homework as (1) establishing partnership; (2) raising doubts about teachers’ professionalism; and (3) increasing tension and conflict between teachers, parents, and children. In addition, three themes of dependent help-giving were found: parent as reminder, parent as partner, and parent as student. The meaning and implications of the extensive use of dependent help-giving will be further discussed.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"233 - 256"},"PeriodicalIF":1.2000,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Whose Homework Is It?\",\"authors\":\"Yael Grinshtain, Gal Harpaz\",\"doi\":\"10.1086/716639\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Homework is considered a major means for connecting learning processes at school with the home/family sphere. This qualitative study illuminates parents’ engagement in their children’s homework by exploring (1) parents’ and teachers’ perceptions of homework goals and characteristics and (2) the types of parental help-giving with homework. Using a snowballing sample, 24 participants, 13 parents and 11 teachers from Jewish and Arab elementary schools, were interviewed. Grounded theory was used based on identification and coding of relevant categories. Three main themes were identified regarding homework goals and characteristics: homework as (1) establishing partnership; (2) raising doubts about teachers’ professionalism; and (3) increasing tension and conflict between teachers, parents, and children. In addition, three themes of dependent help-giving were found: parent as reminder, parent as partner, and parent as student. The meaning and implications of the extensive use of dependent help-giving will be further discussed.\",\"PeriodicalId\":48010,\"journal\":{\"name\":\"Elementary School Journal\",\"volume\":\"122 1\",\"pages\":\"233 - 256\"},\"PeriodicalIF\":1.2000,\"publicationDate\":\"2021-10-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Elementary School Journal\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1086/716639\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Elementary School Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1086/716639","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Homework is considered a major means for connecting learning processes at school with the home/family sphere. This qualitative study illuminates parents’ engagement in their children’s homework by exploring (1) parents’ and teachers’ perceptions of homework goals and characteristics and (2) the types of parental help-giving with homework. Using a snowballing sample, 24 participants, 13 parents and 11 teachers from Jewish and Arab elementary schools, were interviewed. Grounded theory was used based on identification and coding of relevant categories. Three main themes were identified regarding homework goals and characteristics: homework as (1) establishing partnership; (2) raising doubts about teachers’ professionalism; and (3) increasing tension and conflict between teachers, parents, and children. In addition, three themes of dependent help-giving were found: parent as reminder, parent as partner, and parent as student. The meaning and implications of the extensive use of dependent help-giving will be further discussed.
期刊介绍：
The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.
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