Läxor är en del av undervisningen i många skolor idag. Det finns många tankar om hur läxan ska vara utformad och i vilket syfte eleverna ska ges läxa. I vår läroplan, Lgr 11 (Skolverket, 2011), finns dock inget skrivet om läxor. Syftet med min studie är att ta reda på hur matteläxan uppfattas ur ett elevperspektiv. Vilken uppfattning har eleverna om varför de får matteläxa och hur ser uppfattningen ut gällande utformningen? Detta undersöker jag genom en kvalitativ studie i form av semistrukturerade gruppintervjuer med elever på lågstadiet. Den data som samlas in bearbetas utifrån en induktiv tematisk analys. Resultatet visar bland annat att den vanligaste läxan som eleverna får är den som behandlar färdighetsträningen. Eleverna uppfattar matteläxan som att det är något de ska träna på hemma. Dock är matteläxan sällan individanpassad och uppfattas av många elever som alldeles för lätt och att den går alldeles för fort att göra. Inte heller framkommer att det finns någon uppföljning av matteläxan i skolan, som kopplas ihop med dess syfte. Min förhoppning med denna studie är att den ska lyfta fram elevernas uppfattning och tankar omkring matteläxan och ge mig som verksam lärare en vägledning till utformningen av mina matteläxor. / Homework is part of the teaching in many schools today. There are many thoughts about how the homework should be designed and for what purpose the students should be given homework. However, in our curriculum, Lgr 11 (Skolverket, 2011), nothing is written about homework.   The purpose of my study is to find out how the math homework is perceived from a student perspective. What view do the students have about why they get math homework and what does the perception of the design look like? I study this through a qualitative study in the form of semi-structured group interviews with pupils at the lower grades. The data collected is processed based on an inductive thematic analysis. The result shows, among other things, that the most common homework that the students receive is the one who treats the skills training. The students perceive the math homework as something that they should train at home. However, the math homework is rarely individualized and perceived by many students as being too easy and too fast to do. Nor does it appear that there is any follow-up of the math homework at school, which is linked to its purpose.   My hope with this study is that it will highlight the students' perceptions and thoughts about the math homework and give me as an effective teacher a guide to the design of my math homework’s.

A model of the person as a "community of selves" was used to investigate how adopting the perspective of different selves influenced anticipated compliance with therapy homework designed to decrease academic procrastination. A model of resistance to change derived from personal construct theory was used to predict which selves subjects would tend to see as more likely to take on the role of carrying out the homework. Focusing on different selves was found to influence anticipated compliance, and the model of resistance to change was partially successful in predicting which selves would be seen as more likely to carry out the homework. Implications for therapy and research are discussed within the framework of a model of first and second order change.

Many elementary students read below grade level, resulting in an inability to meet expectations on state testing. Epstein and other researchers theorized 3 influential factors that work together to help students achieve higher levels of attainment-home, school, and community. Studies have demonstrated the effectiveness of Epstein's Teachers Involve Parents in Schoolwork interactive homework (IH) to promote parent-child communication during learning interactions at home for students in language arts in Grades 6-8; however, there is little information on the effects of IH on reading achievement for elementary students. The purpose of this quasi-experimental study was to examine the effect IH has on reading achievement. Third grade students at a school in Georgia participated in IH (n = 18) and non-IH (n = 27) groups over a 9-week period. Reading achievement was measured by comparing standardized pre- and posttests. An analysis of covariance was used to analyze the interval-level pre- and posttest results while controlling for preexisting differences between the treatment and control group. The adjusted mean difference between the groups was not statistically significant. A white paper that discussed the results of the study and recommended further study of IH with incentives to increase participation was the project deliverable. Although findings were not significant, this study may contribute to social change by encouraging dialogue about using and constructing methods that could promote increased reading achievement in the elementary setting, provided adequate student participation.

This study investigates students’ beliefs and thoughts on homework for English. Two focus group interviews were conducted at the senior level of a compulsory school in the south of Sweden. From the interviews, we see that the students see an increasing vocabulary as the main purpose for homework in the English classroom, and that homework as such is never discussed in class. All students feel stressed because of homework, but a solution to this would be to have extra time in school for doing their homework. Moreover, the home context is an important factor in a student’s engagement in homework. In addition, the results show that vocabulary learning is the most frequent homework task for English, and that this is also the most preferable task. Finally, it seems that homework tasks are not individualised in the English classroom. To conclude, it is suggested that homework should be discussed more widely, and that the different assignments for English are varied and based upon different learner strategies.

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Currently over 13 million school age children are living in single parent homes. 40 percent of children B from single parent homes earn grades of D and F compared to 24 percent of children from two parent homes (Pines, 1982). This descriptive field study was designed to determine if different levels of parental participation in homework completion influence academic success when academic success is defined as grades that average A, B, or C in the single parent family. Four levels of parental participation were used, (1) supplies materials and resources required for homework completion; (2) directs student to do homework; (3) assures that homework is completed, visually views; and (4) assist with homework during time child is working, content teaching or correcting. The sample consisted of 58 fourth, fifth and sixth grade students and their parents. The parents and students were interviewed in their home setting. Information on academic success was obtained from public school records. The data were analyzed using discriminate analysis statistical techniques to determine group membership and to determine the strength of the four levels or a combination of the four levels of parental participation in homework completion in conjunction with student participation. The results indicate that parental assistance at Levels 3 and 4 are predictors of student grades. However, student time on homework in conjunction with parental assistance at Level 3 was a stronger predictor of student grades. / Ed. D.

The aim of the thesis is to explore how parents' life experience can become a resource to strengthen teaching about, and for, cultural diversity with the help of homework assignments and teacher feedback. Two of the four articles included are based on data from the Läxprojektet (2004-2006) [The Homework Assignment Project], which was a practicebased, collaborative research project at a multi-lingual and multi-cultural secondary school. The material collected from project and used in this thesis consists of collaborative homework assignments, audio recorded lessons, student texts and interviews with parents, students and teachers. Article A concerns teachers' feedback during classroom discussions. Results consist of seven categories of feedback and show that all feedback, in contrast to previous research, does not support students' learning. Article B show that collaborative lessons that are based on parents' life experience may fulfill the function of boundary objects (Star &amp; Griesemer 1989) between home and school. Article C deals with the relationship between homework and feedback, which is studied in a research review. Article D revealed that issues concerning how cultural diversity was highlighted at the municipal level and in school planning were primarily featured in the municipalities with the highest proportion of multilingual immigrant students. Thesis results suggest that: Feedback is a challenge for teachers when the content of what the students present is unknown. Parents' life experiences can be a resource in a content-based partnership between home and school. Teaching about cultural diversity is facilitated by the existence of cultural diversity among students and parents. In summary, results indicate that there are several factors that influence whether and how content and teaching about, and for, cultural diversity succeeds in schools. These factors affect the individual level, the classroom level and partially also the municipal level. / <p>At the time of the doctoral defence the following papers were unpublished and had a status as follows: Paper 2: In Press; Paper 3: In Press; Paper 4; Submitted.</p>

Syftet med studien är att beskriva fyra lärares respektive tio elevers syn på varför matematikläxor används i lågstadiet samt vilka attityder de har gentemot dem. Metoden som har använts är semistrukturerade intervjuer med elever och lärare i årskurs 1–2. Resultaten visar att samtliga lärare framförallt ger läxa i syfte att repetera och befästa kunskap. Eleverna framförde en likartad uppfattning och menade att läxan är till för att träna mer på det innehåll som har behandlats under lektionstid. Lärarnas attityder gentemot läxor skiljde sig, då två av lärarna uppgav en positiv inställning medan två av lärarna uttryckte en direkt negativ inställning till läxor. Resultaten visar vidare att lärarnas uppfattning om elevernas attityder gentemot matematikläxor skiljer sig från elevernas faktiska attityd. Lärarna förklarade att de upplevde de flesta elevers inställning som positiv. Samtidigt uppgav sex av tio elever en negativ inställning till arbetet med den senaste matematikläxan. Samtliga lärare uppgav att det kan finnas svårigheter med läxor, såsom tidsbrist och att konflikter kan uppstå i hemmet. En slutsats som kan dras från resultaten är att färdighetsträning är den vanligaste orsaken till att läxor ges, enligt både lärarna, eleverna och forskare. / The purpose of the study is to describe four teachers 'and ten students' views on why mathematics homework is used in primary school as well as what attitudes they have towards them. The method used is semi-structured interviews with students and teachers in grades 1–2. The results show that all teachers primarily give homework in order to repeat and consolidate knowledge. The students presented a similar view and said that the purpose of homework is to practice more on the content that has been treated during lesson. The teachers' attitudes towards homework differed, as two of the teachers stated a positive attitude, while two of the teachers expressed a direct negative attitude to homework. The results also show that the teachers' perception of the students' attitudes towards the mathematics homework differs from the students' actual attitude. The teachers explained that they experienced the attitude of most students as positive. At the same time, six out of ten students expressed a negative attitude to the work on the latest mathematics homework. All teachers stated that there may be difficulties with homework, such as lack of time and that conflicts may occur in the home. One conclusion that can be drawn from the results is that skill training is the most common reason why homework is given, according to both the teachers, the students and the researchers.

by Lee Fong-lok. / Thesis (Ph.D.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 309-323). / Questionnaires and some appendixes in Chinese. / TABLE OF CONTENTS --- p.ii / TABLES --- p.vii / FIGURES --- p.viii / ACKNOWLEDGMENTS --- p.ix / ABSTRACT --- p.xi / Chapter 1 --- INTRODUCTION --- p.1 / HOW COMPUTERS CAN HELP OUR CHILDREN --- p.2 / How Human Tutors Tutor --- p.7 / "Can Computers "" Think""?" --- p.11 / Intelligent Tutoring Systems --- p.17 / ELECTRONIC HOMEWORK --- p.18 / A Personal Tutor to Students --- p.18 / The Present Study 226}0ؤ An Investigation into Electronic Homework --- p.23 / How to Build up Electronic Homework --- p.25 / Effect of using Electronic Homework --- p.29 / The Future of Electronic Homework --- p.29 / CHAPTER SUMMARY --- p.30 / Chapter 2 --- REPRESENTATION OF KNOWLEDGE --- p.32 / OVERVIEW --- p.32 / HOW KNOWLEDGE IS REPRESENTED --- p.33 / SYMBOLIC EXPRESSIONS OR NEURAL NETWORKS --- p.36 / PROCEDURAL AND DECLARATIVE KNOWLEDGE --- p.37 / On Evidence Supporting the Procedural- Declarative Knowledge Distinction --- p.39 / Distinction of Knowledge --- p.49 / EXPLICIT VERSUS IMPLICIT KNOWLEDGE --- p.52 / DEGREE OF SOPHISTICATION VERSUS PROCEDURALIZATION --- p.53 / NOTATION OF KNOWLEDGE --- p.59 / What Should Be Done But Not What Is Actually Done --- p.62 / CHAPTER SUMMARY --- p.63 / Chapter 3 --- WHAT KNOWLEDGE TO INCORPORATE AND HOW --- p.67 / OVERVIEW --- p.67 / SEPARATE STORAGE FOR DIFFERENT TYPES OF KNOWLEDGE --- p.69 / DIFFERENT TYPES OF KNOWLEDGE --- p.70 / The Expert module --- p.71 / The Student Module --- p.78 / The Tutoring Module --- p.85 / The Communication Module --- p.121 / CHAPTER SUMMARY --- p.124 / Chapter 4 --- PROBLEM COMPLEXITY AND INDIVIDUAL DIFFERENCES --- p.127 / OVERVIEW --- p.127 / COGNITIVE DIFFICULTY OR SIMPLE ITEM DIFFICULTY RATIO --- p.129 / DIFFICULTY LEVEL OBTAINED BEFORE TEST ADMINISTRATION --- p.130 / OTHER MEASURES OF PROBLEM DIFFICULTY --- p.131 / Complexity of Problems --- p.132 / Problem Complexity Level --- p.133 / INDIVIDUAL DIFFERENCES --- p.133 / Chapter 5 --- HOW TO IMPLEMENT AND EVALUATE THE SYSTEM…… --- p.136 / OVERVIEW --- p.136 / KNOWLEDGE ACQUISITION --- p.140 / Expert Module --- p.141 / Student Module --- p.142 / Tutoring Module --- p.149 / Problem Difficulty --- p.155 / IMPLEMENTATION --- p.161 / Implementation of Knowledge into Computer Tutor --- p.161 / EVALUATION --- p.162 / Formative Evaluation --- p.162 / Summative Evaluation --- p.163 / CHAPTER SUMMARY --- p.167 / Chapter 6 --- KNOWLEDGE ACQUIRED --- p.169 / OVERVIEW --- p.169 / EXPERT MODULE --- p.170 / STUDENT MODULE --- p.172 / Mal-rules --- p.172 / Strategies for Handling Mal-rules --- p.176 / Understanding the Errors --- p.177 / Section Summary --- p.209 / TUTORING MODULE --- p.210 / Effects of tutoring --- p.210 / Scores in Posttest and Ceiling Effect --- p.214 / Effects of Practice and Tutoring Methods on Retention test --- p.214 / How Experienced Teachers Perceive --- p.221 / CHAPTER SUMMARY --- p.228 / Chapter 7 --- PROBLEM DIFFICULTY --- p.230 / OVERVIEW --- p.230 / RESULTS OF DIFFERENT MEASURES OF PROBLEM DIFFICULTY --- p.231 / Students' estimation of Item Difficulty --- p.232 / Item Difficulty Ratio --- p.234 / Teachers' Estimation of Problem Difficulty --- p.234 / Predicted Complexity --- p.237 / CORRELATION AMONG THE VARIOUS MEASURES OF PROBLEM DIFFICULTY --- p.243 / How students rate the problems --- p.245 / PREDICTING THE PROBLEM DIFFICULTY MEASURES --- p.246 / About the Three Measures --- p.249 / Practical Considerations --- p.252 / PROBLEM COMPLEXITY --- p.254 / USING PROBLEM COMPLEXITY IN ELECTRONIC HOMEWORK --- p.258 / CHAPTER SUMMARY --- p.258 / Chapter 8 --- SYSTEM EVALUATION --- p.259 / OVERVIEW --- p.259 / THE EVALUATION --- p.260 / Formative Evaluation --- p.260 / Summative Evaluation --- p.270 / DISCUSSION --- p.288 / Who Benefit From Using The System --- p.288 / Hardware Constraints --- p.289 / Human-computer interface --- p.289 / Effect on the use of Electronic Homework --- p.290 / Expert-Novice Differences --- p.292 / CHAPTER SUMMARY --- p.293 / Chapter 9 --- CONCLUSIONS AND DISCUSSION --- p.294 / OVERVIEW --- p.294 / THEORETICAL ASPECTS --- p.295 / Why and how do students make errors? --- p.296 / What makes an expert tutor? --- p.302 / KNOWLEDGE OBTAINED --- p.304 / CAN ELECTRONIC HOMEWORK HELP STUDENTS AND TEACHERS? --- p.305 / Purposes of the Evaluation --- p.305 / Results of The Evaluation --- p.306 / SUGGESTIONS --- p.306 / Machine Learning --- p.307 / Input Systems --- p.307 / Better understanding of Human Problem Solving Process --- p.307 / REFERENCES --- p.309 / Appendix A: Mal-rule Collecting Tests ……… --- p.324 / Appendix B: Test on Solving Algebraic Equations --- p.334 / Appendix C: Tutoring Scripts --- p.336 / Appendix D: Manipulative Rules Used In Solving Algebraic Equations --- p.338 / Appendix E: Remediation Rules Used In Solving Algebraic Equations --- p.339 / Appendix F: List of Mal-rules --- p.341 / Appendix G: Teachers' Estimation of Problem Difficulty --- p.344 / Appendix H: Learning Process Questionnaire --- p.349 / Appendix I: Questionnaire on the Use of Electronic Homework --- p.344 / Appendix J: Teachers' Perception on Electronic Homework --- p.347 / Appendix K: Students' Perception on the Use of Electronic Homework in Formative Evaluation --- p.346 / Appendix L: Results of Students' Perception on Electronic Homework --- p.347 / Appendix M: Students' Scores in Learning Process Questionnaire --- p.349 / Appendix N: Homework 1 --- p.355 / Appendix O: Homework 2 --- p.358 / Appendix P: Students' Retention Test Scores --- p.361 / Appendix Q: Results of Teachers' Perception on Electronic Homework --- p.366 / Appendix R: Transcript of Students' Interview --- p.368 / Appendix S: Installation and Source Code --- p.404

The aim of this research is to explore the views of pupils, parents and teachers about homework at Maylandsea Community Primary School. Specifically it is designed to investigate their opinions about the value and purpose of homework, about what sort of homework they think may be most suitable for primary aged children, about the different roles and responsibilities of stakeholders in the homework process and about ways in which homework activities might promote children’s involvement and their enjoyment of learning. These collected views were then used to prepare a framework to provide guidance, clarification and exposition in order to assist members of the school community. This research is designed to address the paucity of understanding about homework in a primary school and to discover if and why parents, pupils and teachers think that homework is valuable and worthwhile. This study is located within a qualitative, epistemological paradigm and it employs a social constructivist research methodology. The researcher adopts the stance that homework is a socially constructed, socially described and socially conceptualised activity. This is insider research and the researcher is also the school’s headteacher. There is an acknowledgement that action research models and participatory enquiry approaches have influenced the research design but have not defined it. This research is a single case study located within one semi-rural primary school in Essex. This study finds that parents, pupils and teachers recognise that homework has an important role to play in helping primary age children to learn, in developing positive learning habits and in promoting good personal and social skills. It discovers that there is confusion about parents’ roles in supporting homework. It demonstrates that homework should be made meaningful for families and engaging for pupils and that the foundation for successful homework lies within the quality of the tripartite relationships between teachers, children and parents. This thesis offers a new framework to support teachers and families and it concludes that, whilst existing literature is ambivalent in terms of the value, purpose and effectiveness of homework, stakeholders at this primary school consider it to have positive benefits both for learning and for the personal development of young children. However, these benefits are most evident when the homework tasks are interesting, varied, personalised and relevant to learners’ needs. Families are supportive of homework when they can appreciate that it is meaningful to them and their children.