Teacher Perspectives on Personalized Guidance for Science Homework (Poster 7)

• In Event: AERA Virtual Poster Session 6
  In Poster Session: Division C Section 1D: Science Poster Session 2

Abstract

Homework provides students with an opportunity to deepen classroom learning, but it is often done in isolation where the teacher is unable to provide the type of responsive guidance they would give in class. In this study, we interviewed middle school science teachers to better understand how teachers provide personalized guidance for students during classwork and how they would want to provide guidance to students during homework. We found that teachers want to use homework as an extension of classwork, relate the content of homework to their local and classroom contexts, and build a system to alleviate some inequities in getting help and completing homework. We conclude with implications for existing theory, instructional design and practice.

Authors

• Paul Hatch, University of Illinois at Chicago

• Joseph E Michaelis, University of Illinois at Chicago