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
|Commitee:||Brewer, Elizabeth, Shabazian, Ani|
|School:||Loyola Marymount University|
|School Location:||United States -- California|
|Source:||DAI-A 74/08(E), Dissertation Abstracts International|
|Keywords:||Education, High school, Homework, Stress, Student voice|
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