The relationship between research and teaching in education is collaboration. Pete (2008) states, \u201cresearch informs practice and policy in the teaching and learning\u201d (para 4). As we discussed in class, researchers can interview teachers. Teachers can read research and can implement the information into their classes. Teachers can also study their own classrooms and use their findings to improve learning. Pete (2008) wrote, \u201cResearch should and does influence teaching (and vice versa)\u201d (para. 1).<\/p>\n
I can use information literacy by finding research and examining what is important to help in the classroom. In my future career as an educator I will use research to help improve my teaching and find the best ways for learning. I will use information literacy to best distinguish the way to improve my classroom.<\/p>\n
I will be certified in teaching art K-12.\u00a0\u00a0 I plan on teaching at the high school level. I think homework can be beneficial, but should be limited. I don\u2019t think assigning daily homework is necessary for art because most classes will be workdays for projects with demonstrations throughout the corresponding units. I rarely ever received homework in my high school art classes and most likely will follow a similar plan.<\/p>\n
Homework can be beneficial. Xu (2005) found in a survey that roughly \u201cthree quarters of the students agreed or strongly agreed that doing homework helped them\u201d (p. 50). Xu (2005) also found that homework was beneficial as a strengthening tool for what they learned in class, \u201cstudy skills\u201d and \u201cresponsibility\u201d (p. 50). \u00a0Shumow, Schmidt, & Kackar (2008) found that \u201cmotivational aspects of homework experiences such as interest control, and enjoyment were positively related to self esteem\u201d (p. 20). However, Shumow et al. (2008) found that while students see homework as bad they still learn the material (p. 23).<\/p>\n
While homework can be beneficial there are consequences from it as well.\u00a0\u00a0 According to Galloway, Conner, & Pope (2013) when students completed their homework they \u201cexperienced greater behavioral engagement in school but also more academic stress, physical health problems, and lack of balance in their lives\u201d (p. 490). Ohanian (2007) states that teachers might be assigning too much \u201cwhen the American Association of Orthopedic Surgeons (AAOS) finds it necessary to issue guidelines on recommended weights of book bags\u201d (p. 41). Galloway et al. (2013) found that \u201cmany students in these upper middle class schools describe schoolwork as dominating their day\u201d (p. 491). Galloway, K., & Pope (2007) found that students with more than a few hours of homework each day led them to \u201cdrop out of an activity because of the stress\u201d (p. 28). Galloway et al. (2007) stated \u201cwhen students spend 6 or 7 hours in school and another 3 or more hours on homework, they face a longer workday than most adults\u201d (p. 29). Galloway et. al. (2007) conclude that there needs to be \u201ca more balance workload\u201d (p. 30).<\/p>\n
As a future art teacher I want to make sure my students are learning the concepts, content, and skills in the curriculum. I do value the importance of having a well-rounded life. From the research I know homework can be beneficial to supporting the material learned in class, but too much homework can be unfortunate\u00a0for student health. I plan to keep in mind the best interests of my students when it comes to learning and making sure that when I do assign homework it is beneficial, a small amount and relevant.<\/p>\n
\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 References<\/p>\n
Galloway, M., Conner, J., & Pope, D. (2013). Nonacademic effects of homework in \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0privileged, high-performing high schools. Journal Of Experimental \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Education,\u00a0<\/em>81(4), 490-510. doi:10.1080\/00220973.2012.745469<\/p>\n Galloway, M. K., & Pope, D. (2007). Hazardous homework?. Encounter, 20(4), 25 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 31.<\/p>\n Ohanian, S. (2007). The homework revolution. Encounter, 20(4), 40-43.<\/p>\n Pete. (2008). “Understanding the relationship between research and teaching.” \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Retrieved from http:\/\/www.ncte.org\/cee\/positions\/researchandteaching<\/p>\n Shumow, L., Schmidt, J. A., & Kackar, H. (2008). Adolescents’ experience doing \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 homework: associations among context, quality of experience, and \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 outcomes. School Community Journal<\/em>, 18(2), 9-27.<\/p>\n Xu, J. (2005). Purposes for doing homework reported by middle and high school \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 students. Journal Of Educational Research<\/em>, 99(1), 46-55. \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 doi:10.3200\/JOER.99.1.46-55.<\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":" The relationship between research and teaching in education is collaboration. Pete (2008) states, \u201cresearch informs practice and policy in the teaching and learning\u201d (para 4). As we discussed in class, researchers can interview teachers. Teachers can read research and can implement the information into their classes. Teachers can also study their own classrooms and use … Continue reading Module 1<\/span><\/a><\/p>\n","protected":false},"author":7123,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-12","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/blogs.uww.edu\/rebeccamills\/wp-json\/wp\/v2\/posts\/12","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.uww.edu\/rebeccamills\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.uww.edu\/rebeccamills\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.uww.edu\/rebeccamills\/wp-json\/wp\/v2\/users\/7123"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.uww.edu\/rebeccamills\/wp-json\/wp\/v2\/comments?post=12"}],"version-history":[{"count":8,"href":"https:\/\/blogs.uww.edu\/rebeccamills\/wp-json\/wp\/v2\/posts\/12\/revisions"}],"predecessor-version":[{"id":20,"href":"https:\/\/blogs.uww.edu\/rebeccamills\/wp-json\/wp\/v2\/posts\/12\/revisions\/20"}],"wp:attachment":[{"href":"https:\/\/blogs.uww.edu\/rebeccamills\/wp-json\/wp\/v2\/media?parent=12"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.uww.edu\/rebeccamills\/wp-json\/wp\/v2\/categories?post=12"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.uww.edu\/rebeccamills\/wp-json\/wp\/v2\/tags?post=12"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}