Academic literature on the topic 'Types of homework'
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Journal articles on the topic "Types of homework"
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Al-Maamari, Saif. "Social Studies Teachers’ Homework Practices in Oman." Asian Social Science 16, no. 7 (June 29, 2020): 146. http://dx.doi.org/10.5539/ass.v16n7p146.
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This study aims at discovering the homework practices of ten social studies teachers in basic education schools of the second cycle (grades 5-10) in Muscat governorate, Oman. The sample comprised of (10) teacher’ planning books (5 male teachers and 5 female teachers) distributed in ten schools. The researchers designed a check list for analyzing the planning books of teachers consists of four domains: the types of homework tasks, the levels of knowledge of homework according to Bloom's taxonomy, the resources required to answer homework tasks, and the nature of working on homework. Findings of the study showed that social studies teachers assigned conventional homeworks, which might not be consistent with new goals of social studies in Oman.
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Liu, Kawai, and Julius Wu. "The Effect of Online Homework (IXL) on Students' Mathematics Achievement." Asian Journal of Education and Training 7, no. 4 (November 23, 2021): 244–49. http://dx.doi.org/10.20448/journal.522.2021.74.244.249.
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We examined the potential different effectiveness of an online homework system (IXL) and the traditional paper-and-pencil homework. A study involving 98 participants was conducted in a middle school (grade 8). We compared the post-test results from the online homework group with the traditional homework group. Both homework assignment effect (class-level) and homework completion effect (student-level) proposed by Trautwein (2007) were investigated. No significant difference was found among the students who were assigned different types of homework (class-level). We conclude that IXL is as effective as the traditional homework on students' learning. Meanwhile, not surprisingly, we revealed that students who complete the homework outperformed the students who did not (student-level). We suggest that teachers give students an option to do online or traditional homework based on their preference, as long as they complete the homework.
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Li, Wenshu, Richard M. Bennett, Taimi Olsen, and Rachel McCord. "Engage Engineering Students In Homework: Attribution Of Low Completion And Suggestions For Interventions." American Journal of Engineering Education (AJEE) 9, no. 1 (July 3, 2018): 23–38. http://dx.doi.org/10.19030/ajee.v9i1.10186.
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Homework is an important out-of-class activity, crucial to student success in engineering courses. However, in a first-semester freshman engineering course, approximately one-fourth of students were completing less than 80% of the homework. The purpose of this study was to examine students’ attribution of their low completion of homework and suggest corresponding interventions to help students with different attribution types. A qualitative approach was applied using semi-structured interviews for data collection. The interviewees were students who were on track to complete less than 80% of the homework. Students in the study attributed their low rates of completion to multiple factors. We coded and summarized students’ attributions of homework incompletion according to Weiner’s attribution theory and suggested corresponding interventions for students with different attribution types. Results show that most students attributed their failure to complete their homework to external reasons rather than internal reasons. A large portion of student’s attributions for low homework completion was due to poor time management skills. Some students attributed low homework completion to unstable factors such as illness, transition, or adjustment problems. A small portion attributed low homework completion to uncontrollable reasons, such as sickness and homework difficulty. Students’ reasons for homework incompletion varied across the three dimensions of Weiner’s attribution theory suggesting that a variety of intervention techniques is required. In addition to use of widely adopted interventions such as first year seminars, tutoring, and tutorial sessions, intervention techniques based on attribution theory may be necessary to employ, to help students avoid negative emotional and behavioral consequences of homework incompletion.
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Liao, Danlu. "Construction of Knowledge Graph English Online Homework Evaluation System Based on Multimodal Neural Network Feature Extraction." Computational Intelligence and Neuroscience 2022 (May 13, 2022): 1–12. http://dx.doi.org/10.1155/2022/7941414.
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This paper defines the data schema of the multimodal knowledge graph, that is, the definition of entity types and relationships between entities. The knowledge point entities are defined as three types of structures, algorithms, and related terms, speech is also defined as one type of entities, and six semantic relationships are defined between entities. This paper adopts a named entity recognition model that combines bidirectional long short-term memory network and convolutional neural network, combines local information and global information of text, uses conditional random field algorithm to label feature sequences, and combines domain dictionary. A knowledge evaluation method based on triplet context information is designed, which combines triplet context information (internal relationship path information in knowledge graph and external text information related to entities in triplet) through knowledge representation learning. The knowledge of triples is evaluated. The knowledge evaluation ability of the English online homework evaluation system was evaluated on the knowledge graph noise detection task, the knowledge graph completion task (entity link prediction task), and the triplet classification task. The experimental results show that the English online homework evaluation system has good noise processing ability and knowledge credibility calculation ability, and has a stronger evaluation ability for low-noise data. Using the online homework platform to implement personalized English homework is conducive to improving students’ homework mood, and students’ “happy” homework mood has been significantly improved. The implementation of English personalized homework based on the online homework platform is conducive to improving students’ homework initiative. With the help of the online homework platform to implement personalized English homework, students’ homework time has been reduced, and the homework has been completed well, achieving the purpose of “reducing burden and increasing efficiency.”
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Scott, Catherine M., and Nelda Glaze. "Homework Policy and Student Choice: Findings from a Montessori Charter School." Journal of Montessori Research 3, no. 2 (November 15, 2017): 1–18. http://dx.doi.org/10.17161/jomr.v3i2.6585.
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The use of homework has been a controversial topic in education for many years: what types of homework to give, how much, and how often. In previous years, Ocean Montessori School (a pseudonym), the site of this study, offered homework like that of traditional public schools, such as worksheets and rote skill practice. Feeling conflicted about the misalignment between traditional homework and Montessori practices, the school administration changed the homework policy for the 2016–2017 academic year. The new policy encouraged students to choose what they wanted to do each night for homework. This study examines the views and practices of the teachers, students, and parents involved in the new homework policy. Data were collected from parent surveys, teacher focus groups, student interviews, observations, and student work samples. The findings indicate that, although students enjoyed the proposed homework change, it lacked sufficient structure for parents, and students needed support from teachers and parents to engage in meaningful homework tasks.
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Stakić, Mirjana, Jelena Stamatović, and Jasna Maksimović. "Homework practices in teaching of Serbian language in junior grades of primary education." Zbornik radova Filozofskog fakulteta u Pristini 52, no. 2 (2022): 285–305. http://dx.doi.org/10.5937/zrffp52-34240.
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Various advantages and disadvantages of homework are discussed in the literature. The aim of this paper is to determine the advantages and disadvantages of homework practices in Serbian Language taught in junior grades of primary education. Implementation practices were examined from the standpoint of teachers with the aim of determining: the dynamics in assigning and reviewing homework; assessment methods and ways of communicating feedback; representation of different types of homework; and the evaluation of their contribution. The study was conducted in 2020 and 2021 on a sample of 123 teachers. The obtained results indicate that the homework practices in Serbian Language classes are characterized by the frequency and diversity of homework assignments, individualized approach, reviewing regularity, and positive perception of their contribution. However, the results also raise several important questions-excessive student workload, functionality of assessing homework as a learning tool, homework assessments, encouraging cooperative homework and communication related to it-and indicate the need for further research.
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Kim, Alice S. N., Cassandra R. Stevenson, and Lillian Park. "Homework, in-class assignments, and midterm exams." Open Scholarship of Teaching and Learning 2, no. 1 (October 20, 2022): 92–102. http://dx.doi.org/10.56230/osotl.18.
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Formative assessments can be used more effectively to support students’ learning when coupled with insights about which types of formative assessments are predictive of students’ subsequent learning achievement. In this study, we investigated the predictive utility of students’ grades on homework and in-class assignments for the midterm and final cumulative exam, which were taken as measures of student learning. The data consisted of the grades of 241 undergraduate students for homework, in-class assignments, midterm and final cumulative exams in a variety of psychology courses. Using regression analyses, we found that students’ midterm exam grades were predicted by their grades for homework and in-class assignments completed before the midterm exam. Final cumulative exam grades were predicted by students’ homework and midterm exam grades, but not their in-class assignment grades. These findings suggest that the effectiveness of formative assessments as tools to predict student achievement varies. Additionally, although homework was not as strong of a predictor as the midterm exam, it was still an adequate predictor of final cumulative exam performance. Since homework feedback is provided earlier and often more frequently, in the context of the present courses under investigation, it can be a useful tool in informing educators’ and students’ learning plans early in a course. Future research should investigate further the relation between different types of formative and summative assessments across different instructors, disciplines and institutions.
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Pllana, Duli. "Suitable Homework Boosts Highschool Learning Effects." World Journal of Education 12, no. 5 (October 15, 2022): 40. http://dx.doi.org/10.5430/wje.v12n5p40.
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Highschool homework as an integral part of the study skills benefits students' learning outcomes significantly. Consistency of completing homework contributes to rising scores in any given assignment such as quizzes, regular tests, standardized tests, etc. The purpose of homework aims at different targets and it is designed for specific groups and occasions. Generally, there are four types of homework: a) Practice, b) Preparatory, c) Extension, and d) Integration. On the other hand, there is a great variety of homework with various tasks. The daily length of the high school assignments is within the frame time of ninety minutes to three hours. Too long or too short time consuming on completing the task does not result effectively in positive learning outcomes. The optimal time for completing an assignment resonates with the Aristotle mean, and it provides maximum benefits in learning outcome. Despite the fact of the dispute between education stockholders on benefits of homework, they still agree that homework elevates study skills to a certain degree with regard to the exams or study skills.
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Burchielli, Rosaria, and Annie Delaney. "The Invisibilization and Denial of Work in Argentinian Garment Homework." Articles 71, no. 3 (October 19, 2016): 468–93. http://dx.doi.org/10.7202/1037661ar.
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Homeworkers are a globally significant part of the informal workforce, commonly regarded as invisible because their work is not recognized (Burchielli et al., 2008; Prugl, 1999). In this qualitative study, we examine homeworker invisibility in the case of Argentinian garment homework using the concepts of work invisibilization and work denial. The work invisibilization concept (Krinsky and Simonet, 2012), referring to devalorized work resulting from the neoliberal agenda, is used to understand recent global trends away from standard work arrangements/protections. Arising from the social relations of domination, invisibilized work is precarious, with irregular/ non-existent employment contracts and relationships. Invisibilization thus provides a valuable lens for analysing homework, which shares key characteristics with emerging forms of invisibilized employment. Homework however, has not transformed but has always been informal, characterized by inferior standards. To account for this, we articulate a concept of denial of work. Cohen's (2001) concept of denial describes broad dimensions, including different forms, strategies and levels of denial. Adapting these, we construct a framework to analyze the denial of Argentinian garment homework, enabling a detailed examination of the specific social actors and processes involved in casting homework as non-work. In considering the denial of homework in relation to invisibilization, we argue that these are related but distinct concepts. Used together, they help explain the low-power condition of two types of garment homeworkers in Argentina while also accounting for their differences: the mostly male, migrant workers employed in clandestine workshops (such as the Bolivians interviewed in our study), and the traditional, mostly female, Argentinian garment homeworkers. Our findings suggest that Bolivian immigrant homeworkers are partially visibilized due to NGO advocacy. However, as there are no improvements to their working conditions, they remained largely invisibilized through the effects of capitalism. By contrast, traditional women homeworkers have no representation and internalize their condition: their invisibilization is explained by the cumulative effects of capitalism and patriarchy.
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Patall, Erika A., Harris Cooper, and Jorgianne Civey Robinson. "Parent Involvement in Homework: A Research Synthesis." Review of Educational Research 78, no. 4 (December 2008): 1039–101. http://dx.doi.org/10.3102/0034654308325185.
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New emphasis is being placed on the importance of parent involvement in children’s education. In a synthesis of research on the effects of parent involvement in homework, a meta-analysis of 14 studies that manipulated parent training for homework involvement reveals that training parents to be involved in their child’s homework results in (a) higher rates of homework completion, (b) fewer homework problems, and (c) possibly, improved academic performance among elementary school children. A meta-analysis of 22 samples from 20 studies correlating parent involvement and achievement-related outcomes reveals (a) positive associations for elementary school and high school students but a negative association for middle school students, (b) a stronger association for parent rule-setting compared with other involvement strategies, and (c) a negative association for mathematics achievement but a positive association for verbal achievement outcomes. The results suggest that different types of parent involvement in homework have different relationships to achievement and that the type of parent involvement changes as children move through the school grades.
Dissertations / Theses on the topic "Types of homework"
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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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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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(9829964), Susan Richardson. "Teacher homework practices in Queensland state primary schools." Thesis, 2015. https://figshare.com/articles/thesis/Teacher_homework_practices_in_Queensland_state_primary_schools/13437326.
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Homework is a universal school practice. Most homework research has concerned itself with student learning and achievement and time spent on homework; parental involvement in homework that supports learning from homework; and the development of student self-regulatory, independent learning skills. In Australia, each state and territory has an educational authority homework policy for schools. However, there is limited research that has explored homework policy influences on teacher perspectives about homework and teacher-in-action homework practices in the context of a homework policy-perspectives-practice interface. Teacher perspectives about homework were explored using focus groups and teacher-inaction teacher homework practices were explored using the stimulated recall (SR) method. Four inter-related findings emanated from this research, namely that: teachers interpret state and school-based homework policy guidelines and implement them through the use of individualised teacher homework repertoires of practice; teacher homework repertoires of practice respond to the influences of policy, teacher view, parental involvement in homework and student learning; there are distinct differences in the orientation to the homework approach evidenced in the repertoire of homework practices between primary classroom teachers in the early years and middle years phases of learning; and an analogous relationship exists between primary classroom teacher perspectives about homework and homework practices, and the teacher-in-action in situ homework practices used by classroom teachers. It was found that the use of SR methods to explore teacher-in-action practices was problematic and difficult to manage in the classroom setting. However, the results using this methodology confirmed that teacher perspectives were enacted into teacher-inaction practice. The results also revealed that teacher perspectives about the purpose for homework influenced the types of homework used and the ways in which primary classroom teachers implemented homework using idiosyncratic teacher homework practices. The results from this research have been used to develop a reflective frame for teacher homework practice. This frame can be used by educators, and in particular by classroom teachers to raise awareness about teacher homework practice; and stimulate professional discussions about homework and teacher homework practice.
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Cunha, Jennifer. "Tipos de feedback sobre las TPC y su relación con el rendimiento académico." Master's thesis, 2013. http://hdl.handle.net/1822/25502.
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Dissertação de mestrado integrado em Psicologia (área de especialização em Psicologia Escolar e da Educação)La literatura considera el feedback como una variable relevante en la explicación del rendimiento académico. No obstante, el feedback de las tareas para casa (TPC) ha sido escasamente estudiado. El presente estudio analiza el efecto de cinco tipos de feedback de TPC proporcionado por los profesores de inglés mediante el uso de un diseño de aleatorización por grupos (group randomized design). Participaron en la investigación treinta y cinco profesores de inglés de Educación Media seleccionados al azar a partir de una muestra intencional, los cuales también fueron asignados al azar a las diferentes condiciones de la variable feedback (i.e., Checking to know if homework was completed; answering specific questions about the homework; verbal correction on an entire homework). Durante seis semanas, una vez por semana, los profesores administraron feedback respecto a las TPC y, al final, los alumnos realizaron un examen de inglés. Los resultados obtenidos ponen de relieve que, amén de la importancia que de por sí tiene que el profesor informe a los estudiantes acerca del desempeño en sus TPC, es más importante aún la forma de hacerlo (i.e. tipos de feedback).
According to literature feedback is an important explanatory variable of academic achievement. Nevertheless, research on homework feedback is sparse. The present study, having a group randomized design, analyzes the effect of five different types of homework feedback provided by teachers of English as a Foreign Language (EFL). Thirty-five elementary school teachers randomly selected participate in the study. The participants were also randomly distributed by different feedback conditions (e.g. Checking to know whether homework was completed; answering specific questions about homework; oral correction of the entire homework). For six weeks, the teachers provided homework feedback and after that time students had an English test. Findings suggest that ways of providing feedback (i.e. types of feedback) are more important than just informing the students about their homework performance.
A literatura considera o feedback como importante variável explicativa do rendimento académico. Não obstante, o feedback de trabalho para casa (TPC) tem sido escassamente estudado. O presente estudo analisa o efeito de cinco tipos de feedback de TPC providenciado por professores de inglês através de um desenho de aleatorização por grupos (group randomized design). Participaram na investigação trinta e cinco professores de inglês do Ensino Básico selecionados aleatoriamente a partir de uma amostra intencional, dos quais distribuídos também aleatoriamente pelas diferentes condições de feedback (i.e., Checking to know if homework was completed; answering specific questions about the homework; verbal correction on an entire homework). Durante seis semanas, os professores administraram feedback em relação ao TPC e, no final, os alunos realizaram um teste de inglês. Os resultados sublinham que informar os alunos sobre o seu desempenho nos TPC é importante, mas é ainda mais importante a forma de o fazer (i.e. tipo de feedback).
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Huang, Hsin-Hsien, and 黃心嫻. "Assessing the learning effect of different type of feedback by teachers on students’ written homework －Using Newton’s laws of motion as an illustration." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/a9m8fk.
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碩士國立臺灣師範大學
科學教育研究所
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The purpose of this research was to explore the impact of different ways of teachers’ feedback on the students’ learning achievement. Researcher choose open-ended type as homework question type, because it’s hard to confirm what students really understand and the type used hardly with homework or test in Taiwan. Additionally, researcher used special written homework form to help student express what he (or she) thought. With Newton’s Three Laws of Motion as the learning material, quasi experimental research design was applied to the students in the third grade of a junior high school, who were selected through convenient sampling. The three classes in the third grade of a junior high school taught by the researchers were sorted into three groups: the customized written feedback group, the in-class oral feedback group and block format written feedback group - the control group. In order to detect the difference in students’ learning achievement, pretest and post test on the master level of the learning material were given to all three groups before and after the lesson on Newton’s Laws of Motion with a written homework, so were the pretest and post test on the study motives. In addition, a self-examination survey was employed to the students of each group to measure their attitude towards the lesson, the homework, the contents, and the methods of feedback. In the end, a written homework questionnaire and semi-structured interview were conducted to learn about the students’ thoughts. The study results are as follows: (1) According to the pretest and post test on the learning achievement on Newton’s Three Laws of Motion, the customized written feedback group showed the biggest progress, followed by the in-class oral feedback group, while the block format written feedback group showed the slightest progress or even a setback; (2)There was no apparent difference in the pretest and post test on the study motives of the students from each group; (3)almost all of the customized written feedback group thought that teacher’s feedback is really helpful, though it didn’t higher student’s confidence very much, it still play a positive role to student’s learning. Researcher suggested that written homework feedback should include customized feedback and in-class oral feedback, therefore every student could understand why the answer is wrong and learn from the mistake of others. The main purpose is to bring homework into full play, in other word it’s to supporting students’ learning.
Books on the topic "Types of homework"
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Gutman, Dan. The homework machine. New York: Simon & Schuster Books for Young Readers, 2006.
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O'Hurley, John. Before Your Dog Can Eat Your Homework, First You Have to Do It. New York: Penguin Group USA, Inc., 2008.
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Gutman, Dan. Shen qi de zuo ye ji qi: The homework machine. Hefei Shi: Anhui shao nian er tong chu ban she, 2014.
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Crichton, Michael. Next: 危基當前. Taibei Shi: Yuan liu chu ban shi ye gu fen you xian gong si, 2007.
Find full textBook chapters on the topic "Types of homework"
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Pennington, Shelley, and Belinda Westover. "Types of Homework." In A Hidden Workforce, 44–65. London: Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-19854-2_4.
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Neenan, Michael, and Windy Dryden. "Types Of Homework Assignment." In Cognitive Behaviour Therapy, 165–68. Third edition. | London; New York: Routledge, Taylor & Francis Group, 2021. | Series: 100 key points and techniques: Routledge, 2020. http://dx.doi.org/10.4324/9781003134053-71.
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Jones, Andrew B. "Which types of homework tasks have the most impact?" In Homework with Impact, 22–34. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003120513-3.
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"Types of Homework Assignment." In Cognitive Behaviour Therapy, 151–54. Routledge, 2014. http://dx.doi.org/10.4324/9781315762470-64.
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Ng, Eng Hui, Kah Heng Loh, and Poh Ling Tan. "Investigating the Relationship Between Self-Efficacy and Academic Outcome in Mathematics." In Advances in Higher Education and Professional Development, 69–89. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6445-5.ch005.
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This study mainly aims to investigate the correlation between the learners' self-efficacy and their academic outcome in term of their assessments' results based on the teacher-learners partnership's repetitive attempts online homework approach. The present study relies on a survey of 75 students who enrolled in Calculus I module at Taylor's University using a 27 item-questions survey questionnaire together with all their different types of assessments' results. The data are analyzed using Pearson's correlation coefficient to determine the association between learners' self-efficacy and their academics outcome. Findings illustrate that students' self-efficacy and their academic outcomes are significantly correlated in this online homework partnership ambient. The statistical results also demonstrate that there is a very strong and significant relationship between students' quiz, test, and final examination results towards their overall academic result.
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Olkin, Rhoda. "Introduction for Instructors." In Teaching Disability, 3–6. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190850661.003.0001.
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Chapter 1 seeks to empower instructors who may not have taught about disability previously. This book is for instructors of various types of undergraduate and graduate classes. The chapter addresses the rationale and goals for this book. It gives an outline of the book, describes the overall goals of the activities, and the audience for the book. This chapter covers basic concepts like language, intersectionality, and hidden and visible disabilities and gives the rationale for doing the activities in this book. It can be tempting to simply state directions, give handouts, and let students do the activities. However, as with most homework, clear guidance increases the value.
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Thompson-Brenner, Heather, Melanie Smith, Gayle Brooks, Rebecca Berman, Angela Kaloudis, Hallie Espel-Huynh, Dee Ross Franklin, and James F. Boswell. "Therapist Materials for Countering Emotion-Driven Behaviors." In The Renfrew Unified Treatment for Eating Disorders and Comorbidity, edited by Heather Thompson-Brenner, Melanie Smith, Gayle Brooks, Rebecca Berman, Angela Kaloudis, Hallie Espel-Huynh, Dee Ross Franklin, and James F. Boswell, 209–20. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780190946425.003.0014.
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The session in this chapter focuses on emotion-driven behaviors (EDBs) intended to escape from emotion. Such behaviors can be problematic when used exclusively for many emotions; when they become a self-perpetuating cycle; when they interfere with the opportunity to learn other healthy coping methods; and when they have negative physical consequences. The homework for this session is for the client to prepare to substitute opposite actions in place of the problematic EDBs. There are opportunities in this session to use mild imaginal exposures. The purpose of these exercises is to get in touch with urges, in order to examine the types of behaviors that happen in response to strong emotions, as well as the antecedents, consequences, and the way that moment felt to that client. This kind of insight-building exercise is extremely important therapeutic work for the clients to be doing.
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Yokuş, Gürol, and Tuğba Yanpar Yelken. "The Adoption of Mobile Devices as Digital Tools for Seamless Learning." In Advances in Educational Technologies and Instructional Design, 297–324. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1692-7.ch015.
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This study examines the views of undergraduate students in Education Faculty related to mobile learning and reveals their mobile usage behaviors. Mobile usage behaviors include students' view about effectiveness of mobile learning, their mobile design preferences, use of mobile device for purpose of learning, the activity types conducted with mobile devices and their mobile usage frequency. It comes out that university students have very positive attitudes towards mobile learning and they think that m-learning is a really effective learning method. However, mobile devices are used mostly for two purposes: socialization and entertainment. University students agree that mobile learning removes constraints like time and space dependency. They view simplicity and fluency as the prerequisites for a mobile application. Their behaviors are infrequent when it comes to the use of mobile devices for accessing library, reading article, doing homework and note-taking. Their readiness for m-learning is considerably high and they have necessary skills for this learning form.
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Scheiding, Thomas. "Online Delivery of Introductory Economics Content in the United States." In Critical Examinations of Distance Education Transformation across Disciplines, 143–61. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6555-2.ch007.
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Introductory economics courses for undergraduates have increasingly been delivered online. This chapter documents not only the number of economics courses taught online and the types of institutions where they are offered, but it also highlights how the online environment changes how students learn and faculty members teach. As for how students perform in an online classroom and whether learning online is superior or inferior to learning face-to-face, the evidence is mixed. The overall finding with regard to student learning, however, is that there is no statistically significant difference in student learning in either the face-to-face or online environment. Finally, certain kinds of technology can enhance student learning in an online environment such as video lectures, blogs, and frequent homework assignments that guide students. This chapter concludes with a discussion of instructional design and how to make informed technology and assessment choices in the economics classroom that enhance student learning.
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Yokuş, Gürol, and Tuğba Yanpar Yelken. "The Adoption of Mobile Devices as Digital Tools for Seamless Learning." In Mobile Devices in Education, 237–64. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1757-4.ch015.
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This study examines the views of undergraduate students in Education Faculty related to mobile learning and reveals their mobile usage behaviors. Mobile usage behaviors include students' view about effectiveness of mobile learning, their mobile design preferences, use of mobile device for purpose of learning, the activity types conducted with mobile devices and their mobile usage frequency. It comes out that university students have very positive attitudes towards mobile learning and they think that m-learning is a really effective learning method. However, mobile devices are used mostly for two purposes: socialization and entertainment. University students agree that mobile learning removes constraints like time and space dependency. They view simplicity and fluency as the prerequisites for a mobile application. Their behaviors are infrequent when it comes to the use of mobile devices for accessing library, reading article, doing homework and note-taking. Their readiness for m-learning is considerably high and they have necessary skills for this learning form.
Conference papers on the topic "Types of homework"
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Goncharova, N. V., and V. A. Bakhmat. "Types of homework in mathematics in primary school." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2019. http://dx.doi.org/10.18411/lj-03-2019-107.
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Christensen, Louis, and Randall Mathison. "Educational Effectiveness of Brayton Cycle Compare and Solve Interactive Gas Turbine Simulator." In ASME Turbo Expo 2021: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/gt2021-59622.
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Abstract The air-breathing Brayton cycle is widespread throughout power generation and propulsion systems, making it a staple in every mechanical or aerospace engineering student’s repertoire. Students are typically introduced to cycle analysis in a thermodynamics course and may see more in-depth coverage of gas turbines in advanced technical elective courses. In the Air-Breathing Propulsion course at The Ohio State University, students perform thermodynamic analysis on Brayton cycle engines among other topics. Pedagogy research has shown active learning to be a potent tool for enhancing student learning, and it was decided to incorporate a new active learning module into the existing course. For the module to be successful, students must achieve the learning objectives, positively accept the experience, and the module must have a minimal impact on the course structure. One lecture and one homework assignment were devoted to the use of this tool to allow students to explore gas turbine cycle analysis. A new tool, Brayton Cycle Compare & Solve, has been developed for this module. The tool can accurately perform thermodynamic design point analysis of three types of Brayton cycle engines and allow users to graphically compare the results of their analyses. This study is done to present the tool and active learning experience to educators, capture the effectiveness of the tool in an educational setting, and determine whether students enjoy the new tool. The program is evaluated through an Institutional Review Board approved study consisting of two parts. First, students participate in a survey based on the Student Response to Instruction Practices tool to determine how the students react to and accept the active learning experience. Second, a detailed analysis of their homework responses is conducted to determine the extent to which they satisfied the learning objectives. Students unanimously felt that the learning experience with Brayton Cycle Compare & Solve is a valuable addition to the course, and homework analysis shows that their understanding of Brayton cycle analysis improved.
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Serrano, Nicolas, Carmen Blanco, Francisco Carias, and Enrique Reina. "Information from Automated Evaluation in an Engineering School." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8132.
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The paper introduces the need for automated evaluation and presents the experience of automating all the evaluations of a course in Computer Science in the sophomore year of an engineering degree. First, the paper describes the features needed and developed for that course and the positive results for both professors and students. The main advantage of automated evaluation is that it allows real continuous grading for all types of activities: short answers and exercises during the class, homework, short exercises evaluated every 10 days in class, medium term evaluations and the final grade for the course. A significant benefit of this practice is that it allows the professor, from the very beginning of the course, to monitor how the students perform each task. The professor can see in real time the marks of an exercise or evaluation, the global evolution of the class or the status of a specific student. The students also have immediate feedback from their exercises and the total points obtained at any given time providing greater involvement in the course.
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Cole, Kevin D., Filippo de Monte, Robert L. McMasters, Keith A. Woodbury, Junghoon Yeom, and James V. Beck. "Applications in Education for a Heat Conduction Database." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-52179.
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Applied computer solutions for conductive heat transfer are a critical component in any modern undergraduate heat transfer course. This need has been addressed in many ways through various textbook exercises and software packages. The present work involves a catalog of analytical solutions organized with a numbering system that describes the boundary conditions and initial conditions for each problem. The solutions are pre-programmed and accessible via a free web site called the Exact Analytical Conduction Toolbox, or EXACT. Students can access these solutions for use in homework and project work. In this paper examples of several types of student exercises are given, including a re-creation of the Heisler charts and a two dimensional steady-state example. Additionally, an account is given of classroom use of these tools in a graduate heat transfer course, outlining the education advantages of the EXACT web page. The concept of intrinsic verification is also discussed, focusing on the applicability of this concept to enhancing insight among undergraduate students. General support is also expressed for the need of analytical solutions to heat transfer and diffusion problems in an undergraduate setting.
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Jensen, Dan, John Wood, Scott Dennis, Kristin Wood, and Matthew Campbell. "Design Implementation and Assessment of a Suite of Multimedia and Hands-on Active Learning Enhancements for Machine Design." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-81599.
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Over the last eight years, the Machine Design courses at the United States Air Force Academy and at the University of Texas, Austin have evolved through the development, implementation and assessment of extensive active learning methods. In particular, the courses have evolved to include extensive hands-on projects that are integrated throughout the course as well as a significant multimedia component. The hands-on educational innovations, which promote experiential investigation using devices such as remote controlled cars, Lego RoboLab, and reverse engineering of consumer products, have received very positive assessment. The multimedia content, which includes extensive foundational content on Mechanics of Materials as well as a separate multimedia experience for learning about planetary gear systems, has also been assessed and received very affirmative feedback. The assessment of these active learning educational innovations has been multifaceted. Quantitative components of the assessment have included student end-of-course critiques, homework, specific exam questions and survey data. Qualitative assessment has been achieved through focus groups as well as both written and verbal feedback from students and professors using the active learning aids. Although the majority of the assessment has been positive, we have also received important constructive criticism during the development of these educational enhancements. The “iterative” development of these active learning techniques has involved responding to these criticisms and reassessing the program’s effectiveness. In this paper, we first provide an overview of the previous work done in this area, then move on to show new developments and related assessment. In particular, new assessment, which is correlated with Myers Briggs personality types, is reported, showing results of the current integrated use of active learning techniques, including hands-on and multimedia experiences. In this light, the current paper should work as a roadmap for others who desire to integrate active learning into their courses, whether they are courses in Machine Design or not.
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Azmi, Fatima. "Students' Preference of the Type of Online Homework Questions." In IC4E 2021: 2021 12th International Conference on E-Education, E-Business, E-Management, and E-Learning. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3450148.3450209.
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Parker, Johné M., and J. Daniel Polston. "Using Hybrid and Problem-Based Learning Techniques to Enhance Teaching Effectiveness in a Large Feedback Controls Lecture Course." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-89682.
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Enrollments in Mechanical Engineering programs continue to increase. Unfortunately, increases in faculty size have not kept pace at many universities, resulting in large course enrollments in even junior- and senior-level major courses. The primary goals of this study were to increase (or at least maintain) the quality of instruction, and increase student competency and understanding in a large lecture course having the same instructional personnel resources as a course with 60% of the enrollment. Hybrid and problem-based learning techniques, along with two optional weekly recitation sessions and an online discussion forum were incorporated into the course to meet these goals. The course, a classical controls course, is one in which course concepts are generally considered to be a bit abstract to a considerable percentage of the class. The instructor had previously taught the course several times, so a well-paced course schedule and solid foundation of course notes were already in place. Student evaluation instruments in previous offerings included weekly homework, bi-weekly short quizzes, two exams and the final exam. For the large lecture course (with an enrollment of 84 students), the evaluation instruments (homework, quizzes and exams) remained the same; however, the students formed self-selected triad teams. Approximately two-thirds of the quizzes, one-half of the homework and sixty percent of the final exam questions were assigned to the triad teams (the balance and both mid-term exams were individual submissions). The primary advantages of group quizzes and assignments were multi-fold: they facilitated group learning and peer-teaching to reinforce course concepts and allowed the instructor and teaching assistant to give the type of detailed feedback on submissions that would have been difficult or impossible to give on 84 individual submissions. Course notes (including short Echo360 modules), handouts and homework and quiz solutions were maintained on an online course management system (i.e., Blackboard); additionally, the use of an online threaded discussion forum, Piazza, allowed students to post/answer questions (anonymously, if desired) and follow discussions about course content. Team-based learning techniques were heavily used in latter course topics; the assigned readings, along with online course notes were used to prepare the students for the individual readiness assessment tests (RATs). Students discussed their answers on the RAT instruments in their triad groups (another opportunity for peer teaching) and disclosed group answers (which generally reflected a much higher level of understanding) to the entire class. Student assessment of course techniques and a comparison of traditional (lecture-based) and hybrid-/problem-based techniques will be used to assess the efficacy of the problem-based approach and to suggest improvements for future offerings.
Reports on the topic "Types of homework"
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Stepanyuk, Alla V., Liudmyla P. Mironets, Tetiana M. Olendr, Ivan M. Tsidylo, and Oksana B. Stoliar. Methodology of using mobile Internet devices in the process of biology school course studying. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3887.
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This paper considers the problem of using mobile Internet devices in the process of biology studying in secondary schools. It has been examined how well the scientific problem is developed in pedagogical theory and educational practice. The methodology of using mobile Internet devices in the process of biology studying in a basic school, which involves the use of the Play Market server applications, Smart technologies and a website, has been created. After the analyses of the Play Market server content, there have been found several free of charge applications, which can be used while studying biology in a basic school. Among them are the following: Anatomy 4D, Animal 4D+, Augmented Reality Dinosaurs – my ARgalaxy, BioInc – Biomedical Plague, Plan+Net. Their choice is caused by the specifics of the object of biological cognition (life in all its manifestations) and the concept of bio(eco)centrism, which recognizes the life of any living system as the highest value. The paper suggests the original approach for homework checking, which involves besides computer control of students’ learning outcomes, the use of Miracast wireless technology. This demands the owning of a smartphone, a multimedia projector, and a Google Chromecast type adapter. The methodology of conducting a mobile front-line survey at the lesson on the learned or current material in biology in the test form, with the help of the free Plickers application, has been presented. The expediency of using the website builder Ucoz.ua for creation of a training website in biology has been substantiated. The methodology of organizing the educational process in biology in a basic school using the training website has been developed. Recommendations for using a biology training website have been summarized. According to the results of the forming experiment, the effectiveness of the proposed methodology of using mobile Internet devices in the process of biology studying in a basic school has been substantiated.