Dissertations / Theses: 'School homework'

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Fredriksson, Louise. "The phenomenon of homework in primary school." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36554.

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Sandell, Sanne, and Rebecka Cato. "Läxor och läxhjälp på fritidshemmet - Homework and homework assistance in the school-age educare center." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29577.

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Syftet med vår studie var att undersöka hur läxor och läxhjälp berör fritidshemmets verksamhet. Studien belyser även en viss problematik gällande föräldrars möjlighet att hjälpa sina barn med läxorna utifrån ett socioekonomiskt perspektiv. För att undersöka detta har vi först tagit del av tidigare forskning om läxor och läxhjälp, därefter har vi intervjuat fyra lärare för att se hur de ser på syftet med läxor. Slutligen intervjuade vi tre fritidslärare för att se hur läxhjälpen berör fritidshemmets verksamhet. Vi har i vår slutsats kommit fram till att merparten av lärarna i vår studie anser att syftet med läxor är att befästa sina kunskaper men även för att lära eleverna att ta ansvar. Angående läxhjälpen på fritidshemmets tid ansåg fritidslärarna i vår studie att läxhjälpen inte berörde verksamheten i någon större utsträckning.

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Hoffman, DeAnn. "Homework in elementary school a guide for educators /." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/DHoffmanPartI2008.pdf.

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Marcum, Jimmy. "Parent and Teacher Perceptions of Elementary School Homework." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3377.

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The purpose of this qualitative study was to examine the perceptions of parents and teachers of elementary school students regarding homework. Specifically, the researcher examined parent and teacher perceptions, perceptions of teachers in kindergarten through fifth grades, and parents of elementary students in kindergarten through fifth grades. In this qualitative study, the researcher analyzed feedback obtained from two focus groups: a group of three parents and a group of three teachers. One-on-one in-depth interviews of seven parents or guardians and seven elementary school teachers were utilized. These interviews were conducted in settings chosen by the participants. All participants worked in, or had children enrolled in, one school division in Southwest Virginia. All interviews were recorded, transcribed verbatim, and examined by the participants to validate accuracy before coding began. Coded analysis of interview data revealed emergent themes based on frequency of occurrence. Additionally, noteworthy data discussed by participants were documented. The findings of the study indicate that homework for elementary school students can be both beneficial and detrimental for elementary school students. The following themes emerged from analysis of participant interviews: homework can lead to stress; homework should be differentiated; homework should be brief; failing to complete homework results in school consequences; homework reveals student successes and areas of concern; homework amounts don’t increase with grade level progression; nightly reading homework is acceptable; teachers have a misconception between what they believe they are assigning and what is actually occurring; and homework must have a purpose. Moreover, noteworthy ideas were: teachers will make changes to homework based on parent feedback; homework impacts sleep; homework reduction can be beneficial; parents enjoy having homework options; parents appreciate information about homework; and teachers do not like assigning homework.

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Jiang, Zhengyao. "Homework! What, Why, How？ : Primary school English teachers’ attitudes towards and use of homework in China." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157926.

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This study aims to investigate the attitudes to English homework held by teachers of primary school (Grades 4-6) in Mainland China, through an online survey. After obtaining 112 responses and analysing them by utilising both qualitative and quantitative methods, the results found that English teachers in China have a unified positive attitude towards homework and its effect. English homework is most commonly assigned once a day. Repetition or Exercise is the most popular type of assigned homework, and it is overwhelmingly preferred by the teachers, followed by Preparation and Reading. The respondents stress that homework has an indispensable connection with the scheduled school teaching. Through assigning the correct volume of homework, students can develop positive habits with regards to self-study, and therefore students can improve their academic performance in examinations. A combination of both oral and written feedback is utixlised the most. Follow-up of homework usually appears to be two-dimensional; material stimuli such as penalty copy and self-correction, and immaterial stimuli such as encouragement and criticism. All of the evidence shows that China’s particular education system reflects Skinner’s behaviourist theories of learning, meaning that students’ behaviour with regards to acquiring knowledge can be shaped by frequent and random reinforcement, and this behaviour will eventually persist in the long-term even in the absence of reinforcements.

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Boychuk, Tuutalik. "Homework and inequality : school responsibility and enabling student achievement in the school." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=111611.

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In this conceptual inquiry, I argue how and why homework contributes to inequality. Homework contributes to inequality systemically, as schools continue to rely heavily on it. Homework continues to contribute to inequality discursively and psychologically, as parents and educators encourage homework without fully realizing the consequences of homework for those students who have difficulty completing school tasks at home. The inequalities maintained by homework often persist unnoticed. This persistence is an example of a broader persistence of sociological problems even as technological advances are made. This imbalance in the two domains of society and technology is due partly to the differences in the nature of the knowledge content. Therefore, educators and policy makers must be vigilant against tendencies to be blind to possibilities for improvement. One such improvement is a ban on mandatory homework, which implies more school responsibility to enable student achievement in the school.

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McMullen, Steven Mroz Thomas A. "Two essays on students' homework time in high school." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1854.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2008.
Title from electronic title page (viewed Dec. 11, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Economics." Discipline: Economics; Department/School: Economics.

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Henderson, Joyce Margaret. "Power relations within the homework process." Thesis, University of Stirling, 2006. http://hdl.handle.net/1893/140.

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

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Sadler, John A. "Home/School/Community Factors Which Compete With Time High School Students Spend on Homework." DigitalCommons@USU, 1992. https://digitalcommons.usu.edu/etd/3928.

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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.

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Rudman, Nicholas. "Conceptualising homework in an Essex primary school : learning from our community." Thesis, Anglia Ruskin University, 2014. http://arro.anglia.ac.uk/579897/.

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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.

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Fritz, Corey F. "The use of homework grades to compute final course grades in a college preparatory chemistry class." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009fritzc.pdf.

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Harjap, Singh Mangat. "Roll of Homework in Mathematics : A study of Teachers’ and Students’ Beliefs in the Role of Homework in Mathematics in a Swedish School." Thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-152935.

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This study investigates some students’ and teachers’ beliefs about the role of homework in mathematics in Sweden. By interviewing eight adolescent students and two experienced mathematics teachers the study discusses the role of homework in relation to learning, teaching, achievements, and relationship between students, teachers and parents. The results suggest that (a) students and teachers have similar beliefs and perspective on homework (b) students and teachers believe in the use of homework to increase mathematics test results (c) homework breeds relationship and communication between students, teachers, and parents (d) the quality and quantity of homework is essential, and that (e) well developed relationship between parents, students, and teachers is essential to create successful students who appreciate homework.

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Bates, Michael. "Listening to Student Voices| A Critical Study of Homework." Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560369.

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In a culture of meritocracy and an increasing emphasis on global competition, student learning has become more fully aligned with a belief in the value and effectiveness of homework. Amidst the incessant drive toward competition and an unrelenting push toward an increasing use of homework as commonplace educational practice, there also exist clarion calls to question, reform, and abolish this practice. From student stress to overarching challenges to the nature of education, there exist unexamined discourses that critically challenge current beliefs in the significance of homework practice in the United States. Through employing discussions of student voice and theoretical lenses of intrinsic motivation, social reproduction, and critical pedagogy, this study examined how homework practices impact high school students, by engaging directly with their perceptions. The purpose of this mixed methods study is to better understand how homework affects high school students, beyond measures of student achievement within the current context of education in the United States. The study was conducted in an all-female, Catholic, college preparatory high school, utilizing student survey and focus groups. Findings of the study are explored and discussed with respect to public policy implications related to the future development, assignment, and role of homework practices in the academic formation of high school students in this setting and beyond.

Keywords: homework, high school, student voice, education, stress, intrinsic motivation, social reproduction theory, critical pedagogy, critical consciousness

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Dickson, Daniel J. "Maternal Involvement in Math Homework and its Influence on Adolescents' Math Outcomes During the Transition to Middle School| Who Profits from Homework Assistance?" Thesis, Florida Atlantic University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10615445.

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As adolescents transition to middle school, math confidence and performance declines (Eccles et al., 1993; Lee, Statuto, & Kadar-Voivodas, 1983). These declines are typically attributed to social and maturational changes (Eccles, Lord, & Midgley, 1991; Simmons & Blyth, 1987). In this dissertation, I explore the hypothesis that low parent support for schoolwork is also responsible.

Latino-American adolescents are especially at risk for math difficulties. Maintaining adolescents’ engagement and performance in math are important goals for mothers because high levels of both are requisites for many professional careers. This dissertation will focus on Latino-American families to determine if mothers’ homework involvement is associated with changes in children’s math-related outcomes across the transition to secondary school.

Parental involvement in math homework is assumed to mitigate declines in math performance during this transition. Cognitive models suggest that involved parents utilize scaffolding (Rogoff & Gardner, 1984) and instruction to ensure math achievement (Pomerantz & Moorman, 2010). Motivational models suggest that involved parents foster math engagement by bolstering child confidence, modeling management strategies, and promoting values that encourage children to work hard (Grolnick & Slowiaczek, 1994; Simpkins, Fredricks, & Eccles, 2015). However, empirical evidence in support of the importance of parents in math achievement is limited. While positive forms of involvement co-occur with better math outcomes (Bhanot & Jovanovic, 2005; Rice et al., 2013), no studies have examined such associations longitudinally. Children who are uninterested in math may be more susceptible to the effects of parental homework involvement because they lack internal motivation for mastery that underlies performance in other children.

The present study examines the extent to which Latina-American mothers’ involvement in math homework is effective in preventing declines in child math-related outcomes (i.e., perceptions of math ability, etc) during the transition to middle school. Child math interest was postulated to moderate this association. Results indicated that low maternal homework involvement predicts worsening child math-related outcomes, but only for children who were intrinsically uninterested in math.

The findings hold important implications for parents, who must work to ensure that they remain engaged in their children’s activities, especially if children appear uninterested in math.

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Meissner, Nancy A. Meissner. "A Single-Subject Evaluation of Facilitated Communicationin the Completion of School-Assigned Homework." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1521038309724555.

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Walter, Douglas M. "The effect of homework collection on student achievement in a high school earth science course." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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Petersén, Hammarsten Elin. "Matematikläxans fördelar och nackdelar : En intervjustudie av lärares syn på matematikläxor i grundskolans tidigare år." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:du-14021.

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Syftet med denna studie är att få kunskap om lärares syn på matematikläxor i grundskolans tidigare år. Förhoppningen var att få förståelse för lärares syfte med matematikläxor och vilka förmågor eleverna förväntas utveckla med matematikläxors hjälp samt att jämföra vilka för- och nackdelar matematikläxan har. För att undersöka detta har sju intervjuer gjorts med lärare från olika skolor och olika årskurser från 1-6. Samtliga lärare som intervjuats undervisar i matematik. Lärares erfarenheter av läxornas betydelse för matematikundervisningen är ett viktigt område att få kunskap om. De lärare som deltog i intervjuerna uttryckte olika synpunkter på matematikläxan. Något lärarna var överens om var att läxa är en skoluppgift som eleven tar med hem efter skolans slut och arbetar med hemma. Lärarna uttryckte samstämmigt att eleverna inte utvecklar några förmågor med matematikläxans hjälp utan förmågorna utvecklar eleverna i skolan med hjälp av lärarna. Det framgick att samtliga lärare upplevde att matematikläxan var tidskrävande och för att matematikläxan ska nå syftet på bästa möjliga sätt behövs mer tid. Att läxan kopplas till undervisning och uppföljning är centralt för att syftet med matematikläxan ska uppnås enligt de intervjuade lärarna. Av resultaten framgår att några lärare är negativt inställda till matematikläxor för att uppföljning och koppling till undervisningen inte finns med och därför förlorar matematikläxan sitt syfte. Föräldrarnas förutsättningar är väldigt olika som exempelvis att de har svårigheter med det svenska språket eller inte är engagerade i barnets skolgång. Andra lärare är positivt inställda till matematikläxor för att färdighetsträningen och repetitionen är viktig och tiden som behövs för det inte räcker till i skolan.
The purpose of this study is to gain insight into teachers’ views of mathematics lessons in primary school. The hope is to gain understanding of teachers’ aim with mathematic homework and what skills students are expected to develop with help of mathematic homework as well as comparing the advantages and disadvantages that mathematic homework has. To investigate this, the seven interviews have been conducted with teachers from different schools and different grades from 1-6. All the teachers interviewed teach mathematics. Teachers’ experience of the importance of homework is an important area to gain knowledge of why was this investigation. The teachers who participated in the interviews expressed different views on mathematic homework. Something teachers agreed on was that homework is a school assignment that students bring home after school and working on at home. The teachers also expressed unanimously that the students do not develop any abilities with mathematic homework help but that pupils develop abilities in school with help of the teachers. It appeared that all teachers felt that mathematics homework was time consuming and for mathematics homework to achieve its purpose in the best possible way more time was needed. Also to link with teaching and follow-upare two key elements for the purpose of mathematic homework to be achieved. The results show that some teachers have negative attitudes toward mathematic homework tracking and coupling is not present and therefore loses mathematic lesson's purpose. Parents circumstances are very different. It may be that they have problems with the Swedish language or not are involved in the child's schooling. Other teachers have a positive attitude towards mathematic homework because proficiency training and rehearsal is important and the time needed for this is not enough in school.

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Stevenson, Maria N. "Homework and Academic Achievement: A Meta-Analysis Examining Impact." University of Dayton / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1626446340037014.

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Rooi, Christabel Belinda. "An educator's intervention to involve parents with english literacy homework of primary school learners." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1846.

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Thesis submitted in fulfilment of the requirements for the degree Master of Education in the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2014
The aim of this research is to explore parental involvement within an English Literacy intervention programme focusing on a group of 38 Grade 4 primary school learners enrolled at a primary school in the Cape Peninsula area of the Western Cape, South Africa. The study postulates that active involvement of parents in their children’s education can enhance learning, and argues that learners and parents should actively engage with the learning processes; by doing so they should become more emancipated in the process. The study is framed by a qualitative approach. The parents of identified learners were invited to participate in an English literacy homework intervention programme, implemented to practically investigate the benefits of parental involvement in homework activities. A small, multilingual focus group was formed afterwards to determine the success of this particular intervention programme. To give credence to both researcher and authentic responses, the research paradigm used leaned towards a critical theory paradigm, as framed by an action research model. The theoretical frameworks of Habermas and Horkheimer largely underpin the literature review, to which further views of educational researchers were cross-referenced and acknowledged. Based on findings derived from interviews, it became apparent that (1) authentic texts used to frame intervention programmes can foster a real sense of awareness, even in socio-economically-deprived areas, (2) greater triadic relationships between schools, educators and learners can yield meaningful relationships that can scaffold learning, and (3) parental involvement can increase motivation among learners and parents.

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Blomqvist, Lina. "Vocabulary learning and homework in the upper elementary EFL classroom." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-23078.

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Vocabulary homework is a common feature in the English subject in Sweden. Often the pupils are given a list of words they are to memorize for a pending test. In this literature review the author aims to analyze what the current research says about homework and how homework can be used effectively for EFL learners in elementary school, with a focus on both homework and vocabulary learning research. Cognitive linguistics has been used as a theoretical perspective to help answer the research questions. Results indicate that homework has limited effect on younger learners and should not be used, while, some researchers claim that it can be effective if introduced properly. Regarding vocabulary learning, it is important that vocabulary is relevant to the learner and that words are taught through a meaningful context. Therefore, vocabulary homework for EFL learners in elementary school should consist of words and phraseology which have a personal relevance to the learner, or key words for subjects taught in class. The conclusion of the study is that it is up to the teachers to determine if they should use vocabulary homework or not when teaching EFL, as long as the decision is based on current research.

engelska

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King, Jo Laurie Marushia. "Homework versus daily quizzes: The effects on academic performance within high school pre-AP chemistry." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc67936/.

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This research proposed to evaluate whether homework or daily quizzes were better for academic success within high-school pre-AP chemistry or if differences in the two methods were detectable. The study involved two years of data where homework was assigned and graded and one year of data where homework was suggested but daily quizzes provided the assessment. The mean of each of the unit tests were evaluated and t-tests were calculated. The results showed that over two-thirds of the units had statistically significant data when daily quizzes were utilized.

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馮振雄 and David James Woo. "Organizational learning: using action research to help secondary school teachers cope with homework-associated procedures." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B42554779.

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Woo, David James. "Organizational learning using action research to help secondary school teachers cope with homework-associated procedures /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B42554779.

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Kidd, Karina M. "An investigation of the effectiveness of academic accommodations on the assignment completion rate of middle school students with learning disabilities /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404349101&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 116-120). Also available for download via the World Wide Web; free to University of Oregon users.

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Gintner, Diana Yvonne. "Self-Efficacy Influencing Parental Homework Involvement for Middle School Youth With Attention Deficit Hyperactivity Disorder (ADHD)." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3771.

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Despite evidence demonstrating the positive impact of parental involvement in children's education, youth transitioning from elementary school to middle school are often extended a greater level of autonomy. Parental involvement may decrease, which may pose particular challenges to students with attention deficit hyperactivity disorder (ADHD). The theoretical framework for this study was Bandura's self-efficacy theory which involves positive self-esteem, coping strength, and persistence toward goals. Bandura's ideas help to clarify why self-efficacy plays a role in parental involvement decisions. Through a multiple case study method, seven parents of middle school youth with ADHD, were interviewed through four open ended questions about self-efficacy as it relates to their decision to assist their youth with homework completion. Data were organized by question and the interview responses were manually analyzed. The coding process included identifying commonalities and differences, analyzing content, and synthesizing and validating themes regarding parental self-efficacy and decision-making experiences. Findings revealed that for parents, frustration with the lack of school communication and homework overload were significant concerns, and although efficacy played a role in the decision to assist with homework, the primary impetus was the desire to save their youth from emotional turmoil and academic failure. Implications for positive social change include the need for proactive communication and collaboration by schools with parents and more middle school programs to support youth with ADHD. Including parents as partners in youth education may ease the difficulty of transition to middle school and help reduce school failure and dropout rates among youth with ADHD.

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Baker, Richard. "The perspectives of pupils, parents and teachers, in a secondary school, regarding the role of homework." Thesis, University of Hull, 2007. http://hydra.hull.ac.uk/resources/hull:11082.

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Homework has long been a subject of discussion. This research reflects upon previous research in this area and endeavours to clarify some of the more significant issues surrounding homework. Using a case study based upon Cromer High School in Norfolk, five cohorts of pupils and their parents were surveyed about their attitudes towards homework, and the practicalities of how they complete it on a day to day basis. The teachers in the school were surveyed separately. The GCSE results of all five cohorts, and their value-added scores were provided through the Vellis project at the University of Durham. Two groups of pupils were identified; one group who had achieved far better GCSE grades than might have been expected, and a second group who underachieved at GCSE. Both groups were then compared with the whole pupils' cohort in relation to their data about homework. The main findings are that: 1. There is evidence that homework helps to produce better results at GCSE. 2. Pupils expressed a view that greater clarity of purpose in setting homework would be welcomed. 3. Homework is perceived by the majority of pupils of all ages as easy and lacking in challenge. 4. A majority of pupils values the recognition of good work through the Merit Mark scheme. 5. There is a wide variation in the amount of time pupils report spending on homework. A great number of pupils report spending less time on homework than the school policies indicate. 6. The Pupil Planner is shown to be a successful tool appreciated by many. 7. The use of work space appropriate for homework and the availability of useful resources both indicate a wide variation. 8. Parents request advice on how to support and encourage pupils with homework tasks. 9. A number of teachers are unaware of the school's and/or their department's Homework Policy. 10. Responses of pupils and teachers indicated that there is a discrepancy in how feedback is viewed and understood. The conclusions indicate that there is evidence that homework has a beneficial effect upon student attainment as identified in terms of a value added approach. There are, however, still many issues relating to homework which the evidence gathered in this study suggests needs further exploration, discussion and agreement between pupils, parents and teachers.

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Wong, Lisa Anne. "Time allocation to homework and extra-curricular tuition by primary school students in Hong Kong the impact on health of indicators /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42997975.

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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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Lidzén, Linda. "Läxhjälpen: tidsstjälare eller en resurs för elever att nå målen? : elevers, lärares och rektors uppfattning av läxhjälpen på en gymnasieskola i Stockholm." Thesis, Södertörn University College, Lärarutbildningen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-2571.

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For most pupils homework is a natural part of school and their education and there are several providers of homework assistance: the pupil's parents, sibblings, friends, Internet forums, hired private tutoring, non-profit organisations and at times even the pupil's school. This study has investigated the use of the school-based homework assistance programme at the Upper Secondary School of Psychology in Stockholm and why the programme is not more frequently used by its pupils. The school offers homework assistance two hours each Thursday afternoon, with at least two teachers being present to tender for the school's 127 pupils. The cost of the programme has been estimated to approximately 12 500 Swedish kronor per week. Through the main use of a questionnaire given to both the school's students and teachers, as well as an interview with the school's headmaster, this study will show that despite receiving the opportunity few pupils take part of the programme on a regular basis. Although approximately seventy percent of all pupils claim to have attended the program at least once during the springterm, the main reason has been to re-take tests and not to receive help with their schoolwork. The school's main purpose with the homework assistance programme is to give all its pupils the same opportunity to receive help with their studies and thus reach the national goals. However, some pupils find both the programme and homework in general to be a waste of their leisure time. This study shows that the pupils. use of the homework assistance programme most often is connected not only to individuals' needs for extra assistance with schoolwork, but also with their own maturity and insight of the responsibilities they have towards their studies.

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Lankestad, Ekrot Emmy. "Läsläxans vara eller icke vara : En systematisk litteraturstudie över faktorer som påverkat synen på läsläxan, förr och nu." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105260.

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Denna studie syftar till att lyfta fram faktorer som påverkat och påverkar synen på läsläxan genom skolans framväxt. Läsläxa är ett fenomen som finns i de flesta skolor och klasser. Läsläxan har haft olika former och påverkats av skolans utveckling genom historien. Resultatet visar att idag handlar styrningen av skolan om att skapa en befolkning som kan visa sig konkurrenskraftig på världsmarknaden, inom många olika områden. PISAresultatet är idag den faktor som påverkar den politiska styrningen av skolan mest. Skolan används även som ett slagträ mellan de politiska blocken vilket i sin tur påverkar skolutvecklingen och läsläxan. Resultatet visar även att läsläxan idag har bytt skepnad. Idag anses läsläxan av viss forskning endast vara till för att allt skolarbete ska bli gjort medan annan forskning anser att läsläxan är viktig för att befästa och upprätthålla övning i läsning. De största påverkansfaktorerna enligt forskningen är hur eleverna har det hemma samt om det finns närvarande och stöttande vårdnadshavare. För att göra läsläxan mest effektiv för varje elev ska den anpassas efter elevens läsnivå, hemmiljö och om eleven kan få stöttning hemma men det ska även finnas en tydlig koppling till undervisningen i skolan.

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Heastie, Samuel R. "Relationships and differences on self-regulated learning, parental involvement, homework, and academic achievement, among high school students in rural West Virginia." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1871.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains ix, 98 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 64-69).

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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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Fraser, Katie C. "Homework through a network : designing technologies to support learning activities within the home and between home and school." Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/10658/.

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Government policy and academic research both talk about transforming learning through networked technologies – sharing newly available information about the learning context with new partners to support lifelong learning activities, and giving learners increased power and autonomy. This thesis examines how such learning opportunities might be supported. In order to ground these learning opportunities in current educational activity it studies homework, which is an example of a learning activity that spans multiple contexts and the current roll-out point of networked technologies in UK schools. This thesis uses an ecological approach to studying homework practices and activities, and the views, needs and roles of stakeholders, working with ICT coordinators, children, and families. Its core findings are twofold, and centre on the opening up and closing down of homework to involvement within the homework community. The first core finding is that children benefit from actively structuring their homework activities to involve or exclude other family members, and that the networked technologies which teachers plan to use in homework fail to mediate these processes successfully, unlike traditional homework technologies. The second core finding is that details of homework activities transmitted across a network can include too much information about a child or a family’s wider activities, violating privacy and leading families to reject technologies. This thesis identifies design tactics which can help children and their families negotiate how and when information is shared, and provides evidence that these design solutions can be implemented successfully within homework, if designed to fit within the ecology of the home. It discusses the circumstances in which these tactics could be useful in supporting lifelong learning, and establishes the importance of considering how families will integrate any educational activity or technology within their everyday activities.

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Wong, Lisa Anne. "Time allocation to homework and extra-curricular tuition by primary school students in Hong Kong: the impact onhealth of indicators." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42997975.

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Boggs, Melissa. "The Effects of Indiscriminable Contingencies on the Accuracy and Completion of Homework in Middle School Students with Learning Disabilities." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1403611614.

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Shelby, John F. Jr. "A comparison of eighth grade athletes and non-athletes academic achievement, time spent on homework, future educational goals, and socioeconomic status." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4706.

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This study examined the differences between eighth grade athletes and non-athletes in terms of mathematics and reading achievement based on standardized test scores from direct cognitive assessments in mathematics and reading. The data for this study came from the Early Childhood Longitudinal Study Kindergarten Class of 1998-1999 (ECLS-K). Data were collected from student and parent surveys in conjunction with direct cognitive assessments. The research questions were as follows: 1. To what extent is there a difference in mathematics achievement between eighth grade athletes and non-athletes while controlling for self-reported future educational goals and socioeconomic status? 2. To what extent is there a difference in mathematics achievement between eighth grade athletes and non-athletes while controlling for self-reported weekly time spent on homework and socioeconomic status? 3. To what extent is there a difference in reading achievement between eighth grade athletes and non-athletes while controlling for self-reported future educational goals and socioeconomic status? 4. To what extent is there a difference in reading achievement between eighth grade athletes and non-athletes while controlling for self-reported weekly time spent on homework and socioeconomic status? Factorial ANOVA's were used answer each research question. An additional variable, gender, was utilized to further evaluate differences in mathematics and reading scale scores. Based upon the results, no statistical significance was found in the three-way interaction effects for any of the research questions. As the two-way and main effects comparisons were evaluated, statistical significance was indicated within each question based on the multiple independent variables. Overall, the athletes did not outscore non-athletes. There were consistent differences in mean scores in reading and mathematics based upon self-stated future educational goals where students maintained higher mean scores in reading and mathematics as their educational goals increased. In addition consistent differences in mean scores in reading and mathematics were indicated where students below the poverty level had lower mean scores than students at or above the poverty level. Finally, students' mathematics and reading achievement significantly increased as their self-reported weekly time spent on homework increased.
ID: 030646210; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 133-150).
Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership

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Freehling, Seth. "The usage of Internet technologies by high school students in the completion of educational tasks outside of the school setting." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2940.

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Examines the use of Information and Communicative Technologies (ICT) by high school students from economically-disadvantaged households to complete homework assignments. Results of a survey of 240 high school students at an urban, inner-city high school located in Southern California, indicated, (1) the Digital Divide is narrowing among social classes, as most students reported having Internet access from their homes, (2) students willingness to embrace new uses of ICT in their studies, (3) the speed of completing homework was increased through the use of ICT multi-tasking and the use of search engines and, (4) computer maintenance issues were not a significant hindrance, as most students have some basic computer literacy skills.

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Svensson, Christofer. "Läxans funktion i en skola anpassad för alla elever The function of homework in a school adapted for all students." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30375.

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Syfte och frågeställningarStudiens syfte är att bidra med kunskap om lärares och specialpedagogers syn på läxans funktion och dess anpassningar i en skola för alla elever. Studiens frågeställningar är: •Hur beskriver lärare och specialpedagoger läxans funktion i skolan? •Hur beskriver lärare att de arbetar med läxor i sin undervisning? •Hur beskriver lärare och specialpedagoger anpassningar av läxan till elevers förutsättningar?Metod och teoretisk ramStudien har en hermeneutisk ansats och bygger på semistrukturerade intervjuer med lärare och specialpedagoger i grundskolan. I studien görs en tolkande analys av materialet. I analysen kategoriseras läxans funktioner utifrån lärare och specialpedagogers beskrivningar. Analys görs även utifrån ett sociokulturellt perspektiv (Säljö, 2000) och Vygotskijs (1995;1999) idéer om lärande och utveckling. Specialpedagogiska perspektiv (Nilholm, 2007) används i analysen för att förstå informanternas syn på läxans funktion. ResultatStudien visar att lärare och specialpedagoger ser läxan som ett fenomen med flera funktioner. Dessa funktioner påverkas av såväl tidsaspekter som en tilltro till läxan som utvecklande för eleverna gällande kunskaper, färdigheter och ansvar. Läxan har en tidssparande och tidsförlängande funktion då den används för att andra moment ska hinnas med i undervisningen vilket får till följd att det som inte hinns med ges i läxa. I hemmet kan läxan bli ett ensamarbete för de som inte har möjlighet till stöttning men i undervisningen har läxan en kommunikativ funktion då den är utgångspunkt för samarbete och diskussioner. Anpassningar av läxan bör och kan enligt lärare och specialpedagoger göras både gällande läxinnehållet och läxmängden. Specialpedagogerna ser också att läxan har en negativ funktion för elever i en skola för alla. Detta då läxan används i syfte att elever ska komma ikapp den undervisning som inte främjat elevens kunskaper. Detta förstås ur ett specialpedagogiskt perspektiv då läxorna blir en kompensation för de kunskaper eleverna anses sakna efter en lektion. Lärarna och specialpedagogerna betonar vikten av att gå igenom och följa upp läxan i undervisningen. Ur ett specialpedagogiskt perspektiv förstås detta genom att svårigheter ses utifrån vad som händer i elevens möte med omgivningen, i detta fallet undervisningssituationen. Det är därför i undervisningen som elevernas likvärdiga förutsättningar att genomföra läxan främjas. Dilemmat kan ur ett specialpedagogiskt perspektiv bli att pedagogerna måste försäkra sig om att alla elever har möjlighet att genomföra läxan samtidigt som några elever behöver mer utmaningar för att utvecklas. KunskapsbidragDenna studie kan öka förståelsen för synen på läxans funktion i undervisningskontexten. Studien ämnar även bidra till att anställda i skolan problematiserar sin syn på läxans syfte, utformning och användning i undervisningen för att gynna eleven i en skola för alla. Specialpedagogiska implikationerResultatet av studien visar att specialpedagogen kan ha en roll i arbete med läxor. I samråd med lärare arbetar specialpedagogerna i studien för att främja elevers likvärdiga förutsättningar att genomföra sina läxor. Specialpedagogen har ett unikt utifrånperspektiv och kan således kartlägga lärmiljöer och undanröja hinder för eleven i dessa. Enligt specialpedagogerna kan läxan vara ett sådant hinder och därför måste både undervisningen och läxan anpassas. Detta för att undervisningen ska främja elevens lärande och motivation. Läxan ska således inte användas i syfte att elever ska komma ikapp den undervisning som inte främjat elevens kunskaper enligt specialpedagoger i studien. Studien visar exempel på skolor som utarbetar en läxpolicy. Detta för att läxans syfte och utformning ska problematiseras och tydliggöras för pedagoger, elever och föräldrar. Genom att specialpedagogen i sitt uppdrag kommunicerar med aktörer i olika delar av skolans organisation har denne övergripande kunskaper som kan vara användbara i utformandet av en läxpolicy på skolan.

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39

Ho, Chan Lin. "Fostering parental involvement in children’s mathematics homework in Singapore pre-primary education : an intervention using parental education and school-home communication." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/2492/.

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The intent of this study was to compare two different types of parent involvement strategies: Parent Education Workshops and communication through newsletters and the impact they have on children’s math achievement and parent efficacy, parent encouragement and parent home involvement. Participating in the study were 259 children, 5 to 6 years old and their parents, who were assigned to three experimental and one control group. The study adopted a randomised pre-test, post test 2x2 factorial experimental design with control group. A self-developed criterion-referenced math assessment containing 58 test items was used to measure children's knowledge of basic math concepts. A self-administered parent survey to measure parent confidence, parent encouragement and home involvement adapted from Hoover-Dempsey's scales for measuring parent mechanisms of involvement was modified and used for this study. Both the math assessment and the parent survey were administered as a pre-test and post-test. Three parent training sessions modelled on the Berkeley Family Math programme were conducted over a period of 4 weeks for parents in the workshop and workshop*communication groups on how to help children with math at home. Parents who attended the workshops were provided with take home math kits designed to enable parents to use developmentally appropriate materials and activities to encourage their children's interest in math. The communication and workshop*communication groups received three issues of newsletters that contained information and ideas for parental involvement to help children learn math at home. The results of the study showed significant gains in children's math where both the workshop*communication conditions were present, in particular for children with lower pre-test math scores. No significant effects of the treatment on the three parental variables were found. Qualitative data collected from parents and teachers indicated that the parent education workshops had positive results and impact on parents' self efficacy.

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Raggi, Veronica L. "Development and preliminary testing of a brief, behavioral intervention to address the homework-related problems of middle school students with ADHD." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8487.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Psychology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Chan, Lin Ho. "Fostering parental involvement in children's mathematics homework in Singaporean pre-primary education : an intervention using parental education and school-home communication." Thesis, Durham University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441647.

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42

Augusto, Patrícia Alexandra Mourato. "Perceções no envolvimento parental nos trabalhos de casa em pais e alunos do 4º e 5º ano de escolaridade." Master's thesis, ISPA - Instituto Universitário das Ciências Psicológicas, Sociais e da Vida, 2012. http://hdl.handle.net/10400.12/2285.

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Dissertação de Mestrado em Psicologia Educacional
O envolvimento parental tem sido associado positivamente ao sucesso académico das crianças, melhorando a relação entre pais e filhos e pais e comunidade. O objetivo deste estudo é o de analisar as perceções do envolvimento parental e apoio dos pais nos trabalhos para casa dos seus filhos, em função de diversas variáveis. Participaram neste estudo 91 alunos, a frequentar o 4º e 5º ano de escolaridade e respetivos pais. O presente estudo é descritivo e correlacional, e os dados foram recolhidos através de questionários aplicados aos alunos e pais. Os resultados apontam para uma opinião positiva quer de pais quer de alunos face aos tpc’s, reportando a realização dos mesmos com muita frequência. Foram encontradas diferenças significativas na intersecção do género com as opiniões dos alunos e a frequência na realização das tarefas, beneficiando em ambas, as raparigas. Essas diferenças persistem, quando analisada a variável relacionada com a escolaridade dos alunos, favorecendo os mais novos. O desempenho académico dos alunos é um preditor de opiniões positivas face aos tpc’s, dando vantagem aos alunos com melhor desempenho. Por outro lado este desempenho é influenciado positivamente pela frequência de realização dos tpc’s. Relativamente às perceções de pais e alunos face ao envolvimento parental, os dados obtidos não identificaram diferenças significativas entre o envolvimento dos pais nos tpc’s e o sucesso académico. ------- ABSTRACT ------- Parental involvement has been positively linked to academic success of children, improving the relationship between parents and children and parents and community. The objective of this study is to analyze the perceptions of parental involvement and parental support with homework of their children, according to several variables. Participated in this study, 91 students, attend the 4th and 5th grade and respective parents. This study is descriptive and correlational, and data were collected through questionnaires given to students and parents. The results shows a positive view of either parents or students related to homework, reporting to achieve them very often. Significant differences were found at the intersection of gender with the opinions of students and the frequency in the tasks, benefiting girls. These differences persist when analyzing the variable related to the education of students by favoring younger. The students' academic performance is a predictor of positive reviews related to homework gives advantage to students with better performance. Moreover this performance is positively influenced by the frequency of achievement of homework. Regarding the perceptions of parents and students related to parental involvement, the data did not identify significant differences between parental involvement in homework and the academic success. Keywords: Parental

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Yu, Yiting. "The Influence of Types of Homework on Opportunity to Learn and Students' Mathematics Achievement: Examples from the University of Chicago School Mathematics Project." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5808.

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ABSTRACT Public views on assigning students mathematics homework have been controversial. Although homework is designed for students to complete during non-school hours (Cooper, 1989), many see homework as excessive pressure on students. Most research placed their focus on the influence of the time spent on homework or the amount of homework on student achievement. Few studies have addressed the impact of types of mathematics homework. The purpose of this study is to examine the role of homework types in influencing opportunity to learn (OTL) on student achievement. This quantitative study used subsets of a large existing dataset collected by University of Chicago School Mathematics Project (UCSMP) in Pre-Transition Mathematics, Transition Mathematics, and Algebra. The findings showed that OTL measured by lesson coverage and by teachers’ reported posttest OTL have significant impact. Each type of homework as a mediator might have significant, positive or negative mediating effects or no mediating effects at all. The findings from having OTL measured by lesson coverage as the independent variable were more consistent with each mathematics course. The differences of the mediating effects of types of homework on the impact of OTL measured by lesson coverage on student mathematics achievement and on the impact of teachers’ reported posttest OTL on students’ mathematics achievement may be explained through the nature of the types of homework as well as through limitations of the study. Recommendations for future research and implications of the study were presented in the discussion part of the study.

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Lyman, Jeffrey T. "Impact of Parental Involvement and Poverty on Academic Achievement." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406724761.

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Bolger, Mary. "An Anthropological Case Study on the Impact of the "No Zero" Homework Policy on Teacher Culture in Two Central Florida Middle Schools." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5907.

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No Child Left Behind and Race to the Top are Federal educational policies that have evoked criticism from teachers and administrators. Both policies extended the federal government's reach into local education by tying federal funds to a school's student growth and teacher effectiveness. With an increasing emphasis on economic mechanisms such as choice and competition, teachers' effectiveness is now determined by standardized and quantifiable measurements. These policies have created a data driven and high stakes accountability culture within each school. Teachers are finding themselves in a new balancing act of recording quantifiable yearly progress for all students while trying to work against environmental factors that are out of their control. The rising trend to utilize a “no zero” homework policy under these new pressures merits investigation into its role within teacher culture and these current tensions. The recent call for anthropology to re-enter the classroom as a cultural site allows the researcher to provide context to the fluid relationships that often lead to the reproduction of or resistance against dominant ideology. Using the case study method, this ethnography employs the critical theory framework to examine policy impact on teacher culture and gain an understanding for how and why trends such as the “no zero” homework become a part of school policy. By looking at a “school of choice” and a traditional “feeder middle school,” this thesis gives context to how the local trends illuminate larger cultural shifts.
M.A.
Masters
Anthropology
Sciences
Anthropology

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Zafani, Mariana Dutra [UNESP]. "A tarefa de casa e o aluno com deficiência física: reflexões a partir da perspectiva do professor do ensino regular." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/151915.

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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
A tarefa de casa (TC) pode ser um importante recurso no processo de escolarização do aluno com deficiência, merecendo atenção especial nas discussões relacionadas à Educação Inclusiva. O objetivo geral deste estudo foi o de investigar como a TC é utilizada no processo de escolarização do aluno com deficiência física (DF), sob a perspectiva dos professores. Os objetivos específicos foram: identificar e analisar a concepção dos professores acerca da TC; identificar e analisar como a TC está sendo proposta para os alunos com DF inseridos no ensino regular; identificar e analisar a concepção dos professores sobre a parceria colaborativa entre a família e a escola; identificar e avaliar as atitudes sociais dos professores em relação à inclusão; e identificar e analisar a concepção dos professores sobre a parceria colaborativa entre a área da Saúde e a da Educação. Participaram deste estudo 15 professoras de alunos com DF. Para a coleta de dados, foram utilizados seis instrumentos: uma Ficha de Caracterização do Professor Participante (FCPP), um roteiro de entrevista semiestruturado, o Sistema de Classificação da Habilidade Manual (MACS), o Sistema de Classificação da Função Motora Grossa (GMFCS), a Viking Speech Scale e a Escala Likert de Atitudes Sociais em Relação à Inclusão (ELASI). Os dados foram analisados quantitativa e qualitativamente. Os resultados revelaram que quatorze professoras enviavam TC. Onze professoras solicitavam TC para o aluno com DF com a mesma frequência que dos demais alunos. Sete professoras explicitaram realizar diferentes adaptações na TC em função das especificidades apresentadas pelo aluno com DF e nove professoras apontaram ter dificuldade para o desempenho de tal atribuição. As professoras revelaram que nem todos os alunos com DF faziam sempre a TC e que nem todas as famílias participavam sempre de sua realização. Todas as professoras foram favoráveis ao estabelecimento da parceria entre a área da Saúde e a da Educação e apenas duas não identificavam contribuições destes profissionais no que concerne à prática da TC. As dificuldades das professoras para fazer as adaptações na TC estavam significantemente relacionadas ao nível de habilidade manual dos alunos e às atitudes sociais delas em relação à inclusão. Os resultados do estudo fornecem um panorama em relação ao emprego da TC no âmbito geral e, especificamente, para os alunos com DF. Auxiliam a identificar os desafios e possibilidades para o delineamento de uma TC mais eficaz para o aluno com DF e para uma relação mais produtiva entre a escola e a família por meio dessa atividade. Sinalizam, também, a necessidade de conhecimentos específicos acerca da DF reforçando a importância de ações intersetorias entre a área da Saúde e a da Educação, bem como de investimento na capacitação do professor para o atendimento às necessidades educacionais dos alunos com DF e da oferta de oportunidades para a construção de atitudes sociais genuinamente favoráveis à inclusão em sua formação.
The homework (HW) can be an important resource in the school process of students with disabilities and it deserves special attention in the discussions regarding Inclusive Education. The general objective of this study was to investigate how the HW is used in the schooling process of the student with physical disability (PD), from the teachers' perspective. The specific objectives were: to identify and to analyse the teachers' conception regarding the HW; to identify and to analyse how the HW is being proposed for students with PD inserted in regular education; to identify and to analyse the teachers' concept of the collaborative partnership between the family and the school; to identify and evaluate teachers' social attitudes towards inclusion; and to analyse the teachers' concept of the collaborative partnership between Health and Education. Fifteen teachers of children with PD participated in this study. Six instruments were used in order to collect data: a Participant Teacher Characterization Sheet (PTCS), a semi- structured interview script, the Manual Ability Classification System (MACS), the Gross Motor Function Classification System (GMFCS), the Viking Speech Scale and Likert Scale of Social Attitudes towards Inclusion (ELASI). The data were analysed quantitatively and qualitatively. The results revealed that fourteen teachers usually sent HW. Eleven teachers requested HW for the student with PD with the same frequency as for the other students. Seven teachers made explicit different adaptations in the HW according to the specificities presented by the child with PD and nine teachers pointed out that they presented difficulties in their performance of the assignments. The teachers revealed that not all the students with PD would always do the HW and that not all the families would always participate in its accomplishment. All the teachers were in favour of establishing a partnership between Health and Education and only two did not identify the contributions of these professionals regarding HW doing. The teachers' difficulties in adapting the HW were mostly related to the students' manual ability level and to their social attitudes towards inclusion. The results of the study provide an overview of the use of HW in the general context and specifically for students with PD. They helped to identify the challenges and the possibilities for the design of a more effective HW for the student with PD and for a more productive relationship between the school and the family through this activity. They also point out the need for specific knowledge about PD, emphasizing the importance of inter-sectoral actions between Health and Education, as well as investments in teachers training to meet the educational needs of the students with PD and the offer in their formation of opportunities for the construction of social attitudes genuinely favourable to inclusion in their education.

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47

Inman, Susan F. 1963. "Exploring the relationship between student engagement factors and entry to postsecondary programs: A secondary analysis." Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/8522.

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xi, 91 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
This study used the existing database of 1,052 schools contained in the National Education Longitudinal Study of 1988 to examine the predictors that were related to high school students' enrollment in postsecondary education (PSE). In order to determine which school-related experiences had an impact on the students' enrollment in PSE, a multiple regression analysis was conducted. The results indicate that student attendance rates and "being held back" are significant predictors for predicting postsecondary enrollment across all analyses and for subpopulations disaggregated by race, SES, and gender. Recommendations to encourage student enrollment in postsecondary programs include providing grade level interventions to avoid the detrimental effects of a student repeating a grade, as well as developing programs to increase student engagement levels in the high school setting. Limitations to the study include control strategies for confounding factors. The inclusion of additional control variables, such as parents' level of education, would increase the validity of the findings.
Adviser: David Conley

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48

Blomgren, Kamilla. "Läxan, en fråga om ideologi? : En kvalitativ studie av Folkpartiets och Vänsterpartiets syn på läxan." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-21111.

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The purpose with this essay is to examine the Liberal Party and the Left Party´s views on homework, if the parties considers that homework affects the schools plan for equivalence and if the parties disagreement can be related to their different ideologies. To answer the purpose I have used following questions: How do the Liberal Party and the Left Party define the concept of homework?, What is the purpose of homework in primary schools according to the Liberal Party and the Left Party?, What are the arguments for and against homework and do homework affects the schools plan for equivalence according to the parties? and Can the parties' views on homework be related to their respective ideologies? The method used is a qualitative textual analysis with focus on the idea analysis. The material consist of relevant newspaper articles, news and debate clips and the parties various party programs, during the time frame of 2006-05-31 - 2013-10-14. To answer the purpose I also used different types of discourse theories, equivalence theory and the ideologies liberalism and reformist socialism as theories. The results shows that the Liberal Party and the Left Party have different views about what a homework should be considered as and that both parties thinks that homework can affect the schools plan for equivalence, but they have different perceptions about how. The Left Party believes that homework should be done during school time and The Liberal Party believes that homework should be done after school. Their different views and values regarding homework can also be relate to their different ideologies. A possible idea that I also can find from the results is that the parties different opinions can be based on that they refers to pupils of different age groups when they discuss the topic of homework.

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Dell'Agli, Betania Alves Veiga. "Aspectos afetivos e cognitivos da conduta em crianças com e sem dificuldade de aprendizagem." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251795.

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Orientador: Rosely Palermo Brenelli
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-10T22:41:42Z (GMT). No. of bitstreams: 1 Dell'Agli_BetaniaAlvesVeiga_D.pdf: 1712016 bytes, checksum: 5d78670b63d652ada93eed5c6ef63e93 (MD5) Previous issue date: 2008
Resumo: Embasados na teoria psicogenética que preconiza a existência de paralelismo entre aspectos afetivos e cognitivos da conduta, a presente pesquisa teve como objetivo verificar as relações entre esses aspectos em crianças com e sem queixa de dificuldade de aprendizagem. A amostra foi constituída por 12 crianças que cursavam a 3a série do ensino fundamental de uma escola da rede pública do interior do estado de São Paulo, sendo seis com queixa de dificuldade de aprendizagem e seis sem queixa de dificuldade de aprendizagem, segundo a informação da professora responsável. Os participantes são de ambos os sexos com idade entre 9 anos e 1 mês a 10 anos e 10 meses. O procedimento de coleta de dados pautou-se em observações em sala de aula com a turma toda, tanto nas tarefas escolares como nas atividades lúdicas. As tarefas escolares foram aquelas dadas pela professora e para as atividades lúdicas foram oferecidos jogos de regras. A fim de coletar informações a respeito das condutas das crianças no ambiente escolar e familiar, realizou-se uma entrevista com a professora e uma entrevista com a família. Aos participantes da pesquisa foram aplicadas individualmente as provas operatórias clássicas piagetianas e o jogo Descubra o Animal. Para a análise dos dados foram criadas categorias afetivas e cognitivas a partir das observações e das entrevistas. Os aspectos afetivos da conduta foram comparados entre os dois grupos e relacionados com o índice de operatoriedade, com o desempenho em conteúdos escolares e com o desempenho cognitivo no jogo. Ao comparar os aspectos afetivos em tarefas escolares e em atividades lúdicas, os resultados demonstraram que existem diferenças entre os grupos. Nas tarefas escolares, predominaram aspectos afetivos positivos nas crianças sem queixa de dificuldade de aprendizagem, enquanto que nas crianças com queixa de dificuldade de aprendizagem, predominou a ausência de afetos positivos. Nas tarefas lúdicas, em ambos os grupos, evidenciou-se predomínio de afetos positivos. No que se refere às relações entre os aspectos afetivos e cognitivos analisados, os resultados demonstraram a existência de relações entre esses aspectos nas tarefas escolares nos dois grupos. Já nas atividades lúdicas, no grupo com queixa de dificuldade de aprendizagem, essa relação não se manteve, isso porque esse tipo de atividade parece mobilizar condutas afetivas positivas, garantindo o interesse, sem, contudo, modificar os aspectos cognitivos. Por ser um estudo empírico, essa pesquisa contribuiu para melhor compreender a relação entre afetividade e cognição em crianças com e sem queixa de dificuldade de aprendizagem assim como compreender que aspectos afetivos e cognitivos são complementares, indissociáveis e irredutíveis
Abstract: Based on the theory of psycho-genetics that shows the existence of a parallel between affective and cognitive aspects of behavior, the objective of this research is to verify the relationship between these aspects in children with and without learning disabilities. Twelve boys and girls with ages ranging from 9 years and 1 month to 10 years and 10 months were chosen to be observed. The children were attending 3rd grade in a public primary school in a suburban town in the state of Sao Paulo, Brazil. Based on the assessment by their teacher, half of the children showed gaps in learning and the other half had no learning disabilities. The test group was observed with other students in a classroom environment, performing teacher directed learning activities and playing activities such as rule games. In order to get further information about the children¿s behavior in school and in their family environment, both the teacher and family members were interviewed. Classical operational Piaget tests and the game Find the Animal were applied individually to all twelve participants engaged in the research. By analyzing the data obtained from observation and interviews some affective and cognitive categories were set. The affective aspects of the behavior were compared between the two groups and then were related to operational index, performance in school content and cognitive performance in the game. Comparing the affective aspects occurring in school work and in playful activities, it was shown that there were some differences between the groups. Children with no learning disabilities displayed more positive affective aspects concerning school work whereas the children with learning disabilities showed a lack of positive affection. It was clear that in both groups the positive affect was predominant in regard to playful activities. Regarding the relationship between analyzed affective and cognitive aspects the results showed that there was correlation between the aspects observed in the school work of both groups. However, with the group that exhibits learning disabilities, the relationship did not exist with the playful activities because these kinds of activities seem to require positive affective behavior, which guarantees interest without modifying cognitive aspects. Because this was an empirical study it contributes to a better understanding of the relationship between affection and cognition in children with and without learning disabilities as well as an understanding that affective and cognitive aspects are complementary, inseparable and irreducible
Doutorado
Psicologia, Desenvolvimento Humano e Educação
Doutor em Educação

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50

Andersson, Andreas. "Läxor - att vara eller att inte vara. Det är frågan? : Läxor på lågstadiet i den svenska skolan." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67438.

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Syftet med den här undersökningen är att undersöka lågstadielärares attityder när det kommer till läxor. Använder de läxor? Varför använder de läxor? Vilka läxor använder de? Dessutom undersöks även om det finns lärare som inte använder läxor och av vilka anledningar de inte gör det. Metoden som används är en enkät som har lagts ut på internet i en Facebook-grupp för lärare på lågstadiet. Där har lärare på lågstadiet fått svara på ett antal frågor som berör användandet av läxor. De har även fått svara på några bakgrundsfrågor. Utifrån detta har ett resultat fåtts fram. Resultatet visar att en stor majoritet av respondenterna använder läxor, trots att de inte finns reglerade i några av de styrdokument som finns för den svenska skolan. Det är läsläxan som är det dominerande inslaget på lågstadiet, detta för att det upplevs som viktigt att eleverna tränar läsning vid en tidig ålder.
The purpose of this study is to investigate the attitudes of Swedish elementary school teachers when it comes to homework. Do they use homework in their classes? What are the reasons that they use homework? What kind of homework do they use? The study also check if there are teachers that don ́t use homework and why they don ́t. The method at use is a survey where elementary school teachers answer questions about the use of homework. The survey were posted in a Facebook-group for elementary teachers. Except for the questions about homework there were some background-questions. Based on the answers a result were acquired. The results of the survey were that a large majority of the teachers that answered use homework. Even though they are not regulated in any of the governing documents available for the Swedish school. The main reason why homework is used by a large majority is to help the children enhance their reading ability.

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Dissertations / Theses on the topic 'School homework'

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