جستجوی مقالات مرتبط با کلیدواژه « homework » در نشریات گروه « علوم تربیتی »

The purpose of this inquiry was exploring teachers' methods and practices regarding homework assignment in junior elementary education. An interview-based qualititavie research method was adopted for this purpose. The Statistical population included experienced teachers in junior elementary level in the city of Kashan. 33 teachers were selected accordning to purposeful sampling method for interviewing. The interview data were analyzed through fragmental and holistic coding method in Atlas.ti software. Coding reliability was estimated to be around 0.65 to 0.75 according to intercoder aggrement and Holistic Index. After coding and stepwise refinement of codes in Atlas.ti, six semantic networks were discovered which revealed teachers’ productive use of homework: 1. As a Strategy for more complete learning; 2. As a Strategy for developing participation; 3. As a Strategy for formative evaluation and teaching improvement; 4. As a Strategy for differentiated instruction; 5. As a Strategy for giving feedback; and 6. As a Strategy for diversifying instructional activities. One complementary and substantial finding of this research is the considerable differences in teachers’ methods for homework assignment: The required time for completing homework varies to a great extent, teachers may change the nature of homework due to the pressure they experience from the parents, principal and other teachers’ side, and there is no consistent and settled approach regardning homework evaluation.

The purpose of this study was to investigate the role of self-regulatory moderation in the relationship between perception of class structure and students' academic procrastination.

The present study is based on the purpose is the applied type and in terms of data collection, is a descriptive correlational type and more precisely of the type of structural equations. The statistical population of the study was 1809 peoples of first secondary school students in Gachsaran City, of which 328 were using Krejcie and Morgan table with two methods of stratified random sampling and multi-stage cluster sampling as Sample selected. Data were collected using Snyder and Conchesta (1974) self-monitoring questionnaires, Blackburn classroom structure perception (1998) and Solon and Rothblom (1998) academic procrastination and analyzed using SPSS and AMOS software. For this purpose, first the share of each class in the sample is determined, then from 21 schools for boys, 4 schools and from among 18 schools for girls, 3 schools and finally from each school, 2 classes are randomly selected and all students of this Classes were included in the study as a statistical sample. The product of this process was the completion and collection of 321 questionnaires from the study sample. Also, in order to test the relationships between variables in the assumed model, Pearson correlation coefficient test and structural equation modeling method have been used.

The results showed that the fit indices (absolute, adaptive and destination) of the moderating model of the self-regulatory variable without the need for editing, modification and correction are significantly in good condition. Also, the variables of perception of class structure -0.68 and self-regulation explain 0.22 of the scattering of academic procrastination scores and the indirect effect of perception of class structure on academic procrastination with the role of self-regulatory mode is 0.214, which is The comment is statistically significant. Based on these findings, it can be stated that the perception variable of class structure had a significant inverse effect and the self-regulatory variable had a significant positive effect on students' academic procrastination. In other words, academic procrastination is a function of perception of class structure on the one hand and students' self-supervision on the other hand. So in this way, the focus of educational systems should be based on the optimal management of these variables.

The aim of this study is to investigate the role of homework in academic performance of students of teachers.
The method of research is descriptive-survey. The statiscal society consistes of all primary school teachers, who are now teaching in the 92-93 Academic year.
Sample and sampling method based on the statiscal society size (1300 teachers) according to Morgan and Kerjes (1970) table, the number of 360 primary school teachers (each base 60 people) were selected by simple random sampling method.
The tool for data collection, is a questionnaire from closed response type.
The results of the analysis of the data shows that the majority of teachers believe that homework affects highly on dimensions of cognitive, skill and emotional of academic performance of primary school students.

The goal of this study wasto investigate the relationships between reading achievement and student and teacher level variables,and the examination of the percentage of each level in explaining total student reading achievement variance. In order to conduct this study, PIRLS data (2006) collected fromnational fourth-grade was used. Our analysis focused on the Iranian sample that included 5411 students from 236 schools. The variables used in this analysis are in two levels: the student level (attitude and self-concept) and the teacher level (grouping and homework). Two-level hierarchical linear modeling (HLM) was used to explore the relationship between student reading achievement and the hypothesized predictors in this analysis. The results indicated that in student level, the relationship between self-efficacy and attitudes was significant and also, in teacher level, the relationship between reading achievements in grouping was significant;however, there is not any significant relationship between reading achievement and homework.

Since the formation of early societies، the process of teaching and learning between the teacher and student has created reciprocal rights; hence، it was the observing 0f such rights that led to the perfection of this process. This issue، also، has been highly taken into consideration in Islamic and، therefore، many books are written based on the various verses and tradition in this regard. This current study aims to explain the rules of Islamic law on the rights of teachers and students. The method applied is of a descriptive one. It should be noted that most of these writings have been made on the basis of rights and obligations of the teacher and student from ethical perspective، while the inclusion of Islamic jurisprudence has been ignored. However، the research findings refer to these rights from the perspective of Islamic jurisprudence، while considering the seventeen jurisprudence rules.