Dissertation/Thesis Abstract

A Mixed-Method Study of Kindergarten through Third-Grade Teachers' Perceptions of Homework
by Heavin, Tonya, Ed.D., Lindenwood University, 2018, 227; 10841436
Abstract (Summary)

This mixed-method research study examined the perceptions of kindergarten through third-grade teachers regarding the use of homework in their classrooms. Electronic surveys were sent to 190 kindergarten through third-grade teachers in seven school districts from five counties in Central Missouri. A total of 47 educators chose to respond to the open- and closed-ended questions. The results of this study showed most of the respondents believed in the benefits of homework for academic achievement. The quality and quantity of assigned homework were important characteristics for educators from both large and small school districts. The lack of parental support was considered one of the top three main barriers teachers expressed they faced when assigning homework tasks. Finally, the actual definition of homework was often confused among the educator respondents, which indicated further research defining homework and teacher expectations would be valuable to administrators, teachers, parents, and students.

Indexing (document details)
Advisor: Spooner, Pamela
Commitee: Caffey, Randy, Elder, Jodi
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 79/12(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational evaluation, Elementary education
Keywords: Academic achievement, Homework
Publication Number: 10841436
ISBN: 978-0-438-19231-7
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