6 documents found, page 1 of 1
Nós por Nós Mesmos: evidências da produção acadêmica sobre o Exame Nacional de ...
Pereira, Antonio Gualberto; Nunes, Tania; Simões, Rafael Rocha; Pereira, Antonio Gualberto; Nunes, Tania; Simões, Rafael RochaSubmitted by Antonio Gualberto Pereira (antoniopereira@ufba.br) on 2021-06-18T17:33:23Z No. of bitstreams: 1 5355-Texto do Artigo-23902-1-10-20210301.pdf: 413738 bytes, checksum: c5c3afc351f2abe36f84a3a674c7dfe8 (MD5); Approved for entry into archive by Marivalda Araujo (masilva@ufba.br) on 2021-06-21T19:22:38Z (GMT) No. of bitstreams: 1 5355-Texto do Artigo-23902-1-10-20210301.pdf: 413738 bytes, checksum: c5c3...
"Homework Should Be...but We Do Not Live in an Ideal World": Mathematics teache...
Rosário, Pedro; Cunha, Jennifer; Nunes, Tania; Nunes, Ana Rita; Moreira, Tania; Carlos Nunez, JoseExisting literature has analyzed homework characteristics associated with academic results. Researchers and educators defend the need to provide quality homework, but there is still much to be learned about the characteristics of quality homework (e.g., purposes, type). Acknowledging that teachers play an important role in designing and assigning homework, this study explored teachers' perspectives regarding: (...
"Homework feedback is...": Elementary and middle school teachers' conceptions o...
Cunha, Jennifer; Rosário, Pedro; Carlos Nunez, Jose; Nunes, Ana Rita; Moreira, Tania; Nunes, TaniaThis study explored mathematics teachers' conceptions of the homework feedback focusing on four key aspects: definition, purpose, types, and perceived impact. Forty-seven teachers from elementary and middle schools participated in six focus groups. Data were analyzed using content analysis. To enhance the trustworthiness of findings, classroom observations were used for triangulation of data. Participants conce...
Homework purposes, homework behaviors, and academic achievement. Examining the ...
Rosário, Pedro; Carlos Nunez, Jose; Vallejo, Guillermo; Nunes, Tania; Cunha, Jennifer; Fuentes, Sonia; Valle, AntonioA multi-level structural equation model was used to examine the relationships between the homework purposes reported by teachers (i.e. practice, preparation, participation, and personal development), homework quality perceived by students (e.g., homework related to the class material taught) and homework variables (i.e. effort, and homework performance) collected through different sources, and mathematics achie...
Does homework design matter? The role of homework's purpose in student mathemat...
Rosário, Pedro; Nunez, Jose Carlos; Vallejo, Guillermo; Cunha, Jennifer; Nunes, Tania; Mourao, Rosa; Pinto, RicardoThis study used a randomized pretest-posttest clustered design to examine the effect of 3 homework purposes (i.e., practice, preparation, and extension) on 6th graders' mathematics achievement and how this relationship was modulated by the amount of completed homework. A total of 27 mathematics teachers and their 638 students participated in this study. Once a week for six weeks, the teachers assigned tasks tha...
The effects of teachers' homework follow-up practices on students' EFL performa...
Rosário, Pedro; Nunez, Jose C.; Vallejo, Guillermo; Cunha, Jennifer; Nunes, Tania; Suarez, Natalia; Fuentes, Sonia; Moreira, TaniaThis study analyzed the effects of five types of homework follow-up practices (i.e., checking homework completion; answering questions about homework; checking homework orally; checking homework on the board; and collecting and grading homework) used in class by 26 teachers of English as a Foreign Language (EFL) using a randomized-group design. Once a week, for 6 weeks, the EFL teachers used a particular type o...