ÖĞRETMEN, ÖĞRENCİ VE VELİLERİN ORTAOKUL DÜZEYİNDE VERİLEN GÜNLÜK ÖDEVLER HAKKINDAKİ GÖRÜŞLERİ
Bu araştırmanın amacı ortaokul düzeyinde verilen günlük ödevler hakkındaki öğrenci, veli ve öğretmen görüşlerini belirlemektir. Araştırmanın çalışma
___
- 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