Пракса примене домаћих задатака из српског језика у млађим разредима основне школе
Sažetak
У литератури се разматрају бројне предности и недостаци домаћих задатака. Циљ рада је да се утврди на какве предности и недостатке указује пракса њихове примене у настави српског језика у млађим разредима основне школе. Пракса примене је испитивана из перспективе учитеља како би се установили: динамика у задавању и прегледању домаћих задатака; начини вредновања и саопштавања повратних информација; заступљеност различитих врста домаћих задатака и процена њихових доприноса. Истраживање је спроведено током 2020. и 2021. године и обухватило је узорак од 123 учитеља. Добијени резултати указују да праксу примене домаћих задатака у настави српског језика карактеришу учесталост и разноврсност домаћих задатака, индивидуални пруступ и редовност у њиховом прегледању и позитивно перципирање њихових доприноса. Међутим, добијени резултати иницирају и додатна питања (проблем оптерећености ученика домаћим задацима; функционалност провере домаћег задатка као начина учења; оцењивање домаћих задатака; подстицање сарадње и комуникације у изради домаћих задатака) и потребу даљих истраживања.
Reference
Јењић, С. и Михајловић, Т. (2020). Домаћи рад ученика у васпитно-образовном контексту савремене наставе. У: С. Маринковић (ур.), Наука и настава у васпитно-образовном контексту (165–180). Ужице: Педагошки факултет.
Крстић, А. (2019). Домаћи задаци у настави српског језика и књижевности са психолошко-педагошким освртом. DHS – Društvene i humanističke studije, 1 (7), 215–230.
Мајсторовић, Н. (2010). Значај мотивације за учење у предикцији успеха и задовољства студијама. Настава и васпитање, LIX (1), 72–85.
Милатовић, В. (2013). Методика наставе српског језика и књижевности у млађим разредима основне школе. Београд: Учитељски факултет.
Николић, М. (2012). Методика наставе српског језика и књижевности. Београд: Завод за уџбенике.
Смиљковић, С. и Милинковић, М. (2008). Методика наставе српског језика и књижевности. Врање–Ужице: Учитељски факултет у Врању – Учитељски факултет у Ужицу.
Тадић, А. (2015). Аутономија ученика у разредном контексту – критичка перспектива теорије самоодређења. Настава и васпитање, LXIV (1), 101–115.
Bang, H. (2012). Promising Homework Practices: Teachers’ Perspectives on Making Homework Work for Newcomer Immigrant Students. Тhe High School Journal, 95 (2), 3–31.
Bempechat, J. (2004). The Motivational Benefits of Homework: A Social-Cognitive Perspective. Theory into Practice, 43 (3), 189–196.
Bulić, M. & Kostović-Vranješ, V. (2019). Utjecaj e-učenja na samoodgovornost učenika pri izvršavanju domaćih zadaća. Školski vjesnik, 68 (1), 112–126.
Burgić, Dž., Nesimović, S., & Bogilović, A. (2017). Stavovi učitelja o ulozi i značaju domaćih zadataka u nižim razredima razredne nastave. Zbornik radova Filozofskog fakulteta Univerziteta u Zenici, XIV/XV, 387–403.
Canadian Council on Learning (2009). A Systematic Review of Literature Examining the Impact of Homework on Academic Achievement. Toronto: Canadian Council on Learning Learning.
Cooper, H. (1989). Homewоrk. New York: Longman.
Cooper, H. (2006). The Battle Over Homework: Common Ground for Administrators, Teachers, and Parents, 3rd ed. Imprint. Thousand Oaks, CA: Corwin Press, Inc.
Cooper, H. & Valentine, J. (2001). Using Research to Answer Practical Questions About Homework. Educational Psychologist, 36 (3), 143–153.
Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does Homework Improve Academic Achievement? A Synthesis of Research, 1987–2003. Review of Educational Research, 76 (1), 1–62.
Costa, M., Cardoso, A. P., Lacerda, C., Lopes, A., & Gomes, C. (2016). Homework in Primary Education from the Perspective of Teachers and Pupils. Procedia – Social and Behavioral Sciences, 217, 139–148.
Cunha, J., Rosário, P., Núñez, J. C., Nunes, A. R., Moreira, T., & Nunes, T. (2018). „Homework Feedback Is…“: Elementary and Middle School Teachers’ Conceptions of Homework Feedback. Frontiers in Psychology, 9 (32), 1–20.
Danielson, M., Strom, B., & Kramer, K. (2011). Real Homework Tasks: A Pilot Study of Types, Values, and Resource Requirements. Educational Research Quarterly, 35 (1), 17–32.
Eren, O. & Henderson, D. (2011). Are We Wasting Our Children's Time by Giving Them More Homework?. Economics of Education Review, 30 (5), 950–961.
Forsberg, L. (2007). Homework as Serious Family Business: Power and Subjectivity in Negotiations about School Assignments in Swedish Families. British Journal of Sociology of Education, 28 (2), 209–222.
Galloway, M., Conner, Ј., & Pope, D. (2013). Nonacademic Effects of Homework in Privileged, High-Performing High Schools. The Journal of Experimental Education, 81 (4), 490–510.
Good, T. L. & Brophy, J. E. (2008). Looking in Classrooms. 10th ed. Boston МА: Allyn & Bacon.
Grolnick, W. S. & Farkas, M. (2002). Parenting and the Development of Children’s Self-Regulation. In: M. H. Bornstein (Ed.), Handbook of Parenting, Vol. 5. Practical Issues in Parenting (89–110). Mahwah, NJ: Erlbaum.
Gustafsson, J. E. (2013). Causal Inference in Educational Effectiveness Research: A Comparison of Three Methods to Investigate Effects of Homework on Student Achievement. School Effectiveness and School Improvement, 24 (3), 275–295.
Jerrim, J., Lopez-Agudo, L. A., & Marcenaro-Gutierrez, O. D. (2019). The Relationship Between Homework and the Academic Progress of Children in Spain During Compulsory Elementary Education: A Twin Fixed-Effects Approach. BERJ – British Educational Research Journal, 45 (5), 1021–1049.
Keith, T. Z. (1982). Time Spent on Homework and High School Grades: A Large-Sample Path Analysis. Journal of Educational Psychology, 74 (2), 248–253.
Keith, T. Z., Diamond-Hallam, C., & Fine, J. G. (2004). Longitudinal Effects of In-School and Out-Of-School Homework on High School Grades. School Psychology Quarterly, 19 (3), 187–211.
Kelley, M. & Kahle, A. L. (1995). Homework Interventions: A Review of Procedures for Improving Performance. Special Services in the Schools, 10 (1), 1–24.
Kohn, A. (2006). The Study of Homework and Other Examples. Phi Delta Kappan, 88 (1), 9–22.
Kouzma, N. M. & Kennedy, G. (2002). Homework, Stress, and Mood Disturbance in Senior High School Students. Psychological Reports, 91 (1), 193–198.
Kukliansky, I., Shosberger, I., & Eshach, H. (2014). Science Teachers’ Voice on Homework: Beliefs, Attitudes, and Behaviors. International Journal of Science and Mathematics Education, 14 (1), 229–250.
Lekholm, K. A. & Cliffordson, C. (2008). Discrepancies Between School Grades and Test Scores at Individual and School Level: Effects of Gender and Family Background. Educational Research and Evaluation, 14 (2), 181–99.
Loveless, T. (2015). The 2015 Brown Center Report on American Education: How Well Are American Students Learning? With Sections on the Gender Gap in Reading, Effects of the Common Core, and Student Engagement. Washington, D.C.: Brown Center Report on American Education.
Mangione, L. (2008). Is Homework Working?. Phi Delta Kappan, 89 (8), 614–615.
McMullen, S. (2007). The Impact of Homework Time on Academic Achievement. Chapel Hill, North Carolina: University of North Carolina at Chapel Hill. Retrieved from: https://citeseerx.ist.psu.edu/viewdoc/download?
Minotti, J. L. (2005). Effects of Learning-Style-Based Homework Prescriptions on the Achievement and Attitudes of Middle School Students. NASSP Bulletin, 89 (642), 67–89. Retrieved from: https://journals.sagepub.com/doi/pdf/10.1177/019263650508964206
Moè, A., Katz, I., Cohen, R., & Alesi, M. (2020). Reducing Homework Stress by Increasing Adoption of Need-Supportive Practices: Effects of an Intervention with Parents. Learning and Individual Differences, 82.
Muhlenbruck, L., Cooper, H., Nye, B., & Lindsay, J. J. (2000). Homework and Achievement: Explaining the Different Strengths of Relation at the Elementary and Secondary School Levels. Social Psychology of Education, 3 (4), 295–317.
Núñez, J. C., Freire, C., Del Mar Ferradás, M., Valle, A., & Xu, J. (2021). Perceived Parental Involvement and Student Engagement with Homework in Secondary School: The Mediating Role of Self-Handicapping. Current Psychology. https://doi.org/10.1007/s12144-021-01791-8
Patrikakou, Е. (2004). Adolescence: Are Parents Relevant to Students' High School Achievement and Post-Secondary Attainment? (Family Involvement Research Digest). Cambridge, MA: Harvard Family Research Project. Retrieved from: http://hfrp.org/family-involvement/publications-resources/adolescence-are-parents-relevant-to-students-high-school-achievementand-post-secondary-attainment
Rønning, M. (2011). Who Benefits from Homework Assignments?. Economics of Education Review, 30 (1), 55–64.
Rosário, P., Núñez, J. C., Vallejo, G., Cunha, J., Nunes, T., Suárez, N., Fuentes, S., & Moreira, T. (2015). The Effects of Teachers’ Homework Follow-up Practices on Students’ EFL Performance: A Randomized-Group Design. Frontiers in Psychology, 6 (1528), 1–11.
Rosário, P., Núñez, J. C., Vallejo, G., Nunes, T., Cunha, J., Fuentes, S. & Valle, A. (2018). Homework Purposes, Homework Behaviors, and Academic Achievement. Examining the Mediating Role of Students’ Perceived Homework Quality. Contemporary Educational Psychology, 53, 168–180.
Shumow, L., Schmidt, J. A., & Kackar, H. (2008). Adolescents’ Еxperience Doing Homework: Associations Among Context, Quality of Experience, and Outcomes. School Community Journal, 18 (2), 9–27.
Shumow, L., Lyutykh, E., & Schmidt, J. A. (2011). Predictors and Outcomes of Parental Involvement with High School Students in Science. School Community Journal, 21 (2), 81–98.
Simon, B. (2001). Family Involvement in High School: Predictors and Effects. NASSP Bulletin, 85 (627), 8–19.
Sokol, S. & Vrbošić, V. (2013). Homework – The Exception and Not the Rule. Život i škola, 29 (1), 79–93.
Sokol, S. & Vrbošić, V. (2017). Domaća zadaća između teorije i prakse. Život i škola, 29 (1), 97–112. Preuzeto sa: https://hrcak.srce.hr/195180
Solomon, Y., Warin, J., & Lewis, C. (2002). Helping with Homework? Homework as a Site of Tension for Parents and Teenagers. British Educational Research Journal, 28, 603–622.
Strandberg, M. (2013). Homework – Is There a Connection with Classroom Assessment? A Review from Sweden. Educational Research, 55 (4), 325–346.
Strandberg, M. & Lindberg, V. (2012). Feedback in a Multiethnic Classroom Discussion: A Case Study. Intercultural Education, 23 (2), 75–88.
Swantje, D., Trautwein, U., & Lüdtke, O. (2009). The Relationship Between Homework Time and Achievement Is Not Universal: Evidence from Multilevel Analyses in 40 Countries. School Effectiveness and School Improvement, 20 (4), 375–404.
Tammi, A. M. (2017). Types of Homework and Their Effect on Student Achievement. Culminating Projects in Teacher Development. Retrieved from: https://repository.stcloudstate.edu/ed_etds/24
Trautwein, U., Niggli, A., Schnyder, I., & Lüdke, O. (2009). Between-Teacher Differences in Homework Assignments and the Development of Students’ Homework Effort, Homework Emotions, and Achievement. Journal of Educational Psychology, 101 (1), 176–189.
Wallinger, L. M. (2000). The Role of Homework in Foreign Language Learning. Foreign Language Annals, 33 (5), 483–497.
Williams, W. M. & Sternberg, R. J. (2002). How Parents Can Maximize Children’s Cognitive Abilities. In: M. H. Bornstein (Ed.), Handbook of Parenting, Vol. 5. Practical Issues in Parenting (169–194). Mahwah, NJ: Erlbaum.
Wilson, J. & Rhodes, J. (2010). Students Perspectives on Homework. Education, 131 (2), 351–358.
Xu, J. (2008). Models of Secondary School Students’ Interest in Homework: A Multilevel Analysis. American Educational Research Journal, 45, 1180–1205.
Xu, J. (2009). Homework Management Reported by Secondary School Students: A Multilevel Analysis. In: R. Deslandes (Ed.), International Perspectives on Student Outcomes and Homework: Family–School–Community Partnerships (110–127). London: Routledge.
Xu, Ј., Yuan, Р., Xu, B., & Xu, M. (2016). Modeling Students’ Interest in Mathematics Homework. The Journal of Educational Research, 109 (2), 148–158.
Zakharov, A., Carnoy, M., & Loyalka, P. (2014). Which Teaching Practices Improve Student Performance on High Stakes Exams? Evidence from Russia. International Journal of Educational Development, 36, 13–21.
Zimmerman, B. J. & Kitsantas, A. (2005). Homework Practices and Academic Achievement: The Mediating Role of Self-Efficacy and Perceived Responsibility Beliefs. Contemporary Educational Psychology, 30, 397–417.
Detalji u vezi sa uređivačkom politikom, uključujući i autorska prava, dostupni su na sajtu SCIndeks.
http://scindeks.ceon.rs/journalDetails.aspx?issn=0354-3293