Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440890
Title: Power relations within the homework process
Author: Henderson, Joyce Margaret
Awarding Body: University of Stirling
Current Institution: University of Stirling
Date of Award: 2006
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Abstract:
This research focuses on aspects of parental involvement in homework and the differing power relations which homework uncovered within the family. It is concerned with the deeper implications of homework through exploring the attitudes, behaviours and beliefs of teachers and/or parents and/or pupils and to consider who really is in control of the homework process, the perceived and actual roles of the participants, the resistances to homework and the possible changing social factors which impinge on homework. This thesis offers a unique contribution to the homework discourses as it uses a qualitative approach, drawing on an extended version of the French and Raven (1959) conceptualisation of power as a means of interrogating the data, by labelling certain attitudes, behaviours and beliefs, to seek explanations of the patterns of power. These patterns of power are exposed through the family’s story of their engagement, or not, in the homework process. The notion of engaging pupils in the learning process is at the heart of many of the recent educational initiatives, arising from the National debate on Education (2002). At the heart of these new initiatives is the notion of learners being actively involved in the learning process, in and out of the classroom to encourage them to take responsibility for their learning. A number of implications for pupils, parents, teachers and the government are considered. These particularly relate to the effective practices of teachers and parents as a means of preventing the pupils from controlling the homework process and to the government to consider appropriate and effective means of ensuring that all concerned are engaged in conducting homework which is interesting, stimulating and motivating.
Supervisor: Allan, Julie Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.440890  DOI: Not available
Keywords: Homework ; power relations ; parental participation ; attitudes, behaviours and beliefs of pupils, parents and teachers ; Homework ; Home and school ; Education Parent participation ; Parent-teacher relationships ; School children Attitudes ; Parent and child
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