Homework Policy and Student Choice: Findings from a Montessori Charter School

Autor/inn/en	Scott, Catherine M.; Glaze, Nelda
Titel	Homework Policy and Student Choice: Findings from a Montessori Charter School
Quelle	In: Journal of Montessori Research, 3 (2017) 2, S.1-18 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2378-3923
Schlagwörter	Montessori Schools; Homework; School Policy; Charter Schools; Interviews; Focus Groups; Student Attitudes; Parent Surveys; Parent Attitudes; Parent Child Relationship; Worksheets; Rote Learning; School Administration; Teacher Attitudes; Observation; Elementary School Students; Elementary School Teachers + Suchen Sie Ihr Suchwort? Montessori-Schule; Hausaufgabe; Schulpolitik; Charter school; Charter-Schule; Interviewing; Interviewtechnik; Schülerverhalten; Elternverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mechanisches Lernen; Lehrerverhalten; Beobachtung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The use of homework has been a controversial topic in education for many years: what types of homework to give, how much, and how often. In previous years, Ocean Montessori School (a pseudonym), the site of this study, offered homework like that of traditional public schools, such as worksheets and rote skill practice. Feeling conflicted about the misalignment between traditional homework and Montessori practices, the school administration changed the homework policy for the 2016-2017 academic year. The new policy encouraged students to choose what they wanted to do each night for homework. This study examines the views and practices of the teachers, students, and parents involved in the new homework policy. Data were collected from parent surveys, teacher focus groups, student interviews, observations, and student work samples. The findings indicate that, although students enjoyed the proposed homework change, it lacked sufficient structure for parents, and students needed support from teachers and parents to engage in meaningful homework tasks. (As Provided).
Anmerkungen	American Montessori Society. 116 East 16th Street, New York, NY 10003. Web site: https://journals.ku.edu/jmr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01