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Abstract
This study investigates Turkish middle school science teachers' homework practices, the value teachers attach to homework and teachers' communication with parents about homework. One hundred and sixty-eight teachers completed surveys. Teachers reported to assign homework frequently: 93.4 per cent of the teachers reported that they assign homework either once a week or at the end of every class. Problem solving and doing research on a topic were the most commonly assigned homework types, while making summaries and memorizing information/formulas were the least preferred homework types. Teachers gave homework for a variety of reasons including knowledge acquisition, skill development and informing parents about child's progress. Structural equation modelling revealed that teachers were more likely to place value on homework if class size was small; teachers who placed value on homework were more likely to communicate with parents about homework and communication with parents facilitated students' homework completion.
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