English and Swedish year one teachers' perspectives on the role of homework in young children's learning of number
This paper draws on data from semi-structured interviews undertaken with year one teachers in England and Sweden. The broad aim was to explore how teachers construe their own and parents’ roles in supporting year one children’s learning of early number. The role of homework within those efforts, surfaced as a key theme. The two data sets were analysed independently by means of a constant comparison process and yielded perspectives that were, cross culturally, both similar and different. The similarities...