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| 2. |
- Gu, Limin, 1963-, et al.
(författare)
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Hemma blir som skola : elevperspektiv på hemläxor
- 2010
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Ingår i: Locus. - Stockholm : Institutionen för barn- och ungdomsvetenskap vid Stockholms universitet. - 1100-3197. ; :4, s. 50-65
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Tidskriftsartikel (refereegranskat)abstract
- Tidigare forskning har visat att det finns positiva samband mellan föräldrars aktiva engagemang i elevers skolarbete, skolprestationer samt skolbeteende. Inom detta forskningsfält är hemläxor ett område man fokuserar på för att närmare studera föräldrars involvering i sina barns skolgång. Denna studie inriktar sig på att belysa hur elever själva upplever att göra hemläxor och hur de ser på föräldrars involvering och stöd med hemläxor. Det centrala perspektivet i denna studie är att barn ska ses som medskapare och värda att lyssna till i den sociala kontexten som barnet verkar i. Dataunderlaget består av en enkätundersökning och fem gruppintervjuer med elever i år sex från fem kommunala grundskolor i en Norrländsk stad. Resultatet visar på att de flesta elever upplever att deras föräldrar brukar kontrollera och hjälpa till med hemläxor men eleverna saknar motivation till att göra hemläxor, beroende på att uppgifter som ges i hemläxor många gånger saknar utmaningar som utgår från deras individuella förutsättningar. Om skolan ska lyckas med att involvera föräldrar i skolarbete via hemläxor ställs skolan inför en viktig utmaning när det gäller vad, hur och varför hemläxor ges.
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| 3. |
- Gu, Limin, et al.
(författare)
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Homework conceptions and practices in Chinese and Swedish schools : A comparative study of educational efforts, quality and equity
- 2013
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Ingår i: Families, Schools and Communities. - 9789898379269 ; , s. 69-70
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Konferensbidrag (refereegranskat)abstract
- This paper presents the ideas and design of a joint research project between Umeå University in Sweden and Zhejiang University in China. The overall aim is to carry out a comparative study of homework conceptions and homework practice at lower secondary school in Sweden and China. The project will last for four years, and consists of several sub-studies comprising a combination of data collection in forms of policy analysis, questionnaire based survey and interviews with students, parents and teachers in lower secondary school in both countries, samples from Västerbottens län, Shanghai and Hangzhou. The specific objectives of the project are to investigate and analyze the status quo and characteristics of homework and/or homework load situation in both countries/regions; to identify and analyze the similarities and/or differences in the definitions, conceptions, foci, strategies, policies and perspectives on homework and homework load in different contexts; to investigate and examine models and cases of homework design and management and the best practices; and to promote communication and collaboration among Swedish and Chinese researchers and PhD students. Contextual and constructivist learning approaches are central to understand and analyze homework conceptions and practices. The expected results could provide scientific evidences on and pedagogical applications into fundamental issues concerning educational efforts, quality and equity. Through cross-cultural comparative study, the research project could analyze homework conceptions and practices in different culture and social contexts and find out common factors that contribute to appropriate homework arrangement and management and a set of best practices for guidance and thereby the promotion of students’ learning. Homework investigations and policy measures from both countries could offer valuable lessons and experiences to each other. The project could also promote a long-term cooperation in education and research, and to improve the internationalization process of both universities.
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| 4. |
- Gu, Limin, et al.
(författare)
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Homework in a world of diversity
- 2011
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Ingår i: The 39th NFPF/NERA Congress in Jyväskylä, March 9-11, 2011.
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Konferensbidrag (refereegranskat)
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| 5. |
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| 6. |
- Gu, Limin, et al.
(författare)
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Swedish Lower Secondary School Teachers’ Perceptions and Experiences Regarding Homework
- 2015
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Ingår i: Universal Journal of Educational Research. - : Horizon Research Publishing. - 2332-3205 .- 2332-3213. ; 3:4, s. 296-305
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates homework in Swedish lower secondary schools: teachers’ perceptions and experiences about it and their understanding of its potentials and challenges for students’ learning and development. Data collected through an online survey (N = 201) mixed standardized questions and open questions. Descriptive statistics and qualitative interpretive principles fueled data processing and analysis. The main result indicated that most teachers assign homework and believe it will benefit students’ learning when it addresses consolidating and reinforcing knowledge already taught and increases skills through repetition. They regard appropriation and variation of homework and feedback as important to homework activities and effects. The teachers experience uneven attitudes to and outcomes of homework among students. Most schools organize homework assistance activities to smooth out this unevenness and to improve homework completion and quality. The findings highlight the educational implications of critical reflections on the design of homework and the quality of homework assignments.
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| 7. |
- Gu, Limin, et al.
(författare)
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Teachers’ perceptions and attitudes towards homework in Swedish lower secondary school
- 2013
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Ingår i: NERA 41st Congress, 7-9 March 2013, Reykjavik, Iceland. - Reykjavik : University of Iceland.
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Konferensbidrag (refereegranskat)abstract
- During the last few years, there has been dramatic increase in the number of private companies in Sweden, who provide support for students’ homework. It seems that there is a need to turn to organizations and resources outside school to help students accomplishing their schoolwork. Debate on what has caused this and what impacts this may bring about has been highlighted. However, we seldom hear teachers’ voice in the debate and there is an absence of reflections and research aiming at examining and problematizing the existed homework practice in Swedish schools. This paper intends to explore teachers’ perceptions on the purpose of homework and their understanding and attitudes to critical conditions and factors that should be taken into account in design and management of homework. Constructivist learning approach is central to understand and analyze an active and contextual learning process associated with homework. Data was collected through a Web-based survey in form of questionnaire, which contained seven themes and 28 items. 212 lower secondary school teachers from nine municipalities participated in this study. Nine in-depth personal interviews with teachers were conducted as a complement. Descriptive statistics and qualitative interpretive principle were applied in data processing and analysis. The main result indicates that the pedagogical goal of homework is valued higher than its social functions. Teachers prefer to use homework to confirm knowledge and skills that students have learnt in school. As to homework assignment, while motivation, repetition and feedback were those terms frequently mentioned by teachers, the importance of variation, appropriation, individual diversity and conditions, and collaborative learning was given less emphasis. In a more critical sense, homework has become a kind of routine in school practice lacking of a long-term pedagogical framework for design and management. In order to reach the educational goal of homework within the frame of curriculum, teachers are facing challenges to reflect over what, why and how homework can improve students’ learning and development.
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| 8. |
- Gu, Limin, et al.
(författare)
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Teachers’ perspective on homework in Swedish elementary school
- 2012
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Konferensbidrag (refereegranskat)abstract
- Homework has long been applied and routinized within the Swedish school, although there are no demands or guidelines stated in the national curricula. In this field, there is an absence of reflections and research on if and in what way the existed homework practice in Swedish schools improves children’s learning. This paper examines the complexity of homework issue out of teachers’perspectives aiming at understanding the pedagogical application and social implications of homework supported by the contextual and constructive learning approaches. The specific empirical questions are:1) How do teachers perceive the purposes of homework?2) What are the pedagogical assumptions that support the design and management ofhomework assignment?3) What are teachers’ expectations and view on parents' support in homework, and what kinds ofstrategies do they use in order to promote parents’ involvement in homework to improvepupils’ learning?The empirical data consisted of an online questionnaire responded by 101 teachers in elementary schools from a municipality located in the northern part of Sweden, complemented with six in-depth interviews with individual teachers from the same sample group. Result revealed that teachers classified the importance of confirming knowledge and skills of children through homework higher than the improvement and development of other social aspects associated with homework. Motivation, individual diversity and condition, appropriation, repetition and feedback were those terms frequently mentioned by teachers related to questions concerning homework assignment. Teachers had high expectation on parents’ engagement and support in homework but they also reported that it was difficult to be realized in practice due to parents’ limited knowledge, competence and time, as well as other obstacles such as lack of communication concerning homework between teachers and parents. The findings from this study provided some crucial information useful for school leaders and personal in developing homework strategies and practice. Homework needs to be planed, discussed and reflected more extensively among teacher groups in school in order to enhance teaching and learning. Parents and pupils should have more opportunity to be involved in and to influence homework assignment to realize and increase the academic and social benefits with homework.
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| 10. |
- Johansson, Gunilla, et al.
(författare)
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Appraisal of potential teaching in the North
- 2005
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Ingår i: A Nordic dimension in education and research - myth or reality?. - : Nordic educational research association, NERA. ; , s. 105-
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Teacher education, the in- service training are areas of development and research. The role of university of the Arctic could be to strengthen the teacher education concerning knowledge of the multicultural conditions and parents involvement in the North. University of the Arctic mounts programs of higher education, and can take an active role in teacher education as well as in inservice teacher training and stimulate research networks. Teacher education courses on both graduate and postgraduate levels would be of importance. Following areas are in focus in this study: Curricula for Compulsory Schooling and also the requirements for "En skola för alla":- What possibilities do the pupils have to strengthen their knowledge about their own culture dueto the curricula? - What impact does the recognition of national minority groups and minority languages have in the work at school?- What do we know about the intercultural learning processes in the minority or the majority population combined and widened with class, gender and ethnicity? - What possibilities does Teacher Education have to work with the above issues?
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