Relevant bibliographies by topics / Homewok

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Homewok'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Homewok"

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Al-Maamari, Saif. "Social Studies Teachers’ Homework Practices in Oman." Asian Social Science 16, no. 7 (2020): 146. http://dx.doi.org/10.5539/ass.v16n7p146.

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This study aims at discovering the homework practices of ten social studies teachers in basic education schools of the second cycle (grades 5-10) in Muscat governorate, Oman. The sample comprised of (10) teacher’ planning books (5 male teachers and 5 female teachers) distributed in ten schools. The researchers designed a check list for analyzing the planning books of teachers consists of four domains: the types of homework tasks, the levels of knowledge of homework according to Bloom's taxonomy, the resources required to answer homework tasks, and the nature of working on homework. Findings of the study showed that social studies teachers assigned conventional homeworks, which might not be consistent with new goals of social studies in Oman.
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Trautwein, Ulrich. "The homework–achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort." Learning and Instruction 17, no. 3 (2007): 372–88. http://dx.doi.org/10.1016/j.learninstruc.2007.02.009.

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Thirumurthy, Vidya. "Homework, Homework Everywhere: Indian Parents' Involvement With Their Children's Homework." Childhood Education 90, no. 2 (2014): 83–90. http://dx.doi.org/10.1080/00094056.2014.889497.

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Wivagg, Dan. "Homework." American Biology Teacher 52, no. 1 (1990): 6. http://dx.doi.org/10.2307/4449016.

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Joannou, Maroula. "Homework." Women: A Cultural Review 18, no. 2 (2007): 216–18. http://dx.doi.org/10.1080/09574040701400338.

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Horner, Charlotte M. "Homework." Academic Therapy 22, no. 3 (1987): 239–44. http://dx.doi.org/10.1177/105345128702200302.

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Hodapp, Albert F., and Joan B. Hodapp. "Homework." Intervention in School and Clinic 27, no. 4 (1992): 233–35. http://dx.doi.org/10.1177/105345129202700409.

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Garrett, Joyce Lynn. "Homework." Kappa Delta Pi Record 43, no. 2 (2007): 56–57. http://dx.doi.org/10.1080/00228958.2007.10516462.

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Roderique, Tess W., Edward A. Polloway, Carla Cumblad, Michael H. Epstein, and William D. Bursuck. "Homework." Journal of Learning Disabilities 27, no. 8 (1994): 481–87. http://dx.doi.org/10.1177/002221949402700803.

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Epstein, Michael H., Edward A. Polloway, Regina M. Foley, and James R. Patton. "Homework." Remedial and Special Education 14, no. 5 (1993): 40–50. http://dx.doi.org/10.1177/074193259301400507.

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Dissertations / Theses on the topic "Homewok"

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Frisk, Anna, and Åsa Johansson. "Läxor - i vilket syfte?" Thesis, Mälardalen University, Mälardalen University, Mälardalen University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-4462.

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<p>Syftet med denna studie var att ta reda på elevers och lärares inställningar till läxor, hur lärare motiverar läxornas syften samt hur eleverna uppfattar dessa syften. Vi genomförde arbetet med hjälp av lärarintervjuer, elevenkäter och litteratur om tidigare forskning om läxor. Dessa tre delar sammanställdes och jämfördes med varandra. Vårt resultat visade att läxors syfte är att lära elever eget ansvar, ge goda läxvanor, involvera föräldrarna samt att ge barnen tid och möjlighet till repetition, fördjupning och befästande av kunskaper och färdigheter. Läxornas syfte motiverades med att läxvanor är nödvändigt inför högre studier och ger möjlighet till att hitta en egen studieteknik. Läxor för repetition, fördjupning och befästande av kunskaper och färdigheter motiverades med att tiden i skolan inte räcker till. Arbetet med läxor anses tidskrävande, men det finns en positiv inställning till läxor som arbetsmetod. Eleverna uppfattade att huvudsyftet med läxor är att de ska lära sig mer. För att synliggöra läxors syften bland lärare, elever och föräldrar är vår första slutsats att alla skolor bör utforma en lokal läxpolicy och läxinstruktioner. Vår andra slutsats är att det finns en tilltro hos elever och lärare att läxor bidrar till ökat lärande.</p>
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Elkins, Darren R. "Homework, a bridge Between Therapy and Life: Therapeutic Methodology in the Assignment of Homework and Homework Compliance." DigitalCommons@USU, 2005. https://digitalcommons.usu.edu/etd/2554.

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The aim of this research was to investigate the relationship between homework methodology and compliance. The "Clinical Perception of Homework Style and Compliance Survey" was developed to measure compliance, methodology, and relating variables. A convenience sample consisted of 121 participants in this study. Participating therapists were asked to rate the likelihood of using various examples of homework methodologies and estimate the compliance they have received over the past 3 months. The results show that items used on the survey factored into two groups, which can be called direct and collaborative. Neither of the groups (i.e., direct and collaborative) was significantly correlated with homework compliance. Further conceptualization of the collaborative methodology was proposed. Implications for future research were highlighted.
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Cameron, Robin A. "Homework that helps: identifying aspects of meaningful biology homework assignments." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/cameron/CameronR0812.pdf.

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Homework assignments were evaluated to see which types of assignments improved concept retention and increased the interest of diverse learners in introductory biology classes. The assignments were differentiated with attention to multiple intelligences, integration of the arts, non-textbook readings, and inquiry. The efficacy of these homework assignments was evaluated through a variety of instruments, including pretests and posttests, responses to journal prompts and surveys, and field notes. Students communicated that homework assignments were a valuable extension of classroom learning. They appreciated different types of homework assignments for varied reasons, including assignments they did not label as fun.
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Hamilton, Elissa R. "The Effects of Homework Sessions on Undergraduate Students' Homework Performance." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271826/.

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Experimenters evaluated the effects of a homework session on undergraduate students' homework performance through an adapted alternating treatments design in two introduction to behavior analysis courses. Several participants attended homework sessions; however, homework submission and homework mastery did not vary as a function of homework session attendance or availability. Homework submission remained high throughout the experiment regardless of attendance at or availability of a homework session. Many participants responded that they were not interested in or did not need homework sessions. Participants who attended homework sessions rated them as neutral or helpful overall, with longer time and different time as the most common suggestions for improvement.
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Dennis, John. "Homework – Just Benefits?" Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32841.

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Homework is and has been an integral part of school for many years. However, in the last few years, some professionals have begun to question whether or not homework should be a part of school or not. Opinions vary greatly on this position. Some have even gone on to claim that it is unwarranted and even detrimental to students’ education. Others mean that it is an absolute necessity. This dissertation is an investigation of the viewpoints on the rationale for homework of 6 teachers of English at junior high level. In order to gain insight to their views, qualitative interviews were utilized. The results show that each of the consulted educators of English utilizes homework as a learning tool in their teaching. The purpose of assigning homework is that it fills the function of giving the students the opportunity to review, to take responsibility in keeping a schedule, planning and for their education, and to train in studying. I have come to the conclusion that if students are to be assigned homework, it is imperative that the homework is interesting for them and that the pupils see it as something that will promote their development in the subject.
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Lampard, Ayla Brianne. "A Statistical Analysis of Online Homework Systems: Homework Completion vs. Student Knowledge." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429629678.

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Pyle, April Delilah. "ADHD focused homework intervention." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/2793.

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The purpose of this study was to assess the effects of a homework intervention program designed to include children with ADHD. Children participated in a 5-week homework skills class, with their parents attending a one time homework training session. In conjunction with this class, parents were attending a 10-week behavioral parenting program. Participants included 11 children (4 diagnosed with ADHD) from 1st through 6th grade who were randomly assigned to start the homework skills class during the first or second 5 weeks of the program. Homework skills taught in the class included organization, learning styles, homework routines, time-management, goal-setting, self-management, and increasing motivation. Parent reports on the Homework Problem Checklist showed no significant treatment effects; however, trends showed a decrease in homework problems at post-treatment and follow-up, specifically for children with more severe homework problems. This is a potentially effective homework intervention for children who have severe homework problems with or without an ADHD diagnosis. Implications, limitations, and future research are discussed.
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Reisimer, Erin K. L. "The relationship between parental attitudes on homework and homework return rates in kindergarten." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999reisimere.pdf.

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Omlin-Ruback, Holly I. "A study of mathematics homework." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10342.

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xi, 86 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>After spending the day learning in elementary school, most children across the United States are given homework , assignments to be completed outside of the regular school day. Most research on homework conducted in elementary schools focuses on the relationship between achievement and time spent on homework. Little, if any, research has investigated the types of mathematics homework assigned to elementary students and its relationship to achievement. Given the continued practice of assigning homework and the gap in literature regarding research that investigates type of homework, as well as the paucity of homework research at the elementary level, there is a need for further research. Thus, the focus of this dissertation was to investigate the type of mathematics homework assigned to fifth-grade students, their interaction with the assigned homework and the relationship to achievement on a statewide test. This exploratory descriptive study used a convenience sample of fifth-grade students from a school district in the Pacific Northwest to examine the type of mathematics homework assigned to fifth-grade students, their interaction with the assigned homework, and the relationship between the homework students completed and their achievement on the statewide standardized test in mathematics. The majority of homework collected was correctly completed Direct Contact Practice homework. Furthermore, the mathematical strand of Calculations and Estimations was the most frequently assigned strand. Correlational analysis indicated that weak correlations with student total RIT scores on the statewide standardized test in mathematics existed in several areas. There was a correlation of .29 between the number of correct homework interactions and state test score, a correlation of .36 between the number of Direct Contact Practice homework and the RIT score, a -.28 correlation between the number of Other homework items completed and the RIT score, and a .26 correlation between the total number of homework interactions and RIT score. When the relationship between homework categorized by math strand and the state stranded math score was examined, there was a .36 correlation between the number of Algebra homework interactions and score on the algebra strand of the statewide mathematics assessment. Limitations of the study are discussed and recommendations for future research are presented.<br>Committee in charge: Gerald Tindal, Chairperson, Educational Methodology, Policy, and Leadership; Keith Zvoch, Member, Educational Methodology, Policy, and Leadership; Philip McCullum, Member, Educational Methodology, Policy, and Leadership; Lou Moses, Outside Member, Psychology
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Johnston, Alexis Larissa. "Homework Journaling in Undergraduate Mathematics." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/26602.

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Over the past twenty years, journal writing has become more common in mathematics classes at all age levels. However, there has been very little empirical research about journal writing in college mathematics (Speer, Smith, & Horvath, 2010), particularly concerning the relationship between journal writing in college mathematics and college studentsâ motivation towards learning mathematics. The purpose of this dissertation study is to fill that gap by implementing homework journals, which are a journal writing assignment based on Powell and Ramnauthâ s (1992) â multiple-entry log,â in a college mathematics course and studying the relationship between homework journals and studentsâ motivation towards learning mathematics as grounded in self-determination theory (Ryan & Deci, 2000). Self-determination theory predicts intrinsic motivation by focusing on the fundamental needs of competence, autonomy, and relatedness (Ryan & Deci, 2000). In addition, the purpose of this dissertation study is to explore and describe the relationship between homework journals and studentsâ attitudes towards writing in mathematics. A pre-course and post-course survey was distributed to students enrolled in two sections of a college mathematics course and then analyzed using a 2Ã 2 repeated measures ANOVA with time (pre-course and post-course) and treatment (one section engaged with homework journals while the other did not) as the two factors, in order to test whether the change over time was different between the two sections. In addition, student and instructor interviews were conducted and then analyzed using a constant comparative method (Anfara, Brown, & Mangione, 2002) in order to add richness to the description of the relationship between homework journals and studentsâ motivation towards learning mathematics as well as studentsâ attitudes towards writing in mathematics. Based on the quantitative analysis of survey data, no differences in rate of change of competence, autonomy, relatedness, or attitudes towards writing were found. However, based on the qualitative analysis of interview data, homework journals were found to influence studentsâ sense of competence, autonomy, and relatedness under certain conditions. In addition, studentsâ attitudes towards writing in mathematics were strongly influenced by their likes and dislikes of homework journals and the perceived benefits of homework journals.<br>Ph. D.
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Books on the topic "Homewok"

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Reynolds, Kevin. Differentiated homework tasks in KS3 RE: Themed homeworks at three levels. The Chalkface Project, 1999.

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Costa, Suneeta Peres da. Homework. Bloomsbury, 1999.

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Ziegler, Suzanne. Homework. Information Services Division, Toronto Board of Education, 1986.

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Homework. Longman, 1989.

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Keith, Timothy. Homework. Kappa Delta Pi, 1986.

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Homework. Penguin Books, 1991.

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ill, Egielski Richard, ed. Homework. Walker & Co., 2009.

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Wootton, Michael. Homework. Nightingale Teaching Consultancy, 1997.

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group), Daft Punk (Musical. Homework. Virgin Records America, 1996.

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Livesey, Margot. Homework. Picador USA, 2001.

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Book chapters on the topic "Homewok"

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Showalter, Gerald. "Homework." In Encyclopedia of Clinical Neuropsychology. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_402.

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Levesque, Roger J. R. "Homework." In Encyclopedia of Adolescence. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_433.

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Unruh, Lori. "Homework." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_1379.

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Edwards, Elsy. "Homework." In Issues & Arguments. Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-11090-2_18.

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Gordon, Marshall. "Homework." In Enabling Students in Mathematics. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-25406-7_10.

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Grigorieva, Ellina. "Homework." In Methods of Solving Sequence and Series Problems. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45686-7_5.

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Levesque, Roger J. R. "Homework." In Encyclopedia of Adolescence. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_433.

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Butty, Jo-Anne Manswell. "Homework." In Encyclopedia of Cross-Cultural School Psychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_201.

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Cooper, Harris, Saiying Steenbergen-Hu, and Amy L. Dent. "Homework." In APA educational psychology handbook, Vol 3: Application to learning and teaching. American Psychological Association, 2012. http://dx.doi.org/10.1037/13275-019.

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Ribenboim, Paulo. "Homework!" In CRM Proceedings and Lecture Notes. American Mathematical Society, 1999. http://dx.doi.org/10.1090/crmp/019/35.

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Conference papers on the topic "Homewok"

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Mortier, Richard, Tom Rodden, Peter Tolmie, et al. "Homework." In the 25th annual ACM symposium. ACM Press, 2012. http://dx.doi.org/10.1145/2380116.2380143.

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Bøhn, Jan Helge. "Graphics Application Program Development: In Support of the Virtual Thesis." In ASME 1995 15th International Computers in Engineering Conference and the ASME 1995 9th Annual Engineering Database Symposium collocated with the ASME 1995 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1995. http://dx.doi.org/10.1115/cie1995-0780.

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Abstract Graduate students majoring in engineering are frequently in need of developing graphics application programs to demonstrate or illustrate their thesis or other research work. This typically requires a background emphasizing strong programming skills and an understanding of computer graphics in addition to their specific area of expertise. This paper reports on a first-year graduate-level course that offers students the opportunity to sharpen their programming skills while learning to develop graphics applications related to their particular field of interest. The key elements of this course include a sequence of laboratory homework exercises, an applied term project, and a literature review term paper. The sequence of homeworks is designed to illustrate the fundamental concepts presented in class and facilitate the completion of the subsequent applied term project assignment. The term project and paper are defined by each student to reflect his or her area of interest, which broadens the appeal and adds utility and diversity to the course.
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Dean, Brian C. "Dynamic Homework Annotation." In 2007 1st International Workshop on Pen-Based Learning Technologies (PLT). IEEE, 2007. http://dx.doi.org/10.1109/plt.2007.7.

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Mattauch, Thomas J., and Hannah W. Pettit. "Homework and hangovers." In Proceeding of the 39th ACM annual conference. ACM Press, 2011. http://dx.doi.org/10.1145/2070364.2070419.

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Bluman, James, Matthew Rowland, and Eric Mockensturm. "Closing the homework feedback loop, an alternative approach to homework grading." In 2010 IEEE Frontiers in Education Conference (FIE). IEEE, 2010. http://dx.doi.org/10.1109/fie.2010.5673373.

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Jenjić, Slaviša, та Tatjana Mihailović. "STUDENTSʼ HOMEWORK IN THE EDUCATIONAL CONTEXT OF CONTEMPORARY TEACHING". У SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.165j.

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Aside from a reduced scope of curriculum, students in the European education system, also relax from homework. In our system, it is generally considered that there is room for changes to the scope of curriculum, but that there must be some kind of a “link” with the teaching topics that were taught outside the classroom, too, to ensure efficient adoption of what was realized in classes. Contemporary theoretical knowledge points at the educational function of homework, for it introduces students into independent acquisition and consolidation of knowledge, trains for independent work, for self-education. This theoretical research focuses on students’ homework in the educational context of contemporary teaching. In the context of such considerations, the starting point is the hypothesis that homework enables an expansion of the teaching process for the time of further development in learning, practicing, repeating, that each child has an opportunity to determine his/her own pace and method of work, that homework motivates students for independent and responsible attitude towards work and obligations. The principal result of this theoretical research suggests that it is necessary to consider the aspects of the way in which students’ homework is conceived and assigned; that homework must be relevant, stimulating and reachable in order to motivate students for successful completion; that it helps promote proper methods of learning and autonomous abilities; that polyvalent application of homework may result in the development of cognitive abilities. Besides, it is certain that homework does not have its educational effect if it is assigned solely because it has to be assigned. Homework needs to fulfil its goal and contribute to as good educational success of each student as possible.
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Wiggins, Nathanial, and Milton Smith. "Mixed reality homework system." In 2019 IEEE 9th Annual Computing and Communication Workshop and Conference (CCWC). IEEE, 2019. http://dx.doi.org/10.1109/ccwc.2019.8666475.

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Demirci, Neşet. "Developing Web-based Homework System to Evaluate Students’ Homework Performance and Physics Achievement." In SIXTH INTERNATIONAL CONFERENCE OF THE BALKAN PHYSICAL UNION. AIP, 2007. http://dx.doi.org/10.1063/1.2733249.

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Krpec, Radek. "MATHEMATICS HOMEWORK: YES OR NO?" In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.2159.

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Muller, Silvia, Monica Babes-Vroman, Mary Emenike, and Thu D. Nguyen. "Exploring Novice Programmers' Homework Practices." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. ACM, 2020. http://dx.doi.org/10.1145/3328778.3366885.

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Reports on the topic "Homewok"

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Benhabib, Jess, Randall Wright, and Richard Rogerson. Homework in Macoreconomics I: Basic Theory (Part I of II). National Bureau of Economic Research, 1990. http://dx.doi.org/10.3386/w3344.

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Roschelle, Jeremy, and Nicola M. Hodkowski. Using Research on Homework to Improve Remote and Hybrid Learning. Digital Promise, 2020. http://dx.doi.org/10.51388/20.500.12265/107.

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Due to the COVID-19 pandemic, many students are learning remotely or in a hybrid of remote and in-school learning. As a result, most teachers and students are in learning situations where more independent work is assigned to students. There is no research that directly speaks to this unprecedented situation. There is, however, a considerable body of established research to draw on about assigning independent work to students to do at home: research on homework. Further, technology to support homework is becoming more available and research supports its effectiveness. In this article, we review some of the major points of this established research and suggest how schools, teachers, and parents and guardians can apply this research and related technology now, during the pandemic.
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Aruoba, S. Boragan, Morris Davis, and Randall Wright. Homework in Monetary Economics: Inflation, Home Production, and the Production of Homes. National Bureau of Economic Research, 2012. http://dx.doi.org/10.3386/w18276.

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Daniel, Charles W. Homebox Genes in Normal, Preneoplastic, and Neoplastic Mammary Glands. Defense Technical Information Center, 1998. http://dx.doi.org/10.21236/ada370302.

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Daniel, Charles W. Homebox Genes in Normal, Preneoplastic, and Neoplastic Mammary Glands. Defense Technical Information Center, 1998. http://dx.doi.org/10.21236/ada346064.

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Khorsheed, Eman. My Engineering Students Neglect Their Statistics Course Homework: What Policies Should Introduce to Motivate Them to Do Their Home Work? Natural Sciences Publishing, 2014. http://dx.doi.org/10.18576/ijlms/020203.

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