Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2020, Cilt: 4 Sayı: 1, 22 - 54, 11.11.2020

Öz

Kaynakça

  • Alanne, N., & Macgregor. R. (2009). Homework: What are the upsides and downsides? Retrieved April 12, 2017.
  • Aydın, M. (2016). Beş nitel araştırma yaklaşımı. M. Bütün ve S.B. Demir (Ed.), Nitel araştırma yöntemleri (ss. 69-110). Ankara: Siyasal kitabevi.
  • Bang, H. (2012). Promising homework practices: Teachers’ perspectives on making homework work for newcomer immigrant students. The High School Journal, 95, 3–31. doi:10.1353/hsj.2012.0001.
  • Bembenutty, H. (2011). The last word: An interview with Harris Cooper—Research, policies, tips, and current perspectives on homework. Journal of Advanced Aca-demics, 22, 342–351.
  • Bempechat, J. (2004). The motivational benefits of homework: A social cognitive per-spective. Theory into Practice, 43(1), 189-196.
  • Black, S. (1996). The truth about homework. American School Board Journal, 183(10), 48 – 51.
  • Booth, G. I. (2010). The effects of homework assessment on student motivation and achievement (Doctoral dissertation, Central Washington University).
  • Case, A. (2008). Why your students don’t do their homework. Retrieved May 15, 2010 from http://www.usingenglish.com/teachers/articles/why-your-students-dont-do-their-homework
  • Center for Public Education. (2007). Research Review: What research says about the value of homework. Retrieved April 10, 2017. from http://www.centerforpubliceducation.org/
  • Chen, G. (2009, January). Top ten homework tips for parents. Public School Review. Retrieved May 22, 2018 from http://www.publicschoolreview.com/articles/68
  • Coleman, J. S., Hoffer, T., & Kilgore, S. (1982). High school achievement. New York: Basic Books.
  • Cooper, H. (1989). Synthesis of research on homework. Educational Leadership, 47(3), 85–91.
  • Cooper, H., & Valentine, J. C. (2001). Using research to answer practical questions about homework. Educational Psychologist, 36, 143–153.
  • Cooper, H., Lindsay, J., Nye, B., & Greathouse, S. (1998). Relationships among atti-tudes about homework, amount of homework assigned and completed, and stu-dent achievement. Journal of Educational Psychology, 90 (1), pp. 70 – 83.
  • Cooper, H., Lindsay, J. J., & Nye, B. (2000). Homework in the home: How student, family, and parenting-style differences relate to the homework pro-cess. Contemporary Educational Psychology, 25(4), 464-487.
  • Cooper, H., Steenbergen-Hu, S., & Dent, A. L. (2012). Homework. In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA educational psychology handbook, Vol. 3: Ap-plication to learning and teaching (pp. 475–495).Washington, DC: American Psychological Association. doi:10.1037/13275-019
  • Cooper, H., Robinson, J., & Patall, E. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Re-search, 76(1), 1–62. doi:10.3102/00346543076001001.
  • Corno, L. (1996). Homework is a complicated thing. Educational Researcher, 25(8), 27–30.
  • Corno, L. & Xu, J. (2004). Homework as the job of childhood. Theory into Practice, 43(3), 227-233.
  • Dettmers, S., Trautwein, U., Ludtke, O., Kunter, M., & Baumert, J. (2010). Homework works if quality is high: Using multilevel modeling to predict the development of achievement in mathematics. Journal of Educational Psychology, 102(2), 467–482. doi:10.1037/a0018453.
  • Epstein, J. L., & Van Voorhis, F. L. (2001). More than ten minutes: Teachers’ roles in designing homework. Educational Psychologist, 36(3), 181–193. doi:10.1207/ S15326985EP3603_4.
  • Epstein, J. L., & Van Voorhis, F. (2012). The changing debate: From assigning home-work to designing homework. In S. Suggate & E. Reese (Eds.), Contemporary debates in child development and education (pp. 263–273). London: Routledge.
  • Farrow, S., & Tymms, P. (2000). Homework and attainment in primary schools. British Educational Research Journal. 25(3), 323-341.
  • Farrow, S., Tymms, P., & Henderson, B. (1999). Homework and attainment in primary schools. British Educational Research Journal, 25, 323–341. doi:10.1080/ 0141192990250304.
  • Fernandez-Alonso, R., Suarez-Alvarez, J., & Muniz, J. (2015). Adolescents’ homework performance in mathematics and science: Personal factors and teaching practices. Journal of Educational Psychology, doi:10.1037/edu0000032.
  • Gilliland, K. (2002). Homework: Practice for students or a snack for the dog? Mathe-matics Teaching in the Middle School, September, 2002.
  • Hagger, M., Sultan, S., Hardcastle, S., & Chatzisarantis, N. (2015). Perceived autonomy support and autonomous motivation toward mathematics activities in educational and out-of-school contexts is related to mathematics homework behavior and attainment. Contemporary Educational Psychology, 41, 111–123. doi:10.1016/ j.cedpsych.
  • Hallam, S. (2004). Homework: The evidence. London: Institute of Education University of London.
  • Hill, D., & Nave, J. (2009). Power of ICU: The end of student apathy ... reviving en-gagement & responsibility. Maryville, TN: NTLB Publishing.
  • Hoover-Dempsey, K., Bassler, O. C., & Burow, R. (1995). Parents’ reported involve-ment in students’ homework: Strategies and practices. Elementary School Jour-nal, 95(5), 435–450.
  • Hoover-Dempsey, K., Battiato, A., Walker, J., Reed, R., DeJong, J., & Jones, K. (2001). Parental involvement in homework. Educational Psychologist, 36, pp. 195 – 209.
  • İflazoğlu, A., & Hong, E. (2012). Relationships of homework motivation and prefer-ences to homework achievement and attitudes in Turkish students, Journal of Research in Childhood Education, 26, 57-72.
  • Keith, T. Z. (1982). Time spent on homework and high school grades: A large-sample path analysis. Journal of Educational Psychology, 74(2), 248–253.
  • Loucks, H. (1992, April). Increasing parent/family involvement: Ten ideas that work. NASSP Bulletin, 76 (543), pp. 19 – 23.
  • Ludtke, O., Niggli, A., Planck, M., Schnyder, I., & Trautwein, U. (2009). Between in teacher differences in homework assignments and the development of students' homework effort, homework emotions, and achievement. Journal of Educational Psychology, 101(1), 176-189.
  • Marzano, R., & Pickering, D. (2007). Special topic: The case for and against homework. Educational Leadership, 64(6), 74–79.
  • Nunez, J. C., Suarez, N., Cerezo, R., Rosario, P., & Valle, A. (2013). Homework and academic achievement across Spanish Compulsory Education. Educational Psy-chology, doi:10.1080/01443410.2013.817537.
  • Nunez, J. C., Suarez, N., Rosario, P., Vallejo, G., Valle, A., & Epstein, J. L. (2015). Relationships between parental involvement in homework, student homework behaviors, and academic achievement: Differences among elementary, junior high, and high school students. Metacognition and Learning, doi:10.1007/s11409-015-9135-5.
  • Oak, M., (2009). Benefits of homework. Buzzle.com. Retrieved April 10, 2017 from http://www.buzzle.com/articles/benefits-of-homework.html
  • Olympia, D., Sheridan, S., Jenson, W., & Andrews, D. (1994). Using student-managed interventions to increase homework completion and accuracy. Educational Psy-chology Papers and Publications, 85-99.
  • Özsevgeç, T. (2016). Veri toplama. M. Bütün ve S.B. Demir (Ed.), Nitel araştırma yöntemleri (ss. 145-178). Ankara: Siyasal kitabevi.
  • Paschal, Weistein, & Walberg. (2003). The effects of homework on learning; a quantita-tive synthesis. Journal of Educational Research, 78(1), 97–104.
  • Paulu, N. (1998). Helping your students with homework: A guide for teachers. Wash-ington, DC: US Department of Education, Office of Educational Research.
  • Punch, K.F. (2014). Sosyal araştırmalara giriş. (D. Bayrak, H.B. Arslan ve Z. Akyüz, Çev.) Ankara: Siyasal Kitabevi.
  • Ramdass, D., & Zimmerman, B. (2011). Developing self-regulation skills: The important role of homework. Journal of Advanced Academics, 22(2), 194-218 .
  • Rosario, P., Mourao, R., Baldaque, M., Nunes, T., Nunez, J. C., Gonzalez-Pienda, J. A., et al. (2009). Homework, self-regulated learning and math achievement. Revista de Psicodidática, 14(2), 179–192.
  • Rosario, P., Mourao, R., Trigo, L., Suarez, N., Fernandez, E., & Tuero-Herrero, E. (2011). English as a foreign language (EFL) homework diaries: Evaluating gains and constraints for self-regulated learning and achievement. Psicothema, 23(4), 681–687.
  • Rudman, N. P. C. (2014). A review of homework literature as a precursor to practition-er-led doctoral research in a primary school. Research in Education, 91(1), 12-29.
  • Scholastic Parents, (1996). Quick click: 12 ways to develop your child’s organizational skills. Retrieved July 13, 2018 from http://www.scholastic.com/browse/article.jup?ID=2085.
  • Schunk, D. H., & Zimmerman, B. J. (1994). Self-regulation of learning and performance. Hillsdale, NJ: Erlbaum.
  • Som, İ. & Ekşi, G. (2015). Görüşmeye tiyatral bir bakış. H. Aydın (Ed.), Sosyal bilim-lerde nitel araştırma yöntemleri (ss. 129-188). Konya: Eğitim Kitabevi.
  • Theodore, L., Dioguardi, R., Hughes, T., Aloiso, D., Carlo, M., & Eccles, D. (2009). A Class-Wide Intervention for Improving Homework Performance. Journal of Ed-ucational and Psychological Consultation, 19, 275–299.
  • Trautwein, U. (2007). The homework–achievement relation reconsidered: differentiating homework time, homework frequency, and homework effort. Learning and Instruction, 17(3), 372–388.
  • Trautwein, U., & Koller, O. (2003). The relationship between homework and achieve-ment—Still much of a mystery. Educational Psychology Review, 15(2), 115–145. doi:10.1023/A:1023460414243.
  • Trautwein, U., Köller, O., Schmitz, B., & Baumert, J. (2002). Do homework assign-ments enhance achievement? A multilevel analysis in 7th-grade mathemat-ics. Contemporary Educational Psychology, 27(1), 26-50.
  • Trautwein, U., & Ludtke, O. (2007). Students’ self-reported effort and time on home-work in six school subjects: Between-students differences and withinstudent variation. Journal of Educational Psychology, 99(2), 432–444. doi:10.1037/ 0022-0663.99.2.432
  • . Trautwein, U., Schnyder, I., Niggli, A., Neumann, M., & Ludtke, O. (2009). Chameleon effects in homework research: The homework—Achievement association de-pends on the measures and the level of analysis chosen. Contemporary Educa-tional Psychology, 34(1), 77–88. doi:10.1016/j.cedpsych.2008.09.001 .
  • Van Voorhis, F. (2003). Interactive homework in middle school: Effects on family in-volvements and science achievement. Journal of Educational Research, 96 (6), pp. 323 – 338.
  • Van Voorhis, F. (2004). Reflecting on the homework ritual: Assignments and designs. Theory into Practice, 43(3), 205–212. doi:10.1207/s15430421tip4303_6.
  • Vatterott, C. (2009). Rethinking homework. Best practices that support diverse needs. Alexandria, VA: ASCD.
  • Warton, P. (2001). The forgotten voices in homework: Views of students. Educational Psychologist, 36(3), 155–165. doi:10.1207/S15326985EP3603_2.
  • Yıldırım, A. & Şimşek, H. (2013). Nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Zakharov, A., Carnoy, M., & Loyalka, P. (2014). Which teaching practices improve student performance on high-stakes exams? Evidence from Russia. International Journal of Educational Development, 36, 13-21.

ADVANTAGES AND DISADVANTAGES OF ASSIGNMENTS ACCORDING TO PARENTS’ OPINIONS OF PRIMARY SCHOOL STUDENTS

Yıl 2020, Cilt: 4 Sayı: 1, 22 - 54, 11.11.2020

Öz

The aim of this study is to examine the opinions of the parents of elementary school stu-dents in term of advantages and disadvantages of home assignments. The study group of this study consists of parents having students in primary schools in the central districts of Konya in 2017-2018 academic year. 24 students’ parents selected with maximum diversity sampling from the purposive sampling methods were included in the study group. Research data were collected by interview. The researchers prepared the semi-structured interview form for the interviews. The research adopted a qualitative approach exploring a case study and data were analyzed by content analysis technique. The themes obtained as a result of the research; the meaning of homework, the nature of homework, the positive aspects of homework and the negative aspects of homework.

Kaynakça

  • Alanne, N., & Macgregor. R. (2009). Homework: What are the upsides and downsides? Retrieved April 12, 2017.
  • Aydın, M. (2016). Beş nitel araştırma yaklaşımı. M. Bütün ve S.B. Demir (Ed.), Nitel araştırma yöntemleri (ss. 69-110). Ankara: Siyasal kitabevi.
  • Bang, H. (2012). Promising homework practices: Teachers’ perspectives on making homework work for newcomer immigrant students. The High School Journal, 95, 3–31. doi:10.1353/hsj.2012.0001.
  • Bembenutty, H. (2011). The last word: An interview with Harris Cooper—Research, policies, tips, and current perspectives on homework. Journal of Advanced Aca-demics, 22, 342–351.
  • Bempechat, J. (2004). The motivational benefits of homework: A social cognitive per-spective. Theory into Practice, 43(1), 189-196.
  • Black, S. (1996). The truth about homework. American School Board Journal, 183(10), 48 – 51.
  • Booth, G. I. (2010). The effects of homework assessment on student motivation and achievement (Doctoral dissertation, Central Washington University).
  • Case, A. (2008). Why your students don’t do their homework. Retrieved May 15, 2010 from http://www.usingenglish.com/teachers/articles/why-your-students-dont-do-their-homework
  • Center for Public Education. (2007). Research Review: What research says about the value of homework. Retrieved April 10, 2017. from http://www.centerforpubliceducation.org/
  • Chen, G. (2009, January). Top ten homework tips for parents. Public School Review. Retrieved May 22, 2018 from http://www.publicschoolreview.com/articles/68
  • Coleman, J. S., Hoffer, T., & Kilgore, S. (1982). High school achievement. New York: Basic Books.
  • Cooper, H. (1989). Synthesis of research on homework. Educational Leadership, 47(3), 85–91.
  • Cooper, H., & Valentine, J. C. (2001). Using research to answer practical questions about homework. Educational Psychologist, 36, 143–153.
  • Cooper, H., Lindsay, J., Nye, B., & Greathouse, S. (1998). Relationships among atti-tudes about homework, amount of homework assigned and completed, and stu-dent achievement. Journal of Educational Psychology, 90 (1), pp. 70 – 83.
  • Cooper, H., Lindsay, J. J., & Nye, B. (2000). Homework in the home: How student, family, and parenting-style differences relate to the homework pro-cess. Contemporary Educational Psychology, 25(4), 464-487.
  • Cooper, H., Steenbergen-Hu, S., & Dent, A. L. (2012). Homework. In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA educational psychology handbook, Vol. 3: Ap-plication to learning and teaching (pp. 475–495).Washington, DC: American Psychological Association. doi:10.1037/13275-019
  • Cooper, H., Robinson, J., & Patall, E. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Re-search, 76(1), 1–62. doi:10.3102/00346543076001001.
  • Corno, L. (1996). Homework is a complicated thing. Educational Researcher, 25(8), 27–30.
  • Corno, L. & Xu, J. (2004). Homework as the job of childhood. Theory into Practice, 43(3), 227-233.
  • Dettmers, S., Trautwein, U., Ludtke, O., Kunter, M., & Baumert, J. (2010). Homework works if quality is high: Using multilevel modeling to predict the development of achievement in mathematics. Journal of Educational Psychology, 102(2), 467–482. doi:10.1037/a0018453.
  • Epstein, J. L., & Van Voorhis, F. L. (2001). More than ten minutes: Teachers’ roles in designing homework. Educational Psychologist, 36(3), 181–193. doi:10.1207/ S15326985EP3603_4.
  • Epstein, J. L., & Van Voorhis, F. (2012). The changing debate: From assigning home-work to designing homework. In S. Suggate & E. Reese (Eds.), Contemporary debates in child development and education (pp. 263–273). London: Routledge.
  • Farrow, S., & Tymms, P. (2000). Homework and attainment in primary schools. British Educational Research Journal. 25(3), 323-341.
  • Farrow, S., Tymms, P., & Henderson, B. (1999). Homework and attainment in primary schools. British Educational Research Journal, 25, 323–341. doi:10.1080/ 0141192990250304.
  • Fernandez-Alonso, R., Suarez-Alvarez, J., & Muniz, J. (2015). Adolescents’ homework performance in mathematics and science: Personal factors and teaching practices. Journal of Educational Psychology, doi:10.1037/edu0000032.
  • Gilliland, K. (2002). Homework: Practice for students or a snack for the dog? Mathe-matics Teaching in the Middle School, September, 2002.
  • Hagger, M., Sultan, S., Hardcastle, S., & Chatzisarantis, N. (2015). Perceived autonomy support and autonomous motivation toward mathematics activities in educational and out-of-school contexts is related to mathematics homework behavior and attainment. Contemporary Educational Psychology, 41, 111–123. doi:10.1016/ j.cedpsych.
  • Hallam, S. (2004). Homework: The evidence. London: Institute of Education University of London.
  • Hill, D., & Nave, J. (2009). Power of ICU: The end of student apathy ... reviving en-gagement & responsibility. Maryville, TN: NTLB Publishing.
  • Hoover-Dempsey, K., Bassler, O. C., & Burow, R. (1995). Parents’ reported involve-ment in students’ homework: Strategies and practices. Elementary School Jour-nal, 95(5), 435–450.
  • Hoover-Dempsey, K., Battiato, A., Walker, J., Reed, R., DeJong, J., & Jones, K. (2001). Parental involvement in homework. Educational Psychologist, 36, pp. 195 – 209.
  • İflazoğlu, A., & Hong, E. (2012). Relationships of homework motivation and prefer-ences to homework achievement and attitudes in Turkish students, Journal of Research in Childhood Education, 26, 57-72.
  • Keith, T. Z. (1982). Time spent on homework and high school grades: A large-sample path analysis. Journal of Educational Psychology, 74(2), 248–253.
  • Loucks, H. (1992, April). Increasing parent/family involvement: Ten ideas that work. NASSP Bulletin, 76 (543), pp. 19 – 23.
  • Ludtke, O., Niggli, A., Planck, M., Schnyder, I., & Trautwein, U. (2009). Between in teacher differences in homework assignments and the development of students' homework effort, homework emotions, and achievement. Journal of Educational Psychology, 101(1), 176-189.
  • Marzano, R., & Pickering, D. (2007). Special topic: The case for and against homework. Educational Leadership, 64(6), 74–79.
  • Nunez, J. C., Suarez, N., Cerezo, R., Rosario, P., & Valle, A. (2013). Homework and academic achievement across Spanish Compulsory Education. Educational Psy-chology, doi:10.1080/01443410.2013.817537.
  • Nunez, J. C., Suarez, N., Rosario, P., Vallejo, G., Valle, A., & Epstein, J. L. (2015). Relationships between parental involvement in homework, student homework behaviors, and academic achievement: Differences among elementary, junior high, and high school students. Metacognition and Learning, doi:10.1007/s11409-015-9135-5.
  • Oak, M., (2009). Benefits of homework. Buzzle.com. Retrieved April 10, 2017 from http://www.buzzle.com/articles/benefits-of-homework.html
  • Olympia, D., Sheridan, S., Jenson, W., & Andrews, D. (1994). Using student-managed interventions to increase homework completion and accuracy. Educational Psy-chology Papers and Publications, 85-99.
  • Özsevgeç, T. (2016). Veri toplama. M. Bütün ve S.B. Demir (Ed.), Nitel araştırma yöntemleri (ss. 145-178). Ankara: Siyasal kitabevi.
  • Paschal, Weistein, & Walberg. (2003). The effects of homework on learning; a quantita-tive synthesis. Journal of Educational Research, 78(1), 97–104.
  • Paulu, N. (1998). Helping your students with homework: A guide for teachers. Wash-ington, DC: US Department of Education, Office of Educational Research.
  • Punch, K.F. (2014). Sosyal araştırmalara giriş. (D. Bayrak, H.B. Arslan ve Z. Akyüz, Çev.) Ankara: Siyasal Kitabevi.
  • Ramdass, D., & Zimmerman, B. (2011). Developing self-regulation skills: The important role of homework. Journal of Advanced Academics, 22(2), 194-218 .
  • Rosario, P., Mourao, R., Baldaque, M., Nunes, T., Nunez, J. C., Gonzalez-Pienda, J. A., et al. (2009). Homework, self-regulated learning and math achievement. Revista de Psicodidática, 14(2), 179–192.
  • Rosario, P., Mourao, R., Trigo, L., Suarez, N., Fernandez, E., & Tuero-Herrero, E. (2011). English as a foreign language (EFL) homework diaries: Evaluating gains and constraints for self-regulated learning and achievement. Psicothema, 23(4), 681–687.
  • Rudman, N. P. C. (2014). A review of homework literature as a precursor to practition-er-led doctoral research in a primary school. Research in Education, 91(1), 12-29.
  • Scholastic Parents, (1996). Quick click: 12 ways to develop your child’s organizational skills. Retrieved July 13, 2018 from http://www.scholastic.com/browse/article.jup?ID=2085.
  • Schunk, D. H., & Zimmerman, B. J. (1994). Self-regulation of learning and performance. Hillsdale, NJ: Erlbaum.
  • Som, İ. & Ekşi, G. (2015). Görüşmeye tiyatral bir bakış. H. Aydın (Ed.), Sosyal bilim-lerde nitel araştırma yöntemleri (ss. 129-188). Konya: Eğitim Kitabevi.
  • Theodore, L., Dioguardi, R., Hughes, T., Aloiso, D., Carlo, M., & Eccles, D. (2009). A Class-Wide Intervention for Improving Homework Performance. Journal of Ed-ucational and Psychological Consultation, 19, 275–299.
  • Trautwein, U. (2007). The homework–achievement relation reconsidered: differentiating homework time, homework frequency, and homework effort. Learning and Instruction, 17(3), 372–388.
  • Trautwein, U., & Koller, O. (2003). The relationship between homework and achieve-ment—Still much of a mystery. Educational Psychology Review, 15(2), 115–145. doi:10.1023/A:1023460414243.
  • Trautwein, U., Köller, O., Schmitz, B., & Baumert, J. (2002). Do homework assign-ments enhance achievement? A multilevel analysis in 7th-grade mathemat-ics. Contemporary Educational Psychology, 27(1), 26-50.
  • Trautwein, U., & Ludtke, O. (2007). Students’ self-reported effort and time on home-work in six school subjects: Between-students differences and withinstudent variation. Journal of Educational Psychology, 99(2), 432–444. doi:10.1037/ 0022-0663.99.2.432
  • . Trautwein, U., Schnyder, I., Niggli, A., Neumann, M., & Ludtke, O. (2009). Chameleon effects in homework research: The homework—Achievement association de-pends on the measures and the level of analysis chosen. Contemporary Educa-tional Psychology, 34(1), 77–88. doi:10.1016/j.cedpsych.2008.09.001 .
  • Van Voorhis, F. (2003). Interactive homework in middle school: Effects on family in-volvements and science achievement. Journal of Educational Research, 96 (6), pp. 323 – 338.
  • Van Voorhis, F. (2004). Reflecting on the homework ritual: Assignments and designs. Theory into Practice, 43(3), 205–212. doi:10.1207/s15430421tip4303_6.
  • Vatterott, C. (2009). Rethinking homework. Best practices that support diverse needs. Alexandria, VA: ASCD.
  • Warton, P. (2001). The forgotten voices in homework: Views of students. Educational Psychologist, 36(3), 155–165. doi:10.1207/S15326985EP3603_2.
  • Yıldırım, A. & Şimşek, H. (2013). Nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Zakharov, A., Carnoy, M., & Loyalka, P. (2014). Which teaching practices improve student performance on high-stakes exams? Evidence from Russia. International Journal of Educational Development, 36, 13-21.
Toplam 63 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Mehmet Turgut Bu kişi benim

Atila Yıldırım Bu kişi benim

Yayımlanma Tarihi 11 Kasım 2020
Gönderilme Tarihi 16 Nisan 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 4 Sayı: 1

Kaynak Göster

APA Turgut, M., & Yıldırım, A. (2020). ADVANTAGES AND DISADVANTAGES OF ASSIGNMENTS ACCORDING TO PARENTS’ OPINIONS OF PRIMARY SCHOOL STUDENTS. International Journal of Quality in Education, 4(1), 22-54.
AMA Turgut M, Yıldırım A. ADVANTAGES AND DISADVANTAGES OF ASSIGNMENTS ACCORDING TO PARENTS’ OPINIONS OF PRIMARY SCHOOL STUDENTS. IJQE. Kasım 2020;4(1):22-54.
Chicago Turgut, Mehmet, ve Atila Yıldırım. “ADVANTAGES AND DISADVANTAGES OF ASSIGNMENTS ACCORDING TO PARENTS’ OPINIONS OF PRIMARY SCHOOL STUDENTS”. International Journal of Quality in Education 4, sy. 1 (Kasım 2020): 22-54.
EndNote Turgut M, Yıldırım A (01 Kasım 2020) ADVANTAGES AND DISADVANTAGES OF ASSIGNMENTS ACCORDING TO PARENTS’ OPINIONS OF PRIMARY SCHOOL STUDENTS. International Journal of Quality in Education 4 1 22–54.
IEEE M. Turgut ve A. Yıldırım, “ADVANTAGES AND DISADVANTAGES OF ASSIGNMENTS ACCORDING TO PARENTS’ OPINIONS OF PRIMARY SCHOOL STUDENTS”, IJQE, c. 4, sy. 1, ss. 22–54, 2020.
ISNAD Turgut, Mehmet - Yıldırım, Atila. “ADVANTAGES AND DISADVANTAGES OF ASSIGNMENTS ACCORDING TO PARENTS’ OPINIONS OF PRIMARY SCHOOL STUDENTS”. International Journal of Quality in Education 4/1 (Kasım 2020), 22-54.
JAMA Turgut M, Yıldırım A. ADVANTAGES AND DISADVANTAGES OF ASSIGNMENTS ACCORDING TO PARENTS’ OPINIONS OF PRIMARY SCHOOL STUDENTS. IJQE. 2020;4:22–54.
MLA Turgut, Mehmet ve Atila Yıldırım. “ADVANTAGES AND DISADVANTAGES OF ASSIGNMENTS ACCORDING TO PARENTS’ OPINIONS OF PRIMARY SCHOOL STUDENTS”. International Journal of Quality in Education, c. 4, sy. 1, 2020, ss. 22-54.
Vancouver Turgut M, Yıldırım A. ADVANTAGES AND DISADVANTAGES OF ASSIGNMENTS ACCORDING TO PARENTS’ OPINIONS OF PRIMARY SCHOOL STUDENTS. IJQE. 2020;4(1):22-54.