published_or_final_version / Education / Master / Master of Education

Thesis (M.S.) -- Central Connecticut State University, 2008. / Thesis advisor: Philip Halloran. "... in partial fulfillment of the requirements for the degree of Master of Science in Secondary Mathematics Education." Includes bibliographical references. Also available via the World Wide Web.

Thesis (M.S.) -- Central Connecticut State University, 2008. / Thesis advisor: Robin S. Kalder. "... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics." Includes bibliographical references (leaves 17-18). Also available via the World Wide Web.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1999. / Includes bibliographical references.

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This research overview aimed to answer what different fields of use there is in mathematical homework and also how these varied between different grades. This was done by summarizing different studies and reports. The result showed that there were five different areas of use in mathematical homework. These were repetition-/ practice homework, immersion homework, preparatory homework, homework that is given for grades and the lack of homework. Furthermore, it showed that the usage changed with the grades. The conclusion showed that in earlier grades mathematical homework tended to be used to develop study techniques and responsibility. Whereas in the higher grades, homework is used to prepare the students for their next lesson or repetition.

The purpose of this study was to explore teacher and parent perceptions of homework effectiveness and homework purpose. Specifically, the researcher examined teacher and parent perceptions, perceptions of teachers in different grade level bands, and perceptions of teachers with different levels of experience. In this nonexperimental quantitative study, the researcher examined and analyzed the answers provided on an anonymous survey (Appendix A) provided electronically to educators and parents of students in five school systems in northeast Tennessee. Parents had a higher perception of both homework effectiveness and homework purpose. Homework effectiveness was perceived as higher by the “other” group (not k-2, 3-5, 6-8, or 9-12) in comparison to the 9-12 group of teachers. There were no significant differences in perceptions of homework effectiveness among the k-2, 3-5, and 6-8 groups of teachers. Homework purpose was perceived as higher in the 9-12 group than in the 3-5 group and the “other” group of teachers. No significant differences were found between the k-2 and 6-8 groups of teachers on homework purpose. There was no significant difference between perceptions of homework effectiveness or homework purpose among teachers with different levels of experience. This study revealed that parents tend to perceive a greater benefit in homework for both effectiveness and purpose than teachers do. While the level of teacher experience does not influence teacher perception of homework effectiveness or purpose, there are some significant differences in perceptions of teachers by different grade level bands. Recommendations are made to conduct further research on the topic of homework design, the impact of grading policies on homework perceptions, and homework differentiation.

The purpose of this study was to analyze the effects of (1) training the accurate completion of an assignment form, (2) providing feedback on accurate reporting of homework completion, and (3) consequences for completion or non-completion of homework. All students exhibited highly accurate recording of information on assignment forms and reports of what homework had been completed or not completed. Delivering consequences for completion or non-completion of assignments had a modest effect on homework completion. This package increased the proportion of homework assignments completed on time for all students in at least one, or as many as three, academic subjects. This package can be an efficient tool for teachers to monitor homework completion.

Genomförd undersökning under en tvåveckorsperiod i två gymnasieklasser, där den ena klassen gavs läxor och den andra inte. En enkät om elevers syn på och erfarenheter av läxor användes för en kvalitativ komplettering av det kvantitativa materialet. Den viktigaste slutsatsen är att läxor som företeelse behöver problematiseras mer, och att det krävs en samsyn bland alla lärare på skolan om läxornas syfte, utformning och uppföljning. / Investigation during a period of two weeks in two senior highschool classes, where one class was given homework and one was not. A survey regarding students view on and ecperiences of homework was used as a qualitative complement to the quantitative material. The most important conclusion is that homework as such needs to be problematized more, and that a shared vision amongst teachers is needed regardong the purpose, form and following up of homework.

The purpose of this study is to examine how some early year pupils define homework, how much homework they get and also how these pupils perceive that they are affected by the homework. The study is qualitative where ten pupils participated in a semi structured interview. The study will show that these pupils are given homework once a week. The homework is mostly math and reading. The study will continue to show that the pupils believe that homework is important for their learning and also that homework often is boring and that it competes with recreational activities such as friends, sports and rest. All interviewed pupils receive help with their homework from their guardians and they may battle over it.