Kaynakça

Cooper, H. (1989). Synthesis of Research on Homework. Educational Leadership, 47(3), 85-91.

Cooper, H., ed. (2004). Homework /. Symposium, 43(3), 174–245.

Deveci, İ, Çepni, S., ve Önder, I. (2013). Parents’ views regarding homeworks given in science courses. Journal of Baltic Science Education, 12(4), 497–508.

Ersoy, A. ve Anagün, Ş. (2009). Sınıf Öğretmenlerinin Fen ve Teknoloji Dersi Ödev Sürecine İlişkin Görüşleri. (Turkish). Elementary Teachers’ Views About Homework Process In Science and Technology Course. (English), 3(1), 58–79.

Galloway, M., Conner, J. ve Pope, D. (2013). Nonacademic effects of homework in privileged, high-performing high schools. Journal of Experimental Education, 81(4), 490–510.

Grodner, A. ve Rupp, N. (2013). The role of homework in student learning outcomes: Evidence from a field experiment. Journal of Economic Education, 44(2), 93–109.

Hong, E., Wan, M. ve Peng, Y. (2011). Discrepancies between Students’ and Teachers’ Perceptions of Homework. Journal of Advanced Academics, 22(2), 280–308.

Maltese, A. V., Tai, R. H. ve Fan, X. (2012). When is Homework Worth the Time?: Evaluating the Association Between Homework and Achievement in High School Science and Math. The High School Journal, (1), 52.

MEB. (1989). Ortaokul Ve Orta Öğretim Kurumlarındaki Öğrencilerin Ders Dışı Eğitim Ve Öğretim Faaliyetleri Hakkında Yönetmelik. http://mevzuat.meb.gov.tr/

MEB. (2003). İlköğretim Kurumları Yönetmeliği.

MEB. (2013). Orta Öğretim Kurumları Yönetmeliği. http://mevzuat.meb.gov.tr/

Metropolitan Life Insurance Co. (2007). MetLife Survey of the American Teacher: The Homework Experience. A Survey of Students, Teachers and Parents. MetLife, Inc.

Murillo, F. J. ve Martinez-Garrido, C. (2014). Homework and primary-school students’ academic achievement in Latin America. International Review of Education. doi:10.1007/s11159-014- 9440-2.

Núñez, J. C., Suárez, N., Cerezo, R., González-Pienda, J., Rosário, P., Mourão, R. ve Valle, A. (2013). Homework and academic achievement across Spanish Compulsory Education. Educational Psychology, 0(0), 1–21.

Rønning, M. (2011). Who benefits from homework assignments? Economics of Education Review, 30(1), 55–64.

Senemoğlu, N. (2013). Gelişim, Öğrenme ve Öğretim .Ankara: Yargı Yayınevi. Suskind, D. (2012). What students would do if they did not do their Homework. Phi Delta Kappan, 94(1), 52–55.

Tas, Y., Vural, S. S., ve Oztekin, C. (2014). A study of science teachers’ homework practices. Research in Education,

Veda Yar Yıldırım 224 Millî Eğitim Sayı 220 Güz/2018

Trautwein, U. (2007). The Homework-Achievement Relation Reconsidered: Differentiating Homework Time, Homework Frequency, and Homework Effort. Learning and Instruction, 17(3), 372–388.

Tuckman, B. W. (1992). Does the length of assignment or the nature of grading practices influence the amount of homework students are motivated to produce? The Journal of General Education, 41, 190–199.

Xu, J. (2007). Middle-School Homework Management: More than just gender and family involvement. Educational Psychology, 27(2), 173–189.

Xu, J. ve Yuan, R. (2003). Doing homework: Listening to students,’ parents,’ and teachers’ voices in one urban middle school community. School Community Journal, 13(2), 25–44.

Yıldırım, A., Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin