澳洲弗林德斯论文代写:研究的必要性

Keywords:澳洲弗林德斯论文代写

研究的必要性是由于家庭作业继续被分配给学生，然而老师、家长和老师都质疑作业的有效性以及它对学生学习成绩的贡献。许多小学教师在对有学习障碍的孩子做家庭作业时有不同的看法和信念。学习障碍儿童既不能交作业，也不能完成作业。这会导致学生不及格，甚至更糟的情况是，学生可能辍学，这是很明显的，因为研究表明，学习障碍儿童也不会像大多数同学一样以同样的速度毕业。学习困难的学生由于两个原因而没有交作业，例如有些作业可能太长或太难让他们理解，而有些则可能有不明确的方向。整个研究是基于那些曾经或反对家庭作业的人的观点。在我对相关文献做了彻底的回顾之后，我发现关于教育者的家庭作业帐户的现象学研究还没有进行过，这一定性研究的空白。这种对家庭作业的看法和态度的多样性要求对教育实践和家庭教师的家庭作业经验进行批判性的检查。我也进行了一次审查，通过获取和审查多个学区的政策，对评分作业进行评分，并对期末成绩进行加权。结果表明，许多学生因为提交未完成的作业或没有提交任何作业而失败。这项研究的意义可能包括改变作业分配的方式（如果它被适当分配）和重新考虑评分程序。决定不做家庭作业或对学习障碍学生进行家庭作业的重建和修改可能是本研究的一个可能结果。第二个结果可能是与老师讨论在学校建立家庭作业的政策，以及为学生的能力定制家庭作业。很少有人研究教师观点和他们对学习困难学生的家庭作业的看法和感受。本研究所收集的资料将有助于教育者和管理者更好地了解教师在家庭作业方面的经验、感受和想法。通过允许教师分享他们的经验，这项研究将有助于更好的专业发展，为日益多样化的学习者准备教师。
澳洲弗林德斯论文代写: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.