This mixed-methods phenomenological study explored teacher perception and thephenomenon of general education teachers’ lived experiences regarding the intricacies involved with assigning homework to diagnosed dyslexic students. Seven third and fourth grade general education teachers gave their perceptions, strategies, and experiences of assigning homework to diagnosed dyslexic students. Their responses helped draw conclusions regarding the importance of homework as well as possible improvements of teaching methods for dyslexic students. Thecollected data were analyzed both qualitative and quantitatively. The qualitative findings suggested important themes in participant responses including their definition of quality homework, parental involvement, grading methods, time allotted, constructive feedback, and more. The quantitative findings leaned toward significant differences in scores between face-to- face groups and virtual groups, highlighting the need for improvements in virtual instruction. The findings provide key information about homework as well as provide potential implementations aimed at improving positive effects that homework can have on dyslexic students taking part in inclusionary education.
|Advisor:||Stevenson, Ruthie S.|
|Commitee:||Stafford, Jennifer F., Longino, Jamilliah B., Clark, Wanda L.|
|School Location:||United States -- Mississippi|
|Source:||DAI-A 82/9(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Teacher education, Educational administration, Educational technology, Elementary education|
|Keywords:||Dyslexia, Homework, Teacher perception, Virtual learning, Dyslexic students, Inclusionary education|
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