This dissertation documents, describes, and analyzes the homework practices of six teachers of languages other than English (LOTE) at the secondary level in upstate New York. Research on homework is broad and covers a wide spectrum of subtopics (Cooper, 1989). However, studies investigating teachers' homework practices are rare. This area, currently underexplored, is worthy of closer examination due to the instrumental role teachers play in the homework process. Teachers design, assign, and evaluate homework tasks; however, they receive little education on the topic (Epstein & Van Voorhis, 2012). The scarcity of homework education often drives teachers to develop homework practices uninformed by research or formal training (Como, 1996). This research contributes to the body of knowledge on homework practices of secondary LOTE teachers and on the beliefs and systems informing them.
This study uses qualitative methods, specifically in-depth interviews and classroom observations, to explore two elements of teacher homework practice. First, the study identifies, documents, and reports the homework practices of six participating teachers. Second, it explores and analyzes the beliefs and systems informing such practices. Data sources include audio recordings and transcripts of individual interviews with each of the six secondary LOTE teachers participating in the study, and field notes from classroom observations. Other documents, such as homework assignments and district documents on homework, supplement the main data sources. I coded and analyzed the data to identify salient themes, which I organized in order to construct an understanding of the homework practices and the beliefs and systems of the participating teachers.
The main findings indicate that the participants' homework practices share common structures. Additionally, the study reveals that school and district policies, together with the social systems in which teachers participate helped guide teachers' homework practices. The third and most salient finding of this research relates to teachers' belief in meaningful pedagogies, which heavily informs their homework practice. The findings of this research contribute to filling the gap in secondary teacher homework practices in LOTE.
|School:||University of Rochester|
|School Location:||United States -- New York|
|Source:||DAI-A 77/07(E), Dissertation Abstracts International|
|Subjects:||Foreign Language, Pedagogy, Education|
|Keywords:||Homework, LOTE, Teacher Beliefs, Teacher Education, Teacher Practice|
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