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.
|Commitee:||Caffey, Randy, Elder, Jodi|
|School Location:||United States -- Missouri|
|Source:||DAI-A 79/12(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Elementary education|
|Keywords:||Academic achievement, Homework|
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