Syftet med studien är att undersöka vad en läsläxa är och hur lärare och vårdnadshavare arbetar med läsläxan. Vi vill förtydliga vad läsläxa är som företeelse. Vi vill undersöka hur läsläxan som arbetsinstrument förankras hos vårdnadshavarna och vilka åsikter lärare och vårdnadshavare har om läsläxa. Studien använder en metodkombination bestående av kvalitativa intervjuer och kvantitativa enkäter. Tolkningen är kvalitativ utifrån Säljös vidareutveckling av Vygotskijs sociokulturella teori. Resultatet visar två lärares och 33 vårdnadshavares uppfattning av vad läsläxan är som företeelse. Slutsatsen visar att lärarna och vårdnadshavarna har en tydlig bild av vad en läsläxa är och flera perspektiv på vad som är syftet med läsläxan samt att vårdnadshavare har en avgörande roll för läsläxan.

This study investigated the involvement of parents in their children’s homework in the Umlazi District, Mayville Circuit, KwaZulu-Natal. A literature review investigated the nature of parental involvement in learner schoolwork, the role and function of homework in education, models of effective teacher practices to ensure parental involvement in homework and an empirical study that investigated perceptions of teachers, managers and parents regarding effective parental involvement in homework in education. The findings indicate that most teachers agreed that parental involvement in homework is important for learner achievement. The literature review and empirical investigation showed that lack of parental involvement was due to socio-economic factors. From the findings of the investigation, recommendations were made for parents, teachers, school managers and the KwaZulu-Natal Department of Education to encourage effective parental involvement in their children’s homework and other aspects of their child’s education. / Educational Management and Leadership / M. Ed. (Education Management)

This study investigated the involvement of parents in their children’s homework in the Umlazi District, Mayville Circuit, KwaZulu-Natal. A literature review investigated the nature of parental involvement in learner schoolwork, the role and function of homework in education, models of effective teacher practices to ensure parental involvement in homework and an empirical study that investigated perceptions of teachers, managers and parents regarding effective parental involvement in homework in education. The findings indicate that most teachers agreed that parental involvement in homework is important for learner achievement. The literature review and empirical investigation showed that lack of parental involvement was due to socio-economic factors. From the findings of the investigation, recommendations were made for parents, teachers, school managers and the KwaZulu-Natal Department of Education to encourage effective parental involvement in their children’s homework and other aspects of their child’s education. / Educational Leadership and Management / M. Ed. (Education Management)

This research focuses on aspects of parental involvement in homework and the differing power relations which homework uncovered within the family. It is concerned with the deeper implications of homework through exploring the attitudes, behaviours and beliefs of teachers and/or parents and/or pupils and to consider who really is in control of the homework process, the perceived and actual roles of the participants, the resistances to homework and the possible changing social factors which impinge on homework. This thesis offers a unique contribution to the homework discourses as it uses a qualitative approach, drawing on an extended version of the French and Raven (1959) conceptualisation of power as a means of interrogating the data, by labelling certain attitudes, behaviours and beliefs, to seek explanations of the patterns of power. These patterns of power are exposed through the family’s story of their engagement, or not, in the homework process. The notion of engaging pupils in the learning process is at the heart of many of the recent educational initiatives, arising from the National debate on Education (2002). At the heart of these new initiatives is the notion of learners being actively involved in the learning process, in and out of the classroom to encourage them to take responsibility for their learning. A number of implications for pupils, parents, teachers and the government are considered. These particularly relate to the effective practices of teachers and parents as a means of preventing the pupils from controlling the homework process and to the government to consider appropriate and effective means of ensuring that all concerned are engaged in conducting homework which is interesting, stimulating and motivating.

The problem at an elementary school is teachers' lack of knowledge and information on the perceptions and motivation of students to complete independent mathematics homework. The purpose of this study was to identify students' perceptions regarding their homework environment and academic motivation in mathematics. The study's conceptual framework, attribution theory, supported the examination of drivers of motivation for participants related to homework completion. Guiding research questions, supported by Keller's ARCS model, focused on the identification of students' perceptions of homework attention, relevance, curiosity, satisfaction, and their preferred homework environment. This qualitative research study obtained data from semistructured interviews with 44 fourth-grade participants. Data were analyzed using constant comparative analysis to identify motivational drivers of homework completion and students' preferred environment. Findings showed 48% of students preferred a traditional home environment, while 43% of students preferred a study hall environment. Despite these slight differences, students desired environmental conditions that were comfortable, offered resources, had teacher or other adult availability, and provided timely feedback as the primary motivational drivers of homework completion. The project, a white paper, should generate dialogue about understanding students' perceptions about motivation and homework. A proposed homework guide should be used to provide academic support, constructive feedback, and ways to create an environment that supports students' learning needs and work habits. This study may support social change within the community by creating awareness and action to improve student mathematics motivation.

The purpose of this investigation (a quasi-experimental design called a non-equivalent design group (NEDG)) was to determine if allowing students in a science majors general Chemistry I course the choice in establishing the due dates that their homework was due to the instructor would improve course averages. This study covered two semesters with a total of 288 students participating with n = 158 in the fall and n = 130 in the spring. The students self-selected the homework group, VOICES, that best fit his/her needs which included (1) the instructor's homework schedule, (2) a student-customized schedule or a schedule that followed the exam schedule, or (3) all homework due by the last class day prior to the final exam. Online homework was assigned and graded with individual assignment and homework average grades collected and analyzed. No statistically significant differences were found among the VOICES groups with respect to final course average. Other results of this study replicated findings in the literature; namely, that there is a higher correlation between mathematics skills and course success. Course averages of students who had completed Calculus I or higher were statistically significantly higher than students with less completed mathematics coursework in all VOICES groups. Also, the percentage of successful students in the on-sequence semester (fall) was higher than the percentage of students in the off-sequence semester (spring). No differences were seen in any VOICES group's student demographics or high school chemistry preparation.

Doctor of Philosophy / Curriculum and Instruction Programs / Andrew G. Bennett / On-line homework is becoming a larger part of mathematics classrooms each year. Thus, ways to maximize the effectiveness of on-line homework for both students and teachers must be investigated. This study sought to provide one possible answer to this aim, by requiring students to achieve at least 50% for any on-line homework assignment in order to receive credit. Research shows that students respond well to reasonably set high expectations, and coupling this with one of the primary advantages of on-line homework, the ability to rework assignments, provided the basis for this study. Data for this experimental study was collected from the spring semester of 2008 until the fall semester of 2009, and included student exam scores, the number of on-line assignments above and below the 50% threshold, and the number of times students accessed help features of the on-line homework system when given the ability to do so. Analysis at both the whole-class and cluster levels attempted to discern the effectiveness of the intervention. Results indicated that significantly fewer students settled for on-line homework scores less than 50% in the experimental semesters where the 50% requirement was in place than in the control semesters in which the requirement was absent. Certain clusters of students seemed to benefit even more than others from this higher expectation, leading to the possibility of differentiated instruction or differentiated interventions in the future. In addition to fewer sub-par on-line homework scores, students also demonstrated other positive traits, such as accessing the on-line help links more within the experimental semesters.

This thesis investigates and analyses the level of challenge for able students in an 11-18 Academy. It is addressed from my position as the Principal of the case study Academy and a novice researcher. Eight teachers who formed the Teaching and Learning group within the Academy participated in the study, as part of a community of practice with an interest in the issue addressed and the research process. The study focused on concerns arising from Learning Walks and Ofsted feedback about the perceived lack of challenge for able students. Using a three layer action research methodology, the views and practices of staff and students about challenge in ILTs (Independent Learning Tasks) were explored. An initial brainstorming activity was followed by questionnaires, lesson observations and focus group sessions with a sample of 100 students (Years 7, 9, 10 and 11). At the close of the first layer of research, data analysis revealed a range of levels of challenge in different subject areas, and from these a Year 10 Geography group was selected, with the support of the teacher. The second action research layer involved the Geography teacher and 15 Geography students who had identified a lack of challenge in their ILTs. This shifted the focus of the research to consider the cognitive challenge incorporated into tasks, focusing on thinking skills and questioning techniques. The third and final action research layer resulted in a newly developed, collaboratively-constructed ‘student friendly’ thinking skills analysis which provided powerful and formative insights to ‘label’ challenge. The teacher responded reflexively to the outcomes by trying out a redeveloped approach to ILTs (homework) and questioning techniques within the Academy. The findings from this investigation suggest that, cognitively challenging, problem-solving tasks, co-constructed with students to include opportunities for Socratic questioning provide for greater challenge in the classroom. Finally, the benefits to be gained from establishing a research community where the Principal is the lead researcher, include an increased emphasis on staff as change agents and the critical contribution of student voice in pursuit of challenging teaching and learning.

published_or_final_version / Social Work / Master / Master of Social Work

An introductory problem set for use as a homework on Blackfoot (Algonquian). Gender (animate/inanimate) and determiner agreement are included. Note that the doc file uses the old SIL Doulos IPA93 font. Set includes doc, pdf and answer key. / This collection consists of learning objects developed for use in courses offered by the Department of Linguistics. Learning objects include lectures, presentations, quizzes, activities, and more. Access to this collection is restricted to authorized faculty and instructors. For access to this collection, please contact Dr. Amy Fountain, Department of Linguistics, avf@email.arizona.edu.