The Culture of Homework: The Stories Teachers Tell
| Metadata Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Burton, Megan | |
| dc.contributor.author | Lowe, Jason | |
| dc.date.accessioned | 2017-07-07T21:21:42Z | |
| dc.date.available | 2017-07-07T21:21:42Z | |
| dc.date.issued | 2017-07-07 | |
| dc.identifier.uri | http://hdl.handle.net/10415/5786 | |
| dc.description.abstract | One facet of education is homework. The purpose of this study was to examine how teachers use homework as an instructional strategy. This study examined the views of five educators and how they use homework as a part of their instructional cycle. Teacher interviews, parent communication, and homework assignments were all gathered as data points. As a result of collecting and analyzing this data, ideas for how homework can best be used evolved. These findings contributed to the conclusion that homework has merit. However, parameters and common expectations between stakeholder groups need to be set in order for homework to be an effective instructional strategy. | en_US |
| dc.subject | Curriculum and Teaching | en_US |
| dc.title | The Culture of Homework: The Stories Teachers Tell | en_US |
| dc.type | PhD Dissertation | en_US |
| dc.embargo.status | NOT_EMBARGOED | en_US |
| dc.contributor.committee | Tripp, Lucretia | |
| dc.contributor.committee | Forbes, Sean | |
| dc.contributor.committee | McCormick, Theresa |