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澳洲弗林德斯論文代寫:研究的必要性

Keywords:澳洲弗林德斯論文代寫

研究的必要性是由于家庭作業繼續被分配給學生,然而老師、家長和老師都質疑作業的有效性以及它對學生學習成績的貢獻。許多小學教師在對有學習障礙的孩子做家庭作業時有不同的看法和信念。學習障礙兒童既不能交作業,也不能完成作業。這會導致學生不及格,甚至更糟的情況是,學生可能輟學,這是很明顯的,因為研究表明,學習障礙兒童也不會像大多數同學一樣以同樣的速度畢業。學習困難的學生由于兩個原因而沒有交作業,例如有些作業可能太長或太難讓他們理解,而有些則可能有不明確的方向。整個研究是基于那些曾經或反對家庭作業的人的觀點。在我對相關文獻做了徹底的回顧之后,我發現關于教育者的家庭作業帳戶的現象學研究還沒有進行過,這一定性研究的空白。這種對家庭作業的看法和態度的多樣性要求對教育實踐和家庭教師的家庭作業經驗進行批判性的檢查。我也進行了一次審查,通過獲取和審查多個學區的政策,對評分作業進行評分,并對期末成績進行加權。結果表明,許多學生因為提交未完成的作業或沒有提交任何作業而失敗。這項研究的意義可能包括改變作業分配的方式(如果它被適當分配)和重新考慮評分程序。決定不做家庭作業或對學習障礙學生進行家庭作業的重建和修改可能是本研究的一個可能結果。第二個結果可能是與老師討論在學校建立家庭作業的政策,以及為學生的能力定制家庭作業。很少有人研究教師觀點和他們對學習困難學生的家庭作業的看法和感受。本研究所收集的資料將有助于教育者和管理者更好地了解教師在家庭作業方面的經驗、感受和想法。通過允許教師分享他們的經驗,這項研究將有助于更好的專業發展,為日益多樣化的學習者準備教師。
澳洲弗林德斯論文代寫:研究的必要性
The need for research is fueled by the fact that homework continues to be assigned to students and yet both teachers and parents and teachers question its effectiveness and how it contributes to the student's academic achievement. Many elementary school teachers have different perceptions and beliefs when it comes to giving homework to children with learning disabilities. Children with learning disabilities may either not turn in their homework or not complete it. This would lead to either the student failing the class or even in worse cases the student might drop out of school this is very evident since studies have indicated that children with learning disabilities are also not graduating at the same rate as most of their classmates. Students with learning disabilities lack to turn in their homework due to a couple of reasons for example some assignments may be too long or too difficult for them to understand while others may have unclear directions. The whole study is based on points of those who have been for or against homework. After I did thorough review of the related literature I found out that phenomenological studies had not been conducted regarding educators' accounts of homework assignments, a gap that this qualitative study addressed. Such diversity of perceptions and attitudes regarding homework required a critical examination of educational practices and individual teacher experiences with homework. I also conducted a review by obtaining and reviewing multiple school district policies regarding grading homework and weighting the assignments in final grades. The results indicated that numerous students are failing because they submit unfinished homework or do not submit any homework. Implications from this study may include changes in the ways homework is assigned (if it is assigned appropriately) and a reconsideration of grading procedures. Deciding not to grade homework or possibly reconstructing and modifying homework assignments for students with learning disabilities could be a possible outcome of this study. A secondary outcome might involve opening teacher discussions with administrators about establishing homework policies in school districts as well as customizing homework to the abilities of the students. Little research has been conducted on teacher perspectives and their thoughts and feelings regarding the homework assigned to the population of students with learning disabilities. The data gathered in this study will help educators and administrators gain a better understanding of the experiences, feelings, and thoughts of teachers on homework. By allowing teachers to share their experiences, this research could contribute to better professional development to prepare teachers for increasingly diverse learners.

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