Dissertations / Theses: 'Homewood'

1

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Kilpatrick, J. Wayne. "A strategy to move the Homewood Church toward growth renewal." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

Full text

Abstract:

Thesis (D. Min.)--Southern Christian University, Montgomery, Ala., 1998.
Abstract. Appendix includes copy of "Reviving the plateaued church" by J. Wayne Kilpatrick (leaves 139-204). Includes bibliographical references (leaves 96-97).

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

Abstract:

The architect Patrick Alban Gwynne (1913-2003) designed The Homewood for his parents in 1938 at the age of 24. An immensely private man, Gwynne ran his life, his home and his architectural practice in a meticulous manner quite separate from the mainstream modernist architects of his day. In Modern Houses in Britain, Jeremy Gould considers The Homewood to be one of the finest modern houses in terms of composition and detailing. It is an accomplished translation of Le Corbusier’s Villa Savoye with an elegantly English flavour. Gwynne acknowledged the stylistic influences of his former employer Wells Coates, but whereas an idealistic functionalism was a component of Coates’s architecture, Gwynne took an elegant approach to his work, which was domestic and client led. He created a sensual, more decorative modernism that lay somewhere between the idealism of the Modern Movement and a still extant English tradition. Architectural history emphasises wider reassessments of Modernism during the Interwar period and the thesis is an opportunity to reflect on the development of an architect and his architectural ideas for a series of unique houses for his clients. The seamless integration of The Homewood with the Modern Movement and the country house idiom is crucial to the research and Gwynne merged the two, ensuring that every detail was specific to his tastes. The house was a testing ground for new materials and architectural processes and has been described as Gwynne’s “design laboratory’. The Homewood’s acquisition by the National Trust has ensured that Gwynne’s home and his collection are secure for the future and will continue to be a testament to his abiding interest in high-quality craftsmanship, his attention to detail and a lifetime of changing tastes of one individual. The thesis will enhance Gwynne’s recognition in British architectural history and the house will be used as a point of reference to chart the progression of his elegant style and understand his work in greater depth.

APA, Harvard, Vancouver, ISO, and other styles

4

Elkins, 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.

Full text

Abstract:

The aim of this research was to investigate the relationship between homework methodology and compliance. The "Clinical Perception of Homework Style and Compliance Survey" was developed to measure compliance, methodology, and relating variables. A convenience sample consisted of 121 participants in this study. Participating therapists were asked to rate the likelihood of using various examples of homework methodologies and estimate the compliance they have received over the past 3 months. The results show that items used on the survey factored into two groups, which can be called direct and collaborative. Neither of the groups (i.e., direct and collaborative) was significantly correlated with homework compliance. Further conceptualization of the collaborative methodology was proposed. Implications for future research were highlighted.

APA, Harvard, Vancouver, ISO, and other styles

5

Cameron, 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.

Full text

Abstract:

Homework assignments were evaluated to see which types of assignments improved concept retention and increased the interest of diverse learners in introductory biology classes. The assignments were differentiated with attention to multiple intelligences, integration of the arts, non-textbook readings, and inquiry. The efficacy of these homework assignments was evaluated through a variety of instruments, including pretests and posttests, responses to journal prompts and surveys, and field notes. Students communicated that homework assignments were a valuable extension of classroom learning. They appreciated different types of homework assignments for varied reasons, including assignments they did not label as fun.

APA, Harvard, Vancouver, ISO, and other styles

6

Hamilton, 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/.

Full text

Abstract:

Experimenters evaluated the effects of a homework session on undergraduate students' homework performance through an adapted alternating treatments design in two introduction to behavior analysis courses. Several participants attended homework sessions; however, homework submission and homework mastery did not vary as a function of homework session attendance or availability. Homework submission remained high throughout the experiment regardless of attendance at or availability of a homework session. Many participants responded that they were not interested in or did not need homework sessions. Participants who attended homework sessions rated them as neutral or helpful overall, with longer time and different time as the most common suggestions for improvement.

APA, Harvard, Vancouver, ISO, and other styles

7

Dennis, John. "Homework – Just Benefits?" Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32841.

Full text

Abstract:

Homework is and has been an integral part of school for many years. However, in the last few years, some professionals have begun to question whether or not homework should be a part of school or not. Opinions vary greatly on this position. Some have even gone on to claim that it is unwarranted and even detrimental to students’ education. Others mean that it is an absolute necessity. This dissertation is an investigation of the viewpoints on the rationale for homework of 6 teachers of English at junior high level. In order to gain insight to their views, qualitative interviews were utilized. The results show that each of the consulted educators of English utilizes homework as a learning tool in their teaching. The purpose of assigning homework is that it fills the function of giving the students the opportunity to review, to take responsibility in keeping a schedule, planning and for their education, and to train in studying. I have come to the conclusion that if students are to be assigned homework, it is imperative that the homework is interesting for them and that the pupils see it as something that will promote their development in the subject.

APA, Harvard, Vancouver, ISO, and other styles

8

Lampard, 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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Pyle, April Delilah. "ADHD focused homework intervention." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/2793.

Full text

Abstract:

The purpose of this study was to assess the effects of a homework intervention program designed to include children with ADHD. Children participated in a 5-week homework skills class, with their parents attending a one time homework training session. In conjunction with this class, parents were attending a 10-week behavioral parenting program. Participants included 11 children (4 diagnosed with ADHD) from 1st through 6th grade who were randomly assigned to start the homework skills class during the first or second 5 weeks of the program. Homework skills taught in the class included organization, learning styles, homework routines, time-management, goal-setting, self-management, and increasing motivation. Parent reports on the Homework Problem Checklist showed no significant treatment effects; however, trends showed a decrease in homework problems at post-treatment and follow-up, specifically for children with more severe homework problems. This is a potentially effective homework intervention for children who have severe homework problems with or without an ADHD diagnosis. Implications, limitations, and future research are discussed.

APA, Harvard, Vancouver, ISO, and other styles

10

Kadura, Karen. "Homeward Bound: Short Stories." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271837/.

Full text

Abstract:

This collection contains a preface that discusses the role of landscape and place as they are used in fiction, particularly when they are colored by the writer's own memories of home. The preface is followed by four original short stories, three of which relate to a fictional small town in Texas. "Under the Surface" involves two young boys who begin to relate thoughts of the dead body they find to their own absentee mother. "Tommy" explores a young man's memories of his recently deceased friend, as well as the gossip of a small town. "Stubborn" depicts a man's struggle after his wife has delivered an ultimatum. "Out of the Valley" is about a father and daughter questioning what it means to be normal.

APA, Harvard, Vancouver, ISO, and other styles

11

Reisimer, 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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Johnston, Alexis Larissa. "Homework Journaling in Undergraduate Mathematics." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/26602.

Full text

Abstract:

Over the past twenty years, journal writing has become more common in mathematics classes at all age levels. However, there has been very little empirical research about journal writing in college mathematics (Speer, Smith, & Horvath, 2010), particularly concerning the relationship between journal writing in college mathematics and college studentsâ motivation towards learning mathematics. The purpose of this dissertation study is to fill that gap by implementing homework journals, which are a journal writing assignment based on Powell and Ramnauthâ s (1992) â multiple-entry log,â in a college mathematics course and studying the relationship between homework journals and studentsâ motivation towards learning mathematics as grounded in self-determination theory (Ryan & Deci, 2000). Self-determination theory predicts intrinsic motivation by focusing on the fundamental needs of competence, autonomy, and relatedness (Ryan & Deci, 2000). In addition, the purpose of this dissertation study is to explore and describe the relationship between homework journals and studentsâ attitudes towards writing in mathematics. A pre-course and post-course survey was distributed to students enrolled in two sections of a college mathematics course and then analyzed using a 2Ã 2 repeated measures ANOVA with time (pre-course and post-course) and treatment (one section engaged with homework journals while the other did not) as the two factors, in order to test whether the change over time was different between the two sections. In addition, student and instructor interviews were conducted and then analyzed using a constant comparative method (Anfara, Brown, & Mangione, 2002) in order to add richness to the description of the relationship between homework journals and studentsâ motivation towards learning mathematics as well as studentsâ attitudes towards writing in mathematics. Based on the quantitative analysis of survey data, no differences in rate of change of competence, autonomy, relatedness, or attitudes towards writing were found. However, based on the qualitative analysis of interview data, homework journals were found to influence studentsâ sense of competence, autonomy, and relatedness under certain conditions. In addition, studentsâ attitudes towards writing in mathematics were strongly influenced by their likes and dislikes of homework journals and the perceived benefits of homework journals.
Ph. D.

APA, Harvard, Vancouver, ISO, and other styles

13

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.

Full text

Abstract:

Genomförd undersökning under en tvåveckorsperiod i två gymnasieklasser, där den ena klassen gavs läxor och den andra inte. En enkät om elevers syn på och erfarenheter av läxor användes för en kvalitativ komplettering av det kvantitativa materialet. Den viktigaste slutsatsen är att läxor som företeelse behöver problematiseras mer, och att det krävs en samsyn bland alla lärare på skolan om läxornas syfte, utformning och uppföljning.
Investigation 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.

APA, Harvard, Vancouver, ISO, and other styles

14

Seebaugh, Alexis Nicole. "Homework: Exploring The Students' Perspective." Marietta College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1210199879.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Omlin-Ruback, Holly I. "A study of mathematics homework." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10342.

Full text

Abstract:

xi, 86 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
After 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

APA, Harvard, Vancouver, ISO, and other styles

16

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.

Full text

Abstract:

The purpose of this study was to explore teacher and parent perceptions of homework effectiveness and homework purpose. Specifically, the researcher examined teacher and parent perceptions, perceptions of teachers in different grade level bands, and perceptions of teachers with different levels of experience. In this nonexperimental quantitative study, the researcher examined and analyzed the answers provided on an anonymous survey (Appendix A) provided electronically to educators and parents of students in five school systems in northeast Tennessee. Parents had a higher perception of both homework effectiveness and homework purpose. Homework effectiveness was perceived as higher by the “other” group (not k-2, 3-5, 6-8, or 9-12) in comparison to the 9-12 group of teachers. There were no significant differences in perceptions of homework effectiveness among the k-2, 3-5, and 6-8 groups of teachers. Homework purpose was perceived as higher in the 9-12 group than in the 3-5 group and the “other” group of teachers. No significant differences were found between the k-2 and 6-8 groups of teachers on homework purpose. There was no significant difference between perceptions of homework effectiveness or homework purpose among teachers with different levels of experience. This study revealed that parents tend to perceive a greater benefit in homework for both effectiveness and purpose than teachers do. While the level of teacher experience does not influence teacher perception of homework effectiveness or purpose, there are some significant differences in perceptions of teachers by different grade level bands. Recommendations are made to conduct further research on the topic of homework design, the impact of grading policies on homework perceptions, and homework differentiation.

APA, Harvard, Vancouver, ISO, and other styles

17

Sandell, Sanne, and 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.

Full text

Abstract:

Syftet med vår studie var att undersöka hur läxor och läxhjälp berör fritidshemmets verksamhet. Studien belyser även en viss problematik gällande föräldrars möjlighet att hjälpa sina barn med läxorna utifrån ett socioekonomiskt perspektiv. För att undersöka detta har vi först tagit del av tidigare forskning om läxor och läxhjälp, därefter har vi intervjuat fyra lärare för att se hur de ser på syftet med läxor. Slutligen intervjuade vi tre fritidslärare för att se hur läxhjälpen berör fritidshemmets verksamhet. Vi har i vår slutsats kommit fram till att merparten av lärarna i vår studie anser att syftet med läxor är att befästa sina kunskaper men även för att lära eleverna att ta ansvar. Angående läxhjälpen på fritidshemmets tid ansåg fritidslärarna i vår studie att läxhjälpen inte berörde verksamheten i någon större utsträckning.

APA, Harvard, Vancouver, ISO, and other styles

18

Smith, 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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Jiang, 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.

Full text

Abstract:

This study aims to investigate the attitudes to English homework held by teachers of primary school (Grades 4-6) in Mainland China, through an online survey. After obtaining 112 responses and analysing them by utilising both qualitative and quantitative methods, the results found that English teachers in China have a unified positive attitude towards homework and its effect. English homework is most commonly assigned once a day. Repetition or Exercise is the most popular type of assigned homework, and it is overwhelmingly preferred by the teachers, followed by Preparation and Reading. The respondents stress that homework has an indispensable connection with the scheduled school teaching. Through assigning the correct volume of homework, students can develop positive habits with regards to self-study, and therefore students can improve their academic performance in examinations. A combination of both oral and written feedback is utixlised the most. Follow-up of homework usually appears to be two-dimensional; material stimuli such as penalty copy and self-correction, and immaterial stimuli such as encouragement and criticism. All of the evidence shows that China’s particular education system reflects Skinner’s behaviourist theories of learning, meaning that students’ behaviour with regards to acquiring knowledge can be shaped by frequent and random reinforcement, and this behaviour will eventually persist in the long-term even in the absence of reinforcements.

APA, Harvard, Vancouver, ISO, and other styles

20

Bäckman, Emma, and 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.

Full text

Abstract:

This research overview aimed to answer what different fields of use there is in mathematical homework and also how these varied between different grades. This was done by summarizing different studies and reports. The result showed that there were five different areas of use in mathematical homework. These were repetition-/ practice homework, immersion homework, preparatory homework, homework that is given for grades and the lack of homework. Furthermore, it showed that the usage changed with the grades. The conclusion showed that in earlier grades mathematical homework tended to be used to develop study techniques and responsibility. Whereas in the higher grades, homework is used to prepare the students for their next lesson or repetition.

APA, Harvard, Vancouver, ISO, and other styles

21

Henderson, Joyce Margaret. "Power relations within the homework process." Thesis, University of Stirling, 2006. http://hdl.handle.net/1893/140.

Full text

Abstract:

This research focuses on aspects of parental involvement in homework and the differing power relations which homework uncovered within the family. It is concerned with the deeper implications of homework through exploring the attitudes, behaviours and beliefs of teachers and/or parents and/or pupils and to consider who really is in control of the homework process, the perceived and actual roles of the participants, the resistances to homework and the possible changing social factors which impinge on homework. This thesis offers a unique contribution to the homework discourses as it uses a qualitative approach, drawing on an extended version of the French and Raven (1959) conceptualisation of power as a means of interrogating the data, by labelling certain attitudes, behaviours and beliefs, to seek explanations of the patterns of power. These patterns of power are exposed through the family’s story of their engagement, or not, in the homework process. The notion of engaging pupils in the learning process is at the heart of many of the recent educational initiatives, arising from the National debate on Education (2002). At the heart of these new initiatives is the notion of learners being actively involved in the learning process, in and out of the classroom to encourage them to take responsibility for their learning. A number of implications for pupils, parents, teachers and the government are considered. These particularly relate to the effective practices of teachers and parents as a means of preventing the pupils from controlling the homework process and to the government to consider appropriate and effective means of ensuring that all concerned are engaged in conducting homework which is interesting, stimulating and motivating.

APA, Harvard, Vancouver, ISO, and other styles

22

Grocki, 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.

Full text

Abstract:

Thesis (M.S.) -- Central Connecticut State University, 2008.
Thesis 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.

APA, Harvard, Vancouver, ISO, and other styles

23

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Piland, 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/.

Full text

Abstract:

The purpose of this study was to analyze the effects of (1) training the accurate completion of an assignment form, (2) providing feedback on accurate reporting of homework completion, and (3) consequences for completion or non-completion of homework. All students exhibited highly accurate recording of information on assignment forms and reports of what homework had been completed or not completed. Delivering consequences for completion or non-completion of assignments had a modest effect on homework completion. This package increased the proportion of homework assignments completed on time for all students in at least one, or as many as three, academic subjects. This package can be an efficient tool for teachers to monitor homework completion.

APA, Harvard, Vancouver, ISO, and other styles

25

Bedford, 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.

Full text

Abstract:

The 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.

APA, Harvard, Vancouver, ISO, and other styles

26

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.

Full text

Abstract:

In this thesis we discuss the development of three homeworks for the course Hybrid and Embedded Control Systems given at the institution S3 (Signals, Sensors and Systems) at the Royal Institute of Technology (KTH) in Stockholm. The main objective of the course is to present tools for modeling, analyze and design embedded control system. The course, first given in spring 2003, is interdisciplinary since its program cover arguments strictly related to system theory and computer science. As part of the course three homeworks has to be solved by the students. The main idea of the homeworks is that the student should gain further practical understanding of the material presented during the lectures. The main topic of the thesis is to describe the design of three homeworks. For each homework a problem a problem definition, containing different tasks, is formulated. Also a computer based tool, used to solve the tasks, is presented. All tasks are explained in detail and the expected results are presented.

APA, Harvard, Vancouver, ISO, and other styles

27

Fredriksson, 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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Carlsson, 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.

Full text

Abstract:

This study investigates students’ beliefs and thoughts on homework for English. Two focus group interviews were conducted at the senior level of a compulsory school in the south of Sweden. From the interviews, we see that the students see an increasing vocabulary as the main purpose for homework in the English classroom, and that homework as such is never discussed in class. All students feel stressed because of homework, but a solution to this would be to have extra time in school for doing their homework. Moreover, the home context is an important factor in a student’s engagement in homework. In addition, the results show that vocabulary learning is the most frequent homework task for English, and that this is also the most preferable task. Finally, it seems that homework tasks are not individualised in the English classroom. To conclude, it is suggested that homework should be discussed more widely, and that the different assignments for English are varied and based upon different learner strategies.

APA, Harvard, Vancouver, ISO, and other styles

29

Miskevich, 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.

Full text

Abstract:

The purpose of this study was to investigate some motivational factors that enhancepupils’ written homework performance as well as the obstacles that make writtenhomework a difficult task. The method applied in this thesis is qualitative. Theinvestigation was carried out with the help of semi-structured interviews. The results ofthis study indicate that the pupils have different attitudes to their written homework. Themost interesting result is that not all successful pupils are highly externally motivated.The research shows that external motivational factors can enhance the pupils’ writtenperformance well enough but they can also lead to stress and anxiety and complicate thewriting process for less successful pupils. Another finding of this dissertation is thatdeadlines related to assessment can be treated as a negative form of external motivation.

APA, Harvard, Vancouver, ISO, and other styles

30

Leone, Julia Natalie. "Online Homework: an Assessment of Student Behavior." Thesis, The University of Arizona, 2014. http://hdl.handle.net/10150/323611.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Harker, Emil F. "Clinical Homework Directives: A Qualitative Exploratory Study." DigitalCommons@USU, 2000. https://digitalcommons.usu.edu/etd/2717.

Full text

Abstract:

A qualitative study was conducted to better understand how marriage and family therapists use homework directives in their work with couples. Eleven therapists of different marital therapy orientations were interviewed. Remarkably, all of the therapists reported using clinical homework directives in their practice with couples, including those clinicians who primarily identify themselves with psychodynamic models- -models that do not typically include homework in their constructs. Four themes emerged as to why homework is given: (a) to augment or extend the therapy session outside of therapy, (b) to help the clients focus on the therapy process between session, (c) to assess client problems or dynamics for the therapist and the client, and (d) to communicate clients' responsibility for change. Themes concerning the types of homework clients used are (a) behavioral--specific physical actions to do between sessions; (b) communication exercises; (c) writing assignments; and (d) combinations of behaviors, communication exercises, or writing assignments. Results also indicate that most of the therapists in the study subscribe to more than one model of therapy in their clinical work with couples.

APA, Harvard, Vancouver, ISO, and other styles

32

Puich, Jill Lynn. "A primary homework handbook that promotes literacy." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1235.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Hunnell, Amanda Leigh. "Impact of Interactive Homework on Reading Achievement." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3249.

Full text

Abstract:

Many elementary students read below grade level, resulting in an inability to meet expectations on state testing. Epstein and other researchers theorized 3 influential factors that work together to help students achieve higher levels of attainment-home, school, and community. Studies have demonstrated the effectiveness of Epstein's Teachers Involve Parents in Schoolwork interactive homework (IH) to promote parent-child communication during learning interactions at home for students in language arts in Grades 6-8; however, there is little information on the effects of IH on reading achievement for elementary students. The purpose of this quasi-experimental study was to examine the effect IH has on reading achievement. Third grade students at a school in Georgia participated in IH (n = 18) and non-IH (n = 27) groups over a 9-week period. Reading achievement was measured by comparing standardized pre- and posttests. An analysis of covariance was used to analyze the interval-level pre- and posttest results while controlling for preexisting differences between the treatment and control group. The adjusted mean difference between the groups was not statistically significant. A white paper that discussed the results of the study and recommended further study of IH with incentives to increase participation was the project deliverable. Although findings were not significant, this study may contribute to social change by encouraging dialogue about using and constructing methods that could promote increased reading achievement in the elementary setting, provided adequate student participation.

APA, Harvard, Vancouver, ISO, and other styles

34

Bennett-Perro, Whitney Rae. "How Elementary Teachers Determine Meaningful Homework Assignments." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7365.

Full text

Abstract:

A self-study at a local elementary school revealed that homework assignments appeared to be at lower levels of Bloom’s taxonomy, and students were inadequately prepared for summative assessments that required the application and critical thinking levels of Bloom’s taxonomy. Formative assessment data, ideally, drives teachers’ instructional decisions in the classroom. The purpose of this qualitative case study was to better understand the formative assessment processes that drive instructional decision making. The conceptual framework by Chappuis and influenced by Black and Wiliam includes the strategic process for successful formative assessment teaching and learning. The research questions explored the use of homework as a formative assessment in classrooms. In this intrinsic case study, data collection included face to face interviews with 10 general education Grade 3-5 teachers in 2 different schools within the same, a 2- week document analysis of homework assigned in language arts and mathematics, and a focus group of participants. The data were analyzed with open coding followed by axial coding to determine themes. Member checking and triangulation were used to ensure validity and accuracy. The themes that emerged from the coded data identified ineffective teacher use of feedback, self-assessment, and learning targets—essential practices of the formative assessment process. Improving the formative assessment process for teaching and learning may encourage positive social change through promoting teacher selfefficacy and collaboration through a professional development paired with a professional learning community. This study may also lead teachers to change their formative assessment processes and provide guided instruction that enhances student learning outcomes.

APA, Harvard, Vancouver, ISO, and other styles

35

Frant, 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.

Full text

Abstract:

Thesis (M.S.) -- Central Connecticut State University, 2008.
Thesis 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.

APA, Harvard, Vancouver, ISO, and other styles

36

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.

Full text

Abstract:

This study investigates some students’ and teachers’ beliefs about the role of homework in mathematics in Sweden. By interviewing eight adolescent students and two experienced mathematics teachers the study discusses the role of homework in relation to learning, teaching, achievements, and relationship between students, teachers and parents. The results suggest that (a) students and teachers have similar beliefs and perspective on homework (b) students and teachers believe in the use of homework to increase mathematics test results (c) homework breeds relationship and communication between students, teachers, and parents (d) the quality and quantity of homework is essential, and that (e) well developed relationship between parents, students, and teachers is essential to create successful students who appreciate homework.

APA, Harvard, Vancouver, ISO, and other styles

37

Lucas, 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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Stevenson, 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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Marcum, Jimmy. "Parent and Teacher Perceptions of Elementary School Homework." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3377.

Full text

Abstract:

The purpose of this qualitative study was to examine the perceptions of parents and teachers of elementary school students regarding homework. Specifically, the researcher examined parent and teacher perceptions, perceptions of teachers in kindergarten through fifth grades, and parents of elementary students in kindergarten through fifth grades. In this qualitative study, the researcher analyzed feedback obtained from two focus groups: a group of three parents and a group of three teachers. One-on-one in-depth interviews of seven parents or guardians and seven elementary school teachers were utilized. These interviews were conducted in settings chosen by the participants. All participants worked in, or had children enrolled in, one school division in Southwest Virginia. All interviews were recorded, transcribed verbatim, and examined by the participants to validate accuracy before coding began. Coded analysis of interview data revealed emergent themes based on frequency of occurrence. Additionally, noteworthy data discussed by participants were documented. The findings of the study indicate that homework for elementary school students can be both beneficial and detrimental for elementary school students. The following themes emerged from analysis of participant interviews: homework can lead to stress; homework should be differentiated; homework should be brief; failing to complete homework results in school consequences; homework reveals student successes and areas of concern; homework amounts don’t increase with grade level progression; nightly reading homework is acceptable; teachers have a misconception between what they believe they are assigning and what is actually occurring; and homework must have a purpose. Moreover, noteworthy ideas were: teachers will make changes to homework based on parent feedback; homework impacts sleep; homework reduction can be beneficial; parents enjoy having homework options; parents appreciate information about homework; and teachers do not like assigning homework.

APA, Harvard, Vancouver, ISO, and other styles

40

Hoffman, DeAnn. "Homework in elementary school a guide for educators /." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/DHoffmanPartI2008.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Scott, Gregory Brian. "Permeability of Selves and Compliance with Therapeutic Homework." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc500285/.

Full text

Abstract:

A model of the person as a "community of selves" was used to investigate how adopting the perspective of different selves influenced anticipated compliance with therapy homework designed to decrease academic procrastination. A model of resistance to change derived from personal construct theory was used to predict which selves subjects would tend to see as more likely to take on the role of carrying out the homework. Focusing on different selves was found to influence anticipated compliance, and the model of resistance to change was partially successful in predicting which selves would be seen as more likely to carry out the homework. Implications for therapy and research are discussed within the framework of a model of first and second order change.

APA, Harvard, Vancouver, ISO, and other styles

42

Maclay, Jeanne. "Homeward bound : late twentieth century domestic travel writing." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/7921.

Full text

Abstract:

Bibliography: leaves 121-124.
This 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.

APA, Harvard, Vancouver, ISO, and other styles

43

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Sadat, 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.

Full text

Abstract:

Homework in primary school level is an important discussion among teachers, students and parents in recent years particularly during the last two decades there has been great raise of interest to know the role of the parents as first educators of the children in improving their capacity. This research study tries to find out the point of views of the teachers about nature and feature of homework in primary classes (one to third) because majority of the students, particularly those who live in the rural areas of the country work at home or agriculture fields after school time to support their families and they have limited time to do the amount of homework that teachers want. Similarly cooperation or involvement of parents in homework process is also limited because considerable proportion of parents in remote areas of Afghanistan are uneducated and cannot effectively take part in homework process The study has been based on a field survey with 60 male and female teachers in Takhar province (Taloqan city and two districts, Farkhar and Dashte Qala). The study found that most of the teachers were aware about the goal and objective of the homework in primary classes and to some extent apply in one or other way, but, lack of proper planning, follow up and feedback mechanisms, time and amount of homework as well as low level involvement of parents and students themselves are the major shortages of the homework process in primary classes which requires great attention of the education actors in school and ministry levels. Similarly the only way of involvement of the families at school issues is the homework which can play the role of bridge between home and school so designing the of homework should be in way that parents specifically uneducated parents also could participate
TEMP

APA, Harvard, Vancouver, ISO, and other styles

45

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Vitale, Regis A. "Homework can be challenging for students with learning disabilities /." Full text available online, 2006. http://www.lib.rowan.edu/find/theses.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Gramling, 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.

Full text

Abstract:

Two intervention strategies were employed in my high school science classes to determine their effects on homework completion. The first strategy required students to keep an academic planner which would help them to be more aware of homework assignments and due dates. The second strategy was providing homework reminder slips to students that were missing work to see if the reminders would improve total homework completion rates. Rewards were given to students that completed their planners as well as those students that had all work completed for each week. The first intervention strategy did not improve timely homework completion and the students did not feel that the academic planner was a motivating factor for homework completion. The homework reminder slips along with rewards for completed work fared much better and the students approved of this strategy. Most classes showed an improvement in timely homework completion.

APA, Harvard, Vancouver, ISO, and other styles

48

Bates, Michael. "Listening to Student Voices| A Critical Study of Homework." Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560369.

Full text

Abstract:

In 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

APA, Harvard, Vancouver, ISO, and other styles

49

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Brent, 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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Homewood'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles