Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Homework has been a topic of interest in the public, research and educational arenas throughout the last decades. Yet, researchers disagree on the influence of homework on academic achievement and its value as an instructional technique. Similarly, educators, parents and policymakers have debated on the appropriate amount of homework that students should have, if any. This report reviews the literature on the relationship between homework and academic achievement. Starting from an overview of the historic views of homework in the US and the early literature on the topic, this report provides a thorough analysis of recent literature (post-1980 studies), including factors mediating the effect of homework on academic achievement, such as gender, race/ethnicity, socioeconomic status, age and grade level, parental involvement, aspirations and attitudes, teachers’ attitudes, cognitive ability, homework time, motivation and social interactions. The report concludes with implications and suggestions for practice and education policy. / text

No description available.

No description available.

Syftet med denna studie var att analysera och beskriva lärare i Idrott och hälsas erfarenheter och upplevelser av att använda läxor med hjälp av bland annat modern teknik i ämnet Idrott och hälsa. 8 stycken verksamma lärare i Idrott och hälsa intervjuades med hjälp av kvalitativa intervjuer. I resultatet framkom att lärarna delvis hade liknande erfarenheter av att använda läxor och modern teknik i sin undervisning, jämfört med beskrivningar i tidigare forskning. Vissa lärare använde läxor i sin undervisning, andra inte. Resultatet i denna studie uppvisar en paradox: de flesta av lärarna i önskade att skolan blev läxfri, fast de i nuläget själva använde sig av läxor exempelvis i syfte att utöka ämnestiden. När det gäller användning av modern teknik i undervisningen i ämnet Idrott och hälsa varierande detta beroende på vilka förutsättningar som fanns inom de olika skolorna. Det framkom även att det fanns ett generellt behov av vidareutbildning bland lärarna för att kunna genomföra den undervisning de ville med hjälp av modern teknik.

The purpose of this study was to determine the amount of homework assigned to sophomore and senior high school students of White Plains High School, White Plains, New York, during a typical school day, and to determine certain parent, teacher and student reactions and expectations relative to those assignments. The subject areas for which homework assignments were studied in detail, and upon which correlations were made, were English, mathematics, social studies, and science.Instruments, specifically developed to correlate responses from three different groups were completed by 159 parents of students involved in the study, 54 teachers of the four subject areas indicated above, 505 sophomores, and 408 seniors. Two hundred and eighteen student response sheets which were electronically rejected because of deviations in responding techniques, were hand scored to obtain responses to specific questions. All other response sheets were tabulated electronically. Because of an insufficient number of responses, data gathered from the parent instruments were not used for statistical analysis.Data obtained from the various instruments were applied to the chi-square test of independence to determine rejection of null hypotheses.In applying data obtained from questionnaires to the chisquare formula, eight hypotheses were rejected and five hypotheses were not rejected. There was insufficient data to allow application of this formula to one of the hypotheses; one hypothesis, therefore, remains untested.The hypotheses that were rejected are:There is no significant difference in the amount of time that English teachers think that it takes students to complete assignments and the amount of time that students actually work on those assignments.There is no significant difference in the amount of time that mathematics teachers think that it takes students to complete assignments and the amount of time that students actually work on those assignments.There is no significant difference in the amount of time spent on homework between college-bound and non college-bound students.There is no significant difference in the amount of time spent on homework between sophomore and senior populations.There is no significant difference in the amount of time spent on homework between boy and girl populations.There is no significant difference in the amount of time spent on homework in the subject of English between sophomore and senior populations.There is no significant difference in the amount of time spent on homework in the subject of mathematics between sophomore and senior populations.There is no significant difference in the amount of time spent on homework in the subject of science between sophomore and senior populations.The hypotheses that were not rejected are:There is no significant difference in the amount of time that social studies teachers think that it takes students to complete assignments and the amount of time that students actually work on those assignments.There is no significant difference in the amount of time that homework is worked on in school between boy and girl populations.There is no significant difference in the amount of time that homework is worked on in school between sophomore and senior populations.There is no significant difference in the amount of time spent on homework in the subject area of social studies between sophomore and senior populations.The hypothesis that was not tested because of insufficient data is:There is no significant difference in the amount of time that science teachers think that it takes students to complete assignments and the amount of time that students actually work on those assignments.In general, the data indicate that girls tend to spend more time on homework than boys, sophomores spend more time on homework than seniors, college-bound students spend more time on homework than non college-bound students, and that there is a disparity between the length of time that teachers think that it will take students to complete an assignment and the length of time that students work on those assignments.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2008. / Title from PDF title page (viewed on Mar. 11, 2008). Includes bibliographical references.

Thesis (Ph. D)--UCLA, 2006. / Vita. Includes bibliographical references (leaves 193-202).

Thesis (M.S.W.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 144-148).

Thesis (M.A.)--Rowan University, 2004. / Typescript. Includes bibliographical references.