A self-study at a local elementary school revealed that homework assignments appeared to be at lower levels of Bloom’s taxonomy, and students were inadequately prepared for summative assessments that required the application and critical thinking levels of Bloom’s taxonomy. Formative assessment data, ideally, drives teachers’ instructional decisions in the classroom. The purpose of this qualitative case study was to better understand the formative assessment processes that drive instructional decision making. The conceptual framework by Chappuis and influenced by Black and Wiliam includes the strategic process for successful formative assessment teaching and learning. The research questions explored the use of homework as a formative assessment in classrooms. In this intrinsic case study, data collection included face to face interviews with 10 general education Grade 3-5 teachers in 2 different schools within the same, a 2- week document analysis of homework assigned in language arts and mathematics, and a focus group of participants. The data were analyzed with open coding followed by axial coding to determine themes. Member checking and triangulation were used to ensure validity and accuracy. The themes that emerged from the coded data identified ineffective teacher use of feedback, self-assessment, and learning targets—essential practices of the formative assessment process. Improving the formative assessment process for teaching and learning may encourage positive social change through promoting teacher selfefficacy and collaboration through a professional development paired with a professional learning community. This study may also lead teachers to change their formative assessment processes and provide guided instruction that enhances student learning outcomes.

Home/school/community factors of student jobs, extracurricular activities, church activities, community activities, family activities, and television watching were examined to determine the relationship between these factors and the time students spent on homework. Two hundred forty-seven high school students were used as subjects. A student time log and questionnaire were developed and used to collect the data. Eight students were closely examined through case studies. When time spent on homework was correlated with time spent at a job, the results were strongly negative (r = -.89). Time spent on homework was moderately correlated (r= + .46) with time spent in extracurricular activities. When time spent on homework was correlated with time spent in family activities, the results were moderately negative (r= -.41 ). Time spent on homework was moderately correlated (r= +.64) with time spent in church activities. When time spent on homework was correlated with time spent watching television, the results were strongly negative (r = -.77). No statistically significant difference was found between the number of conflicts above average students reported doing homework and the number of conflicts below average students reported doing homework. A call was made for parents, students, and school personnel to beware of the possible negative effects of students spending excessive time at jobs, watching television, and in extracurricular activities.

<p>Purpose: The purpose of this work is to investigate teachers' professional attitude to homework as a method. The study will also provide answers to the purpose for which the homeworks are used in teaching and if the individual circumstances and needs are met by this method.</p><p>Method: Qualitative research was conducted through interviews with four teachers from three different schools. In addition, published surveys were used in support of reasoning.</p><p>Results: Neither the curriculum or the syllabus mentions homework. There are no directives for how much time should be dispensed with and the extent of a homework should be. In teacher training literature the homework is not discussed. The homework as a phenomenon is, in other words, superficially treated and discussed very seldom, despite being a large part of the student's leisure. In the interviews, it appeared different views on homework. None of the teachers use homework because it is tradition in school history, but all have a thought with it. Two strong reasons to homework emerged, one is that homework is given to repeat knowledge, and the other is that students have to take home the work they haven´t been able to finish on time. The reason that some of the informants were skeptical of homework was that they considered it to be unfair against students who do not have support at home. Another reason was that they felt that the assessment of the student should be done not only on the final outcome but on the whole process. This assessment cannot be implemented if a large part of the work is done at home. The teacher must be present and be a mentor to the student.</p>

<p>The aim in this essay is to investigate students’ attitudes to homework in grade six, and closerstudy the attitudes of the students who think homework is difficult and boring. I have chosento investigate and find out why homework is perceived as boring and cumbersome for somestudents in sixth grade. I hope to identify the aspects that contribute to the negativeconsequences that arise in connection with the homework. The following questions are usedto make the study: Do some students experience homework as boring and difficult? Do somestudents get any form of support at home, if so, how do students perceive the support fromhome? How do students feel that homework affects their leisure?What is the reason that the homework is perceived as difficult and boring according to thestudents? How should the shape of homework change according to the students who believethat homework is difficult and boring?</p><p>I have chosen to do the study with older students who have more experience with homework.I used both qualitative and quantitative methods, those are interviews and questionnaires. Ichose to focus only on those students who have a negative attitude to homework, which iswhat interested me most. The result was shown in both the questionnaires and interviews thatthe majority of students feel that homework is boring and difficult. It has been shown thatstudents in the interview have a very positive attitude to short and personalized homework.The students believe that other forms of homework, such as experimenting, cooking, solvingcrossword puzzles would be more fun to do. All students believe that they could managedifficult homework if they were more interesting and fun.</p><p> </p>

The aim in this essay is to investigate students’ attitudes to homework in grade six, and closerstudy the attitudes of the students who think homework is difficult and boring. I have chosento investigate and find out why homework is perceived as boring and cumbersome for somestudents in sixth grade. I hope to identify the aspects that contribute to the negativeconsequences that arise in connection with the homework. The following questions are usedto make the study: Do some students experience homework as boring and difficult? Do somestudents get any form of support at home, if so, how do students perceive the support fromhome? How do students feel that homework affects their leisure?What is the reason that the homework is perceived as difficult and boring according to thestudents? How should the shape of homework change according to the students who believethat homework is difficult and boring? I have chosen to do the study with older students who have more experience with homework.I used both qualitative and quantitative methods, those are interviews and questionnaires. Ichose to focus only on those students who have a negative attitude to homework, which iswhat interested me most. The result was shown in both the questionnaires and interviews thatthe majority of students feel that homework is boring and difficult. It has been shown thatstudents in the interview have a very positive attitude to short and personalized homework.The students believe that other forms of homework, such as experimenting, cooking, solvingcrossword puzzles would be more fun to do. All students believe that they could managedifficult homework if they were more interesting and fun.

Purpose: The purpose of this work is to investigate teachers' professional attitude to homework as a method. The study will also provide answers to the purpose for which the homeworks are used in teaching and if the individual circumstances and needs are met by this method. Method: Qualitative research was conducted through interviews with four teachers from three different schools. In addition, published surveys were used in support of reasoning. Results: Neither the curriculum or the syllabus mentions homework. There are no directives for how much time should be dispensed with and the extent of a homework should be. In teacher training literature the homework is not discussed. The homework as a phenomenon is, in other words, superficially treated and discussed very seldom, despite being a large part of the student's leisure. In the interviews, it appeared different views on homework. None of the teachers use homework because it is tradition in school history, but all have a thought with it. Two strong reasons to homework emerged, one is that homework is given to repeat knowledge, and the other is that students have to take home the work they haven´t been able to finish on time. The reason that some of the informants were skeptical of homework was that they considered it to be unfair against students who do not have support at home. Another reason was that they felt that the assessment of the student should be done not only on the final outcome but on the whole process. This assessment cannot be implemented if a large part of the work is done at home. The teacher must be present and be a mentor to the student.

Purpose: The purpose of this qualitative study was to illuminate and compare how teachers and parents are describing the homework. The study will also attempt to answer these issues; How is the purpose of the homework described from teachers and parents? How are the effects of the homework described by teachers and parents? How do teachers and parents describe the responsibility for the implementation of the homework? Methods: Qualitative study, a comparison between teachers and parents description of the homework phenomenon. The material that forms the discussion are fetched from blog forums. Summary of conclusions: The Swedish school system is based on democratic values. This means that the students are supposed to gain equal opportunity for qualified education independent of their socioeconomic backgrounds. Based on this context is the study relevant as the homework reveals that conditions and qualifications differ between students. It also becomes obvious that the homework is a well established method in the Swedish school even though that it no longer is even mentioned in the official curriculum guidance.

Thesis (M.S.)--Mississippi State University. Department of Physics and Astronomy. / Title from title screen. Includes bibliographical references.

Šio darbo teorinėje dalyje analizuojama savarankiško darbo samprata, išskiriami savarankiško darbo tipai, aiškinama diferencijavimo sąvoka, apibūdinami ugdytinių pažinimo principai, aptariama galimybė diferencijuoti savarankiškų darbų užduotis pagal B. Bloom‘o kognityvinių gebėjimų taksonomiją, atskleidžiama savarankiško darbo klasėje ir namuose diferencijavimo bei organizavimo specifika. Antrojoje darbo dalyje aprašomas atliktas savarankiško darbo diferencijavimo tyrimas bendrojo lavinimo mokykloje. Atlikus teorinę analizę paaiškėjo, kad bendrojo lavinimo mokykloje savarankiškas darbas yra protinė ir fizinė veikla, kai mokinys tik savo pastangomis, sąmoningai įgyja naujų žinių, mokėjimų ir įgūdžių. Diferencijavimas ugdymo procese yra siejamas su viso mokymo proceso tobulinimu. Mokslinėje literatūroje yra išskiriami penki pagrindiniai ugdytinių pažinimo principai, kuriais remiantis individualus mokinio pažinimas palengvina mokymą. Teorinėje dalyje taip pat siūloma užduotis mokiniams diferencijuoti taikant B. Bloom‘o taksonomijos žinojimo ir pritaikymo lygmenis, skaidant juos į smulkesnius vienetus pagal mokinių gebėjimus. Atlikus tyrimą bendrojo lavinimo mokykloje, kuriame dalyvavo 6 – 12 klasių mokiniai, paaiškėjo, kad 37 % mokinių savarankiško darbo užduotys klasėje turi būti diferencijuojamos, atsižvelgiant į jų individualius gebėjimus bei įvertinus patiriamus mokymosi sunkumus. Tik kiek daugiau nei pusė, 53 % besimokančiųjų, patiriančių mokymosi sunkumų, sulaukia... [toliau žr. visą tekstą] / In the theoretical part of this work, the conception of individual work is analysed, the types of individual work are discussed, the concept of differentiation is explained and the cognition principles of pupils are described. Possibilities to differentiate individual tasks according to B. Bloom‘s taxonomy of cognitive abilities are also discussed in this part, which reveals the specific features of differentiation and organization of individual work in the classroom and at home. The research on differentiation of individual work at a secondary school is described in the second part of this work. Theoretical analysis showed that individual work at a secondary school is a mental and physical activity, when a pupil obtains new knowledge, skills and abilities using his/ her own efforts, consciously. Differentiation in the process of education is related with the improvement of the whole teaching process. Scientific literature excludes five main cognition principles of pupils that can be the base of individual cognition of a pupil to make teaching easier. It is also offered in the theoretical part to differentiate tasks for pupils using the levels of knowledge and application of Bloom‘s taxonomy dividing them into smaller units according to pupils‘abilities. The research at the secondary school, where the pupils of 6-12 classes have taken part, showed that individual work in the classroom has to be differentiated for 37% of pupils, taking into consideration their individual... [to full text]

This small scale case study focused on the difficulties experienced by the six Grade seven learners from a selected township school when they were writing their English homework. Literature suggests a gap in findings on the perspectives of learners. The study utilized six Grade seven learners who had failed to complete their English homework which they had been given the previous day by their English language educator. The participants had been given a comprehension test on the previous day that they had started in the classroom and they were expected to finish it at home as their homework. Three boys and three girls were chosen from three different Grade seven sections as participants for the study. The data for this study was obtained by the semi structured interviews. The semi structured interviews were informed by drawings which were used by the learners to help them remember some of the things that they might have forgotten if there were no drawings to broaden responses to the questions. These interviews were conducted in a secluded class to avoid disturbances by the other learners. The interviews took place during one week and they were conducted for thirty minutes after school. A tape recorder was used to record the data which was later to be transcribed and analyzed. This study revealed through its findings that the learners experienced a number of difficulties when they were writing their English homework and as a result they could not finish it. Some of the findings that emerged from this study were amongst others, the lack of space at home to write homework, lack of someone to help with homework, and the house chores that have to be done by the learners when they come back from school. Findings of this study suggest that as English educators we need to give our learners an opportunity to speak out about some of the challenges or difficulties they experience when they are writing their English homework. Moreover, we need to teach our learners to plan their time properly so that they have enough time to write their homework when they come back from school since there are things that they have to do when they come back from school which cannot take a backseat or be done by their parents like the house chores. Finally, findings in this study suggest the importance of the open lines of communication between the parents the educators. This open line of communication could help close the gap that is between the educators and the parents and it can also help everybody understand what is expected from them when it comes to the issuing and the monitoring of schoolwork. This may help the educators communicate with the parents about their children’s homework and what is expected from them. / M. Ed. University of KwaZulu-Natal, Durban 2014.