Relevant bibliographies by topics / Homework assignments

Contents

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

Academic literature on the topic 'Homework assignments'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Homework assignments"

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Khonamri, Fatemeh, and Martina Pavlikova. "Exploring Teachers’ and Learners’ Attitude towards Homework: The case of English versus Non-English-Major Teachers’ Homework Practices." Education & Self Development 15, no. 4 (December 30, 2020): 32–49. http://dx.doi.org/10.26907/esd15.4.07.

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Homework assignments provide a channel of communication between students and teachers especially in an EFL context where there is little exposure to English language out of the classroom context. Thus, exploring attitudes and homework features may provide teachers with useful information to know how to plan their homework assignments to improve students’ learning opportunities. This study aimed to explore both teachers’ and learners’ attitude towards homework; the difficulties faced by both teachers and learners with regard to homework as well as the assignment characteristics of English-major versus Non-English-major teachers. The study participants were 120 randomly selected adult male and female EFL learners and 81 EFL teachers. The data were collected through questionnaires and subsequent semi-structured interviews. SPSS 24 software was used to analyze the questionnaire data and interviews were recorded, transcribed, coded and categorized for further analysis. The results indicated that students had positive attitudes towards homework assignments. There was no significant difference between students’ attitude towards homework given by English Major (EM) and Non-English Major (NEM) teachers. The data showed that teachers do feel that homework is essential to students’ language development. Similarly, there was no significant difference among EM versus NEM teachers in their attitudes toward homework. The results revealed the following reasons for the difficulties that teachers and learners faced in assigning/doing homework assignments respectively. Those reasons varied from not learning the required concept, not knowing the instruction, not enjoying homework, not paying attention when homework assignments were presented, not understanding homework instruction, copying homework or cheating, the absence of related and meaningful tasks, parents’ lack of knowledge, lack of word power and grammar, to anxiety and stress of homework. The findings illustrated that there were some differences between EM and NEM teachers in terms of amount, skill area used, and degree of individualization in their homework assignments. The results of this study offer a number of pedagogical implications for teachers, curriculum developers, and institute managers.
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Deveci, İsa, and Nevzat Yiğit. "Homework Assignment Preference Scale for Science Courses: A Validity and Reliability Study." International Journal of Education 7, no. 2 (May 28, 2015): 193. http://dx.doi.org/10.5296/ije.v7i2.6769.

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<p>Homework assignments are have important role in learning process. In literature emphasizes<br />that homework assignments do not attract students’ attention and that students do homework<br />assignment just for the sake of formality. It is concretely argued that assigned homework<br />assignment should take into consideration students’ preferences, interests, and needs. In this<br />study, the “Homework Assignment Preference Scale” was developed to determine students’<br />homework assignment preferences within the scope of a science course. A pilot study was<br />conducted with 155 middle school students, and the main study was conducted with 924<br />middle school students. Exploratory factor analysis and principal components analysis were<br />conducted to ensure the construct validity of the scale. Hierarchical cluster analysis and<br />confirmatory factor analysis were performed to confirm the emergent factor structures.<br />Results showed that the scale was a valid and reliable tool.</p>
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SALEND, SPENCER J., and MEENAKSHI GAJRIA. "Increasing the Homework Completion Rates of Students with Mild Disabilities." Remedial and Special Education 16, no. 5 (September 1995): 271–78. http://dx.doi.org/10.1177/074193259501600503.

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Whether students with mild disabilities are educated in mainstreamed general education classes or special education settings, it is likely that they will be assigned homework by their teacher(s). assignment of homework can affect their school performance and the grades they receive in their classes. however, because of a variety of factors, many students with mild disabilities experience difficulty completing their homework. this article presents educators with guidelines for increasing the homework completion rates of students with mild disabilities, including (a) varying the amount and type of homework assignments, (b) providing motivating acts so that students complete their homework, (c) using peermediated strategies, (d) establishing and following homework routines, (e) teaching strategies to improve students' study and organizational skills, and (f) involving parents in the homework process.
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Garing, Roy Galenzoga. "Unveiling the parents’ perceptions on no-homework policy in Nangan Elementary School." Sapienza: International Journal of Interdisciplinary Studies 2, no. 2 (July 9, 2021): 63–100. http://dx.doi.org/10.51798/sijis.v2i2.98.

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This qualitative-phenomenological study was initiated to explore and understand the lived experiences and different perceptions of parents on no-homework policy in Nangan Elementary School, Nangan, Governor Generoso, Davao Oriental. Subsequently, this qualitative exploration hoped to draw out conclusions on the perceptions of the parents. The data source in this study derived from seven (7) research participants for the in-depth interview and another seven (7) parents for the focus group discussion. The research participants of this study were the selected Grade Five to Grade Six parents in Nangan Elementary School who were usually having many assignments compared to lower grade levels. The following themes emerged from analysis based in the perspectives of participant interviews: no-homework policy can be optional; no-homework policy is unfavorable and unhelpful to students; no-homework policy causes students to become irresponsible; and no-homework policy causes less learning among students. Concerning the experiences of parents in dealing with the assignments of their children, five major themes were manifested such as: having difficulties in answering homework; being able to help children; having fun while doing the assignment; being unable to finish work or chores; and bonding opportunity. Moreover, the participants about their challenges in dealing with the assignments of their children, four major themes emerged: understanding how to answer the lesson; having balance and time management; giving encouragement; and having follow-ups and rules. Lastly, their suggestions as regards the no-homework policy revealed four emergent themes: parents should always be responsible and helpful to their children; parents should have time management and balance; teachers should give appropriate, simple and uncostly homework; and teachers should give homework to students for continued learning.
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Walker, Henry M. "Homework assignments and internet sources." ACM Inroads 4, no. 4 (December 2013): 16–17. http://dx.doi.org/10.1145/2537753.2537759.

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Macaskill, Norman. "Homework Assignments in Brief Psychotherapy." British Journal of Psychotherapy 2, no. 2 (December 1985): 134–41. http://dx.doi.org/10.1111/j.1752-0118.1985.tb00933.x.

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Rønning, Marte. "Who benefits from homework assignments?" Economics of Education Review 30, no. 1 (February 2011): 55–64. http://dx.doi.org/10.1016/j.econedurev.2010.07.001.

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Helbig, Sylvia, and Lydia Fehm. "PROBLEMS WITH HOMEWORK IN CBT: RARE EXCEPTION OR RATHER FREQUENT?" Behavioural and Cognitive Psychotherapy 32, no. 3 (June 14, 2004): 291–301. http://dx.doi.org/10.1017/s1352465804001365.

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Homework assignments are an essential part of cognitive-behavioural therapy, and are included in the majority of therapy manuals and frequently used in therapeutic practice. Despite this, little is known about problems with homework completion or possible influences on homework compliance. The aim of the present practitioner survey was to provide data on problems related to homework use and compliance. Furthermore, the relationships between different variables and homework compliance were examined. Data were collected by asking 77 cognitive-behavioural therapists to recall two individual patients. Therapists described homework tasks assigned to these patients and procedures of assignment as well as problems that arose during assignment and completion. The results suggested that problems during the assignation of a task as well as during completion regularly occur. Homework compliance was positively associated both with patients' motivation for therapy, outcome at a later stage of therapy, and the provision of a written note or homework sheets on the task. Regression analyses pointed to patient variables as most crucial for homework compliance. Implications for effective homework use in clinical practice are discussed.
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Letterman, Denise. "Students Perception Of Homework Assignments And What Influences Their Ideas." Journal of College Teaching & Learning (TLC) 10, no. 2 (March 28, 2013): 113–22. http://dx.doi.org/10.19030/tlc.v10i2.7751.

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Authors have researched the effects of homework, but few studies have delved into the idea of students attitude towards homework. Consequently, students perception of homework, the principal participants, remains largely unknown. Students experience in homework that started as early as elementary school has influenced their ideas of homework. Trying to get students to complete their homework is one of the most frequent and frustrating behavior problems for educators. The purpose of this study is to understand students perception of homework assignments and identify factors that influenced their ideas. The participants for this research project were 180 undergraduate students enrolled in select Principles of Finance and Corporate Finance classes (encompassing three semesters and nine classes) at Robert Morris University, Pittsburgh, Pennsylvania. Results of the study summarize students opinions of homework assignments while in high school, college, and for the specific course in which the questionnaire was administered. Tests of significance revealed seven (of the nine classes) significant differences between the actual number of times homework was handed in and the pre-conceived number of times students estimated homework assignments would be completed on time.
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Sayan, Hamiyet, and Hatice Mertoğlu. "Investigation of the Opinions of Science Teachers About Homework." Journal of Education and Learning 9, no. 2 (March 10, 2020): 232. http://dx.doi.org/10.5539/jel.v9n2p232.

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Despite the restrictions and controversies in Turkey&rsquo;s educational system, the efficacy of the homework assignments on the student&rsquo;s development is indisputable. Besides, what needs to be discussed is what kind of assignments should be given to students, and how they should be evaluated. The aim of this study is to investigate the views of science teachers about homework assignments. The survey method was preferred for this study. A questionnaire was developed by the researchers, and 100 teachers were reached online and via social media. The data obtained from the study were evaluated through quantitative and qualitative analyses. This study shows that the majority of the teachers do not support banning homework, and they consider it as necessary. Teachers mostly assign homework assignments for repetition and reinforcement. Project assignments and research presentation assignments are the most commonly assigned types of homework. Teachers give homework to students which they can do mostly at home spending 0&ndash;1 hours together with their friends. According to the teachers, homework provides the most benefits for reinforcement, repetition and learning. In the study, it was found that the majority of the teachers did not use portfolios. According to the teachers participating in the study, the factors that mainly affect student motivation are concentration, reluctance and insufficient knowledge. In order for students to develop their skills properly in the 21st century and be successful in international examinations such as TIMSS, their understanding of homework must also change to meet the requirements of the age.
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Dissertations / Theses on the topic "Homework assignments"

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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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Mattsson, Niklas. "Homework Assignments in Hybrid and Embedded Control." Thesis, KTH, Reglerteknik, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-107505.

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In this thesis we discuss the development of three homeworks for the course Hybrid and Embedded Control Systems given at the institution S3 (Signals, Sensors and Systems) at the Royal Institute of Technology (KTH) in Stockholm. The main objective of the course is to present tools for modeling, analyze and design embedded control system. The course, first given in spring 2003, is interdisciplinary since its program cover arguments strictly related to system theory and computer science. As part of the course three homeworks has to be solved by the students. The main idea of the homeworks is that the student should gain further practical understanding of the material presented during the lectures. The main topic of the thesis is to describe the design of three homeworks. For each homework a problem a problem definition, containing different tasks, is formulated. Also a computer based tool, used to solve the tasks, is presented. All tasks are explained in detail and the expected results are presented.
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Bennett-Perro, Whitney Rae. "How Elementary Teachers Determine Meaningful Homework Assignments." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7365.

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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.
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Cyr, Mary Ann. "The Impact of Computer Based Assignments on Student Motivation to Complete Homework Assignments for Sixth Grade Students." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1365159625.

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Frant, Monika Stefanek. "What's for homework? : an investigation of the effectiveness of different types of homework assignments on student achievement in mathematics /." Abstract Full Text (HTML) Full Text (PDF), 2008. http://eprints.ccsu.edu/archive/00000487/02/1943FT.htm.

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Thesis (M.S.) -- Central Connecticut State University, 2008.
Thesis advisor: Philip Halloran. "... in partial fulfillment of the requirements for the degree of Master of Science in Secondary Mathematics Education." Includes bibliographical references. Also available via the World Wide Web.
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Cederberg, Amanda. "“The natural law of education”- Homework assignments in mathematics, a Chinese perspective." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34605.

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The purpose of this study is to describe and analyze the attitudes of several mathematics teachers towards homework as part of the workload of 10-11 year old students at a school in Yunnan Province, China. The focus is to describe and analyze their reasons for assigning homework as well as the nature of that homework. This study also describes their perspectives on how homework can contribute to improving a student’s knowledge of mathematics and what kind of homework they assign. Furthermore, it presents how the teachers describe the ability of the students to assimilate the mathematics homework. The main concepts and theoretical frameworks used to analyze the data are the "two basics", the five elements, cultural capital, habitus, the behaviorist learning theory and sociocultural learning theory. To fulfill my purpose I carried out four interviews and four observations. The results show that the reasons for the teachers assigning homework are “that it is the law of education” and “that practice makes perfect”. The teachers also think that homework helps the students to review and consolidate what they have learned in school that day. In addition, the analysis shows that homework gives students the opportunity to assess whether or not they have understood everything and if they have not, they can practice it. All of the teachers believe homework to be an important part of mathematics education. They assign two principal types of homework: oral and written. Two of the teachers also assign a third type: practical homework. According to the teachers, the students’ ability to assimilate the mathematics homework is affected by their parents’ learning habits, which they themselves have learned from their parents before them. The students are reflections of their parents. If parents have a good learning habit, they will teach their child how to successfully assimilate homework. The teachers agree that the parents’ lack of mathematical knowledge or mandarin can affect their ability to help their child with homework.
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Lucas, Paul Mark. "Secondary Science Homework and Instructional Methodologies: An Investigation of the Alignment of Homework Assignments and Teachers' Self-Professed Instructional Methodology." Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1251379408.

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Carlsson, Thomas. "Homework for English from the Students’ Perspective." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34839.

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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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Strandberg, Max. "Läxor om och för kulturell mångfald med föräldrars livserfarenheter som resurs – några kritiska aspekter." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-95882.

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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 & 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.

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.

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Abrahams, Roland Anthony. "Challenges to parental involvement in homework assignments of learners in a historically disadvantaged primary school in Cape Town." Thesis, University of the Western Cape, 2013. http://hdl.handle.net/11394/4557.

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Magister Educationis - MEd
South Africa is amongst the lowest performers in numeracy and literacy in the developing countries, according to Progress in International Reading Literacy Study (PIRLS 2006). Systemic research conducted by the Western Cape Education Department has pointed to the fact that the literacy and numeracy skills of the learners in the Western Cape are far below what is required for them to learn and develop effectively. Many educators blame parents for learners’ poor academic achievement. This study therefore aims to explore challenges to parental involvement in the homework assignments of learners in a historically disadvantaged primary school in Cape Town. This exploratory qualitative case study followed an interpretive paradigm. Data was collected via field notes; and semi – structured interviews from individuals and focus groups. Thematic data analysis was used to determine challenges to parental involvement in homework assignments of the primary school learners. This research study is grounded on Epstein’s model of overlapping spheres of influence of family, school and community on learners’ learning; six typologies of parental involvement; and on Bronfenbrenner’s bio-ecological model of human development. General systems theory was kept in mind during the study. Where parents were not involved in homework assignments, it was not a deliberate act. The findings highlighted challenges such as poverty, unemployment, inequalities; lack of educational resources; lack of structure in the home; single parenting, school and community factors, and a lack of educational stimulation that negatively affected parental involvement in homework assignments. The blame that educators apportioned on parents for learners’ poor academic outcomes was thus found to be inaccurate. True systems thinkers never debate whether the cause or the solution is situated in one single system, but considers the interdependence between all the systems. The whole is therefore more important than the sum of the parts. Despite the many challenges that parents experience in helping the learners with homework, the parents still want their children to excel in academic work. Parents in the historically disadvantaged school however seek assistance in how to help the learners with homework assignments.
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Books on the topic "Homework assignments"

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Favorite counseling and therapy homework assignments. 2nd ed. New York: Brunner-Routledge, 2010.

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Kazantzis, Nikolaos, and Luciano LĽAbate, eds. Handbook of Homework Assignments in Psychotherapy. Boston, MA: Springer US, 2007. http://dx.doi.org/10.1007/978-0-387-29681-4.

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Whitman, Joy S., and Cyndy J. Boyd, eds. Homework Assignments and Handouts for LGBTQ+ Clients. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003088639.

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Harrold, Jenni. Maths homework assignments: Reviewing mathematics at home. Nuneaton: Prim-Ed, 1996.

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Porter, A. Key stage 3 science homework and classroom assignments. Cheltenham: Stanley Thornes, 1995.

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Maben, Laura. Homework for thinkers: A year's worth of creative assignments to stimulate learning. Nashville, Tennessee: Incentive Publications, 1995.

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Joseph, Iano, and Allen Edward 1938-, eds. Exercises in building construction: Forty-five homework and laboratory assignments to accompany Fundamentals of building construction. 4th ed. Hoboken, NJ: Wiley, 2004.

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Westley, Spruill, ed. Exercises in building construction: Thirty-seven homework or laboratory assignments to accompany Fundamentals of building construction, materials and methods. New York: John Wiley, 1986.

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Joseph, Iano, and Allen Edward 1938-, eds. Exercises in building construction: Forty-five homework and laboratory assignments to accompany Fundamentals of building construction materials and methods. 5th ed. Hoboken, NJ: Wiley, 2009.

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Zhukova, Galina, and Margarita Rushaylo. Math 100 points. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1077344.

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In the tutorial proposed a systematic presentation of all the major sections of school mathematics which necessarily demanded in various kinds of control and independent works, Olympiads, math exams (MSE, CSE) and introductory tests in high schools, where they are completely aligned with the exam. When studying each topic for her mastery and the acquisition of practical skills given the necessary theoretical and background material, as well as analyzed and resolved a large number of examples and problems. To control the quality of the knowledge offered numerous assignments (with answers) for independent solving. Can be used by students when doing homework, preparing for quizzes, exams, and Olympiads in mathematics. It is recommended teachers to work with students in the classroom, in clubs, in the preparatory training courses for OGE, exam etc. Will be useful for pupils and students with self-preparation for admission to the University, pupils of schools-eksternaty, teachers and students of the preparatory departments of universities.
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Book chapters on the topic "Homework assignments"

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Harder, Jennifer. "Homework Assignments." In Enhancing Adobe Acrobat DC Forms with JavaScript, 327–56. Berkeley, CA: Apress, 2017. http://dx.doi.org/10.1007/978-1-4842-2893-7_20.

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Neenan, Michael, and Windy Dryden. "Negotiating Homework Assignments." In Cognitive Behaviour Therapy, 169–71. Third edition. | London; New York: Routledge, Taylor & Francis Group, 2021. | Series: 100 key points and techniques: Routledge, 2020. http://dx.doi.org/10.4324/9781003134053-72.

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Neenan, Michael, and Windy Dryden. "Reviewing Homework Assignments." In Cognitive Behaviour Therapy, 172–74. Third edition. | London; New York: Routledge, Taylor & Francis Group, 2021. | Series: 100 key points and techniques: Routledge, 2020. http://dx.doi.org/10.4324/9781003134053-73.

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Woods, Douglas W., Matthew R. Capriotti, Madison Pilato, Carolyn A. Doyle, Christopher J. McDougle, Beth Springate, Deborah Fein, et al. "Homework/Assignments, Modifying." In Encyclopedia of Autism Spectrum Disorders, 1517–18. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1160.

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Woods, Douglas W., Matthew R. Capriotti, Madison Pilato, Carolyn A. Doyle, Christopher J. McDougle, Beth Springate, Deborah Fein, et al. "Homework/Assignments, Modifications." In Encyclopedia of Autism Spectrum Disorders, 1517. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_100674.

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Hume, Kara. "Homework/Assignments, Modifying." In Encyclopedia of Autism Spectrum Disorders, 2365–66. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1160.

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Dryden, Windy, and Michael Neenan. "Negotiate Suitable Homework Assignments." In Rational Emotive Behaviour Therapy, 178–80. Third edition. | London ; New York : Routledge, 2021. | Series: 100 key points: Routledge, 2020. http://dx.doi.org/10.4324/9781003132493-68.

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Dryden, Windy, and Michael Neenan. "Different Homework Assignments for Different Purposes." In Rational Emotive Behaviour Therapy, 181–82. Third edition. | London ; New York : Routledge, 2021. | Series: 100 key points: Routledge, 2020. http://dx.doi.org/10.4324/9781003132493-69.

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Dryden, Windy, and Michael Neenan. "Begin Sessions by Reviewing Homework Assignments." In Rational Emotive Behaviour Therapy, 188–90. Third edition. | London ; New York : Routledge, 2021. | Series: 100 key points: Routledge, 2020. http://dx.doi.org/10.4324/9781003132493-72.

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De Vries, Helen M. "Older Adults." In Handbook of Homework Assignments in Psychotherapy, 175–86. Boston, MA: Springer US, 2007. http://dx.doi.org/10.1007/978-0-387-29681-4_11.

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Conference papers on the topic "Homework assignments"

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Moore, Jacob. "Mastery grading of engineering homework assignments." In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757584.

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Lepp, Marina, and Anett Klaanberg. "TROUBLESHOOTERS FOR OBJECT-ORIENTED PROGRAMMING HOMEWORK ASSIGNMENTS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1988.

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Metwally, Ahmed, Ahmed Yousef, and Wang Yining. "Learning Analytics and Perceived Experience of Gamifying Homework Assignments." In Special Session on Gamification on Computer Programming Learning. SCITEPRESS - Science and Technology Publications, 2020. http://dx.doi.org/10.5220/0009818606730683.

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Milanova, Ana, Barbara Cutler, Buster Holzbauer, Evan Maicus, Samuel Breese, Elizabeth Dinella, and Matthew Peveler. "Program Analysis Tools in Automated Grading of Homework Assignments." In SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3159450.3162238.

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Hodge, B. K. "Enhancing Students’ Energy Engineering Skills by Embedding Topics in Homework Exercises." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-13250.

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Experiences with including energy engineering topics embedded in homework assignments in a required course and an elective mechanical engineering course rather than in a dedicated and/or required energy engineering course are discussed. Examples of assignments containing energy engineering aspects from the two courses are presented and discussed. Salient energy engineering features of the examples are examined. The procedure is assessed as being an effective one to ensure that all mechanical engineering students at Mississippi State University have some exposure to energy engineering topics and concepts.
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Harl, B., M. Kegl, and D. Dinevski. "Computer Supported Distribution And Assessment Of Homework Assignments In Mechanics." In The Seventh International Structural Engineering and Construction Conference. Singapore: Research Publishing Services, 2013. http://dx.doi.org/10.3850/978-981-07-5354-2_epe-8-300.

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WANG, ZUYUAN, EDWARD F. REDISH, and SETH ROSENBERG. "QUANTUM PHYSICS FOR ENGINEERS AND APPLIED PHYSICISTS: APPLIED HOMEWORK ASSIGNMENTS." In Proceedings of the International Conference on Physics Education in Cultural Contexts. WORLD SCIENTIFIC, 2004. http://dx.doi.org/10.1142/9789812702890_0011.

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VanDeGrift, Tammy. "Supporting Creativity and User Interaction in CS 1 Homework Assignments." In SIGCSE '15: The 46th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2676723.2677250.

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Uskova, Irina V. "The Specifics Of Homework Assignments In The Information And Educational Environment." In EEIA 2018 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.02.92.

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Langley, Dorothy, Miky Ronen, and Shlomit Ben Shachar. "Open Online Assignment Submission: First Year Students' Behavior and Views." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3230.

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The Open Assignment Submission (OAS) is an innovative regime whereby students submit homework assignments of an appropriate nature into a designated open forum provided by the Learning Management System (LMS). Our previous research, carried out with a cohort of Education graduates, indicated possible benefits and challenges of OAS as a means of supporting assignment submission through learning from peer examples. The current paper presents a recent explorative case study into the behaviour patterns and views of 55 first year students regarding OAS, during the very early stages of the Academic Literacy course. Drawing on two main data sources (a self-report questionnaire and data of student access and submission retrieved from the course LMS records) we have found characteristic patterns of peer-example viewing, assignment submission schedules and related grades. The OAS regime appears to provide an appreciated learning support and has a potential to promote intentional learning.
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