Dissertationen zum Thema „Homewood“
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Ankerberg, William C. „How to help Homewood Baptist Church break through the barrier at four hundred in average Sunday morning worship attendance“. Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
Der volle Inhalt der QuelleKilpatrick, J. Wayne. „A strategy to move the Homewood Church toward growth renewal“. Theological Research Exchange Network (TREN), 1998. http://www.tren.com.
Der volle Inhalt der QuelleAbstract. Appendix includes copy of "Reviving the plateaued church" by J. Wayne Kilpatrick (leaves 139-204). Includes bibliographical references (leaves 96-97).
Howard, Sarah Collins. „'The temple of costly experience' : Patrick Gwynne (1913-2003) : architect of The Homewood“. Thesis, University of Bath, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.698959.
Der volle Inhalt der QuelleElkins, Darren R. „Homework, a bridge Between Therapy and Life: Therapeutic Methodology in the Assignment of Homework and Homework Compliance“. DigitalCommons@USU, 2005. https://digitalcommons.usu.edu/etd/2554.
Der volle Inhalt der QuelleCameron, Robin A. „Homework that helps: identifying aspects of meaningful biology homework assignments“. Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/cameron/CameronR0812.pdf.
Der volle Inhalt der QuelleHamilton, Elissa R. „The Effects of Homework Sessions on Undergraduate Students' Homework Performance“. Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271826/.
Der volle Inhalt der QuelleDennis, John. „Homework – Just Benefits?“ Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32841.
Der volle Inhalt der QuelleLampard, Ayla Brianne. „A Statistical Analysis of Online Homework Systems: Homework Completion vs. Student Knowledge“. The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429629678.
Der volle Inhalt der QuellePyle, April Delilah. „ADHD focused homework intervention“. Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/2793.
Der volle Inhalt der QuelleKadura, Karen. „Homeward Bound: Short Stories“. Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271837/.
Der volle Inhalt der QuelleReisimer, Erin K. L. „The relationship between parental attitudes on homework and homework return rates in kindergarten“. Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999reisimere.pdf.
Der volle Inhalt der QuelleJohnston, Alexis Larissa. „Homework Journaling in Undergraduate Mathematics“. Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/26602.
Der volle Inhalt der QuellePh. D.
Atterling, Peter. „"Bakläxa för hemläxan?" ("Homework backlash?")“. Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32659.
Der volle Inhalt der QuelleInvestigation during a period of two weeks in two senior highschool classes, where one class was given homework and one was not. A survey regarding students view on and ecperiences of homework was used as a qualitative complement to the quantitative material. The most important conclusion is that homework as such needs to be problematized more, and that a shared vision amongst teachers is needed regardong the purpose, form and following up of homework.
Seebaugh, Alexis Nicole. „Homework: Exploring The Students' Perspective“. Marietta College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1210199879.
Der volle Inhalt der QuelleOmlin-Ruback, Holly I. „A study of mathematics homework“. Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10342.
Der volle Inhalt der QuelleAfter spending the day learning in elementary school, most children across the United States are given homework , assignments to be completed outside of the regular school day. Most research on homework conducted in elementary schools focuses on the relationship between achievement and time spent on homework. Little, if any, research has investigated the types of mathematics homework assigned to elementary students and its relationship to achievement. Given the continued practice of assigning homework and the gap in literature regarding research that investigates type of homework, as well as the paucity of homework research at the elementary level, there is a need for further research. Thus, the focus of this dissertation was to investigate the type of mathematics homework assigned to fifth-grade students, their interaction with the assigned homework and the relationship to achievement on a statewide test. This exploratory descriptive study used a convenience sample of fifth-grade students from a school district in the Pacific Northwest to examine the type of mathematics homework assigned to fifth-grade students, their interaction with the assigned homework, and the relationship between the homework students completed and their achievement on the statewide standardized test in mathematics. The majority of homework collected was correctly completed Direct Contact Practice homework. Furthermore, the mathematical strand of Calculations and Estimations was the most frequently assigned strand. Correlational analysis indicated that weak correlations with student total RIT scores on the statewide standardized test in mathematics existed in several areas. There was a correlation of .29 between the number of correct homework interactions and state test score, a correlation of .36 between the number of Direct Contact Practice homework and the RIT score, a -.28 correlation between the number of Other homework items completed and the RIT score, and a .26 correlation between the total number of homework interactions and RIT score. When the relationship between homework categorized by math strand and the state stranded math score was examined, there was a .36 correlation between the number of Algebra homework interactions and score on the algebra strand of the statewide mathematics assessment. Limitations of the study are discussed and recommendations for future research are presented.
Committee in charge: Gerald Tindal, Chairperson, Educational Methodology, Policy, and Leadership; Keith Zvoch, Member, Educational Methodology, Policy, and Leadership; Philip McCullum, Member, Educational Methodology, Policy, and Leadership; Lou Moses, Outside Member, Psychology
Hoeke, Christy E. „Homework Practices: Teacher and Parent Perceptions of Efficacy and Purpose“. Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3283.
Der volle Inhalt der QuelleSandell, Sanne, und Rebecka Cato. „Läxor och läxhjälp på fritidshemmet - Homework and homework assistance in the school-age educare center“. Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29577.
Der volle Inhalt der QuelleSmith, Kelly L. Summitt. „Internet homework activities and traditional homework activities : the effects on achievement, completion time, and perception /“. free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841184.
Der volle Inhalt der QuelleJiang, Zhengyao. „Homework! What, Why, How? : Primary school English teachers’ attitudes towards and use of homework in China“. Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157926.
Der volle Inhalt der QuelleBäckman, Emma, und Albin Linge. „Användning av matematikläxor i olika åldrar“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40565.
Der volle Inhalt der QuelleHenderson, Joyce Margaret. „Power relations within the homework process“. Thesis, University of Stirling, 2006. http://hdl.handle.net/1893/140.
Der volle Inhalt der QuelleGrocki, William J. „Differentiating homework in sixth grade mathematics /“. Abstract Full Text (HTML) Full Text (PDF), 2008. http://eprints.ccsu.edu/archive/00000488/02/1944FT.htm.
Der volle Inhalt der QuelleThesis advisor: Robin S. Kalder. "... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics." Includes bibliographical references (leaves 17-18). Also available via the World Wide Web.
Morgenweck, Charles Kenneth. „What are elementary students' perceptions of their homework? : an investigation on student achievement and their homework completion /“. Full text available online, 2006. http://www.lib.rowan.edu/find/theses.
Der volle Inhalt der QuellePiland, Jill A. (Jill Anjanette). „The Effects of Forms, Reports, and Consequences on Homework Completion“. Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278593/.
Der volle Inhalt der QuelleBedford, Pandora D. „Teachers' beliefs and practices regarding homework| An examination of the cognitive domain embedded in third grade mathematics homework“. Thesis, The University of Wisconsin - Milwaukee, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629906.
Der volle Inhalt der QuelleThe purpose of this phenomenological study was to gain a better understanding of third grade math teachers' beliefs and practices regarding homework, to explain how teachers' beliefs and practices regarding homework aligned to the framework of the Revised Bloom's Taxonomy Cognitive Domain, and to determine the administrative influences on homework practices. The data were collected during October and November 2013. Six third grade math teachers (primary unit of analysis) and four principals (secondary unit of analysis) were interviewed from Dell School District. Each participant (teacher and principal) was interviewed for approximately one hour. A second meeting was set at a later time with the teachers. This second meeting was arranged in order to ask additional questions based on the interviewees' responses from the initial interview and also to collect homework samples. The follow-up meetings varied between 10 to 15 minutes. The interview transcripts were then transcribed. The data were analyzed to determine the themes: teachers' beliefs and practices of homework, alignment of homework items to the Revised Bloom's Taxonomy, and administrative influences on homework.
Three major themes emerged regarding teachers' beliefs about homework—extra repetition of practice, connection between home and school, and building responsibility. Four major themes related to teachers' homework practices were found— quantity of homework, type of homework, source of homework, and differentiation of homework. Overall, the majority of homework items, across all cognitive domain levels, were aligned to a low category (remembering, 68%); however, there were some variations among the distributions of homework. In comparing what teachers espoused about homework practices and what was actually assigned, the majority were aligned. Four major themes emerged from the principals' comments—school-wide expectations for homework, complaints about homework, principals' beliefs and value about homework, and cognitive domain of homework. The four major findings of the study included: homework was used primarily for low-level practice, more so than high-level thinking; teachers' homework practices were not part of the principals' leadership agenda, because principals took a “hands-off approach” to homework; teachers assigned low-level homework with little attention to Bloom's Taxonomy cognitive domain, because this allowed students to be successful and responsible for completing their homework and; homework was a lost art, because principals did not utilize the opportunity to talk with teachers about using homework more effectively to promote students' learning; therefore, teachers continued implementing their same homework practices from the past.
Mattsson, Niklas. „Homework Assignments in Hybrid and Embedded Control“. Thesis, KTH, Reglerteknik, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-107505.
Der volle Inhalt der QuelleFredriksson, Louise. „The phenomenon of homework in primary school“. Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36554.
Der volle Inhalt der QuelleCarlsson, Thomas. „Homework for English from the Students’ Perspective“. Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34839.
Der volle Inhalt der QuelleMiskevich, Halina. „Motivational Factors and Obstacles in Written Homework“. Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28449.
Der volle Inhalt der QuelleLeone, Julia Natalie. „Online Homework: an Assessment of Student Behavior“. Thesis, The University of Arizona, 2014. http://hdl.handle.net/10150/323611.
Der volle Inhalt der QuelleHarker, Emil F. „Clinical Homework Directives: A Qualitative Exploratory Study“. DigitalCommons@USU, 2000. https://digitalcommons.usu.edu/etd/2717.
Der volle Inhalt der QuellePuich, Jill Lynn. „A primary homework handbook that promotes literacy“. CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1235.
Der volle Inhalt der QuelleHunnell, Amanda Leigh. „Impact of Interactive Homework on Reading Achievement“. ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3249.
Der volle Inhalt der QuelleBennett-Perro, Whitney Rae. „How Elementary Teachers Determine Meaningful Homework Assignments“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7365.
Der volle Inhalt der QuelleFrant, Monika Stefanek. „What's for homework? : an investigation of the effectiveness of different types of homework assignments on student achievement in mathematics /“. Abstract Full Text (HTML) Full Text (PDF), 2008. http://eprints.ccsu.edu/archive/00000487/02/1943FT.htm.
Der volle Inhalt der QuelleThesis advisor: Philip Halloran. "... in partial fulfillment of the requirements for the degree of Master of Science in Secondary Mathematics Education." Includes bibliographical references. Also available via the World Wide Web.
Harjap, Singh Mangat. „Roll of Homework in Mathematics : A study of Teachers’ and Students’ Beliefs in the Role of Homework in Mathematics in a Swedish School“. Thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-152935.
Der volle Inhalt der QuelleLucas, Paul Mark. „Secondary Science Homework and Instructional Methodologies: An Investigation of the Alignment of Homework Assignments and Teachers' Self-Professed Instructional Methodology“. Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1251379408.
Der volle Inhalt der QuelleStevenson, Maria N. „Homework and Academic Achievement: A Meta-Analysis Examining Impact“. University of Dayton / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1626446340037014.
Der volle Inhalt der QuelleMarcum, Jimmy. „Parent and Teacher Perceptions of Elementary School Homework“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3377.
Der volle Inhalt der QuelleHoffman, DeAnn. „Homework in elementary school a guide for educators /“. [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/DHoffmanPartI2008.pdf.
Der volle Inhalt der QuelleScott, Gregory Brian. „Permeability of Selves and Compliance with Therapeutic Homework“. Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc500285/.
Der volle Inhalt der QuelleMaclay, Jeanne. „Homeward bound : late twentieth century domestic travel writing“. Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/7921.
Der volle Inhalt der QuelleThis thesis examines the state-of the-art of the domestic travel writing genre. In the introduction the challenges facing domestic travel writers are presented. The conclusion mentions recent criticisms of domestic travel writing and refutes these, maintaining that the genre can still offer ideas of worth to the public forum. The four chapters framed within the introduction and conclusion are all explorations of particular trends in domestic travel writing.
Rolfe, Marlene Cosenza. „A study of the effect of a homework club on the completion of homework by students with and without learning disabilities /“. Full text available online, 2004. http://www.lib.rowan.edu/find/theses.
Der volle Inhalt der QuelleSadat, Sayed Mukhtar. „Nature and Feature of Homework : Homework procedure in primary classes (Grade one to three) of schools in Takahr province of Afghanistan“. Thesis, Karlstads universitet, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-37177.
Der volle Inhalt der QuelleTEMP
Lee, Jo Ellen. „Gender Differences in the Homework Preferences of Students with Low Self-Regulation“. University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1477834907497003.
Der volle Inhalt der QuelleVitale, Regis A. „Homework can be challenging for students with learning disabilities /“. Full text available online, 2006. http://www.lib.rowan.edu/find/theses.
Der volle Inhalt der QuelleGramling, Amy M. „Effect of two intervention strategies on science homework completion“. Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/gramling/GramlingA0811.pdf.
Der volle Inhalt der QuelleBates, Michael. „Listening to Student Voices| A Critical Study of Homework“. Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560369.
Der volle Inhalt der QuelleIn 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
Brocklehurst, David Michael. „New technology homework : new identities, new forms of control?“ Thesis, Imperial College London, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285144.
Der volle Inhalt der QuelleBrent, S. Isabelle. „Visions of childhood and parenting in the homework debate“. Thesis, University of Oxford, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418843.
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