Teacher homework practices in Queensland state primary schools

Homework is a universal school practice. Most homework research has concerned itself with  student learning and achievement and time spent on homework;  parental involvement in homework that supports learning from homework; and  the development of student self-regulatory, independent learning skills. In Australia, each state and territory has an educational authority homework policy for schools. However, there is limited research that has explored homework policy influences on teacher perspectives about homework and teacher-in-action homework practices in the context of a homework policy-perspectives-practice interface. Teacher perspectives about homework were explored using focus groups and teacher-inaction teacher homework practices were explored using the stimulated recall (SR) method. Four inter-related findings emanated from this research, namely that:  teachers interpret state and school-based homework policy guidelines and implement them through the use of individualised teacher homework repertoires of practice;  teacher homework repertoires of practice respond to the influences of policy, teacher view, parental involvement in homework and student learning;  there are distinct differences in the orientation to the homework approach evidenced in the repertoire of homework practices between primary classroom teachers in the early years and middle years phases of learning; and  an analogous relationship exists between primary classroom teacher perspectives about homework and homework practices, and the teacher-in-action in situ homework practices used by classroom teachers. It was found that the use of SR methods to explore teacher-in-action practices was problematic and difficult to manage in the classroom setting. However, the results using this methodology confirmed that teacher perspectives were enacted into teacher-inaction practice. The results also revealed that teacher perspectives about the purpose for homework influenced the types of homework used and the ways in which primary classroom teachers implemented homework using idiosyncratic teacher homework practices. The results from this research have been used to develop a reflective frame for teacher homework practice. This frame can be used by educators, and in particular by classroom teachers to  raise awareness about teacher homework practice; and  stimulate professional discussions about homework and teacher homework practice.