HOMEWORKHOMEWORK

Donald SneadDonald SneadDepartment of Educational LeadershipDepartment of Educational Leadership

dsnead@mtsu.edudsnead@mtsu.edu

Kathleen BurrissKathleen BurrissDepartment of Elementary and Special Department of Elementary and Special

EducationEducationkburriss@mtsu.edukburriss@mtsu.edu

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Teachers’ Perceptions Regarding the Motivation and Effectiveness of

Homework

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Definition of HomeworkDefinition of Homework

A historical component of children’s learning and A historical component of children’s learning and teachers’ instructionteachers’ instruction

Defined as any task assigned by to complete Defined as any task assigned by to complete out-of-school out-of-school

(Cooper, 1989)(Cooper, 1989)

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Questions about HomeworkQuestions about Homework

How assign?How assign? How use grades?How use grades?

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Scheduling HomeworkScheduling Homework

Administrator mandateAdministrator mandate Parents’ expectationsParents’ expectations Family schedules fullFamily schedules full Children need helpChildren need help

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Past Research InconsistenciesPast Research Inconsistencies

Yes, positive relationship between homework & Yes, positive relationship between homework & academic achievement academic achievement

But inconsistencies exist for children, parents, But inconsistencies exist for children, parents, and teachersand teachers

(Cooper, Robinson, Patall, 2006)(Cooper, Robinson, Patall, 2006)

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Contemporary Family IssuesContemporary Family Issues

Single family households/two working parentsSingle family households/two working parents Additional extracurricular activitiesAdditional extracurricular activities More hours in schoolMore hours in school Increases in rates of childhood obesity levelsIncreases in rates of childhood obesity levels Increases in media addictionsIncreases in media addictions Increases in restaurant eatingIncreases in restaurant eating

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The Research ProblemThe Research Problem

Lack of naturalistic data in literatureLack of naturalistic data in literature Finding the teacher voiceFinding the teacher voice

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Literature ReviewLiterature Review

No consensusNo consensus Administrators (test scores, school policy)Administrators (test scores, school policy) Parents’ expectationsParents’ expectations Form of communication/involvementForm of communication/involvement Improve students’ understandingImprove students’ understanding

(Van Voorhis, 2003)(Van Voorhis, 2003)

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Contradictions in LiteratureContradictions in Literature

Cooper, et. al (2006)Cooper, et. al (2006) homework influences academic achievementhomework influences academic achievement

Kralovec & Buell (2000)Kralovec & Buell (2000) homework/waste of timehomework/waste of time quality of professional development/after-school quality of professional development/after-school

programsprograms

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Homework is Instructional/Non-Homework is Instructional/Non-InstructionalInstructional

InstructionalInstructional• Complete school assignmentsComplete school assignments• Drill/practiceDrill/practice• ReviewReview• Test preparationTest preparation

Non-instructional:Non-instructional:• Community involvementCommunity involvement• Political & personal developmentPolitical & personal development• CommunicationCommunication

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Homework as DilemmaHomework as Dilemma

One-size fits allOne-size fits all Differentiate assignmentsDifferentiate assignments Parents’ ability to helpParents’ ability to help Students’ ability to interpret and transfer learningStudents’ ability to interpret and transfer learning Appropriate timingAppropriate timing

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Past Homework LiteraturePast Homework Literature

A snapshot of what has already been learnedA snapshot of what has already been learned Most studies quantitativeMost studies quantitative Few qualitative studies from perceptional Few qualitative studies from perceptional

standpointstandpoint Teacher voice data limitedTeacher voice data limited

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Theoretical FrameworkTheoretical Framework

Informational ProcessingInformational Processing Learning as transferring informationLearning as transferring information Cognitive control processesCognitive control processes Adequate student understanding necessary for Adequate student understanding necessary for

transfertransfer

• (Atkinson & Shiffin, 1968)(Atkinson & Shiffin, 1968)

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Research QuestionsResearch Questions What are the reasons elementary school What are the reasons elementary school teachers assign homework?teachers assign homework?

Are there any differences between early Are there any differences between early childhood and elementary teachers’ perceptions childhood and elementary teachers’ perceptions regarding homework?regarding homework?

How do teachers use homework in the overall How do teachers use homework in the overall evaluation process of their students? evaluation process of their students?

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Research QuestionsResearch Questions

To what degree does homework involve the use To what degree does homework involve the use of technology or specific tools that are not of technology or specific tools that are not provided by the school?provided by the school?

To what degree does a district implement To what degree does a district implement homework policy when such is mandated by homework policy when such is mandated by administrators?administrators?

About the StudyAbout the Study

Participants - 90 Volunteer Teachers:Participants - 90 Volunteer Teachers: 22ndnd and 4 and 4thth grade teachers (47 and 43 respectively) grade teachers (47 and 43 respectively)

Instrument:Instrument: Seven item open- ended questionnaireSeven item open- ended questionnaire AnalysisAnalysis Compare/ContrastCompare/Contrast

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Homework SurveyHomework Survey

Open-Ended Survey:Open-Ended Survey:• Why do you give homework?Why do you give homework?

• If homework is mandated, who requires it?If homework is mandated, who requires it?

• How much time do you anticipate students spending on How much time do you anticipate students spending on homework per week?homework per week?

• Do you assign homework that requires technology Do you assign homework that requires technology (internet, word processing, spreadsheets)?(internet, word processing, spreadsheets)?

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Homework SurveyHomework Survey

Open-Ended Survey:Open-Ended Survey:• How do you assess homework?How do you assess homework?

• To what degree (percentage) is homework included in To what degree (percentage) is homework included in the overall grades?the overall grades?

• Additional thoughts on homework.Additional thoughts on homework.

Study ValidityStudy Validity Piloted the survey with a group previous to the Piloted the survey with a group previous to the

onset of the study.onset of the study.

Two researchers and a graduate assistant Two researchers and a graduate assistant analyzed the participants’ responses. analyzed the participants’ responses.

Constant comparison process determined each Constant comparison process determined each of the three independent coding efforts elicited of the three independent coding efforts elicited the same categories for each question. the same categories for each question.

(Le Compte & Preissle, 1993; McMillan, & Wergin, 2006)(Le Compte & Preissle, 1993; McMillan, & Wergin, 2006)

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Study ValidityStudy Validity

Two researchers provided text examples to Two researchers provided text examples to justify category labels.justify category labels.

Theoretical validity is affirmed through earlier Theoretical validity is affirmed through earlier discussions of informational processing and discussions of informational processing and developmentally appropriate practices. developmentally appropriate practices.

(Le Compte & Preissle, 1993; McMillan, & Wergin, 2006)(Le Compte & Preissle, 1993; McMillan, & Wergin, 2006)

Five Layers of AnalysisFive Layers of Analysis

Constant Comparison Analysis:Constant Comparison Analysis: Layers one, two and threeLayers one, two and three Two researchersTwo researchers One graduate studentOne graduate student Fourth layerFourth layer

• Two researchers provided text examples to justify category Two researchers provided text examples to justify category labelslabels

Fifth layerFifth layer• Researchers looked for consistent/inconsistency patterns Researchers looked for consistent/inconsistency patterns

within individual teacher responseswithin individual teacher responses

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Study ResultsStudy Results

Question 1: Why do you give Question 1: Why do you give homework?homework?

Several instructional/non-instructional reasons:Several instructional/non-instructional reasons: PracticePractice ReinforcementReinforcement ReviewReview CommunicationCommunication ResponsibilityResponsibility Multiples of the aforementioned categoriesMultiples of the aforementioned categories

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Question 2: If homework is Question 2: If homework is mandated who requires it?mandated who requires it?

AdministratorsAdministrators ParentsParents DistrictDistrict Other Other Not assignNot assign Collapsed “other”, “Multiples”, & “Not Collapsed “other”, “Multiples”, & “Not

assigned” assigned” 65 of 90 reported homework as a teacher 65 of 90 reported homework as a teacher

choicechoice25

Question 3: How much time do you Question 3: How much time do you anticipate students spending on anticipate students spending on

homework per week?homework per week? Most teachers reported a range; therefore, a Most teachers reported a range; therefore, a spreadsheet displays the lower and upper limits spreadsheet displays the lower and upper limits time required.time required.

Example: Teacher A lower limit 1.25 hours to upper Example: Teacher A lower limit 1.25 hours to upper limit 1.67limit 1.67

Teacher B lower limit 1.33 hours to upperTeacher B lower limit 1.33 hours to upper limit 1.33limit 1.33

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Question 4: Do you assign Question 4: Do you assign homework that requires homework that requires

technology?technology? Overwhelmingly teachers reported they do notOverwhelmingly teachers reported they do not

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Question 5: How do you assess Question 5: How do you assess homework?homework?

Analysis teased out five sub-categoriesAnalysis teased out five sub-categories Teacher— sole graderTeacher— sole grader Student— sole graderStudent— sole grader Teacher and student— teacher provide answers while Teacher and student— teacher provide answers while

students checked work or teacher just students checked work or teacher just checked/looked over with studentchecked/looked over with student

No graded— teacher did not check homeworkNo graded— teacher did not check homework No Response— teacher did not indicate procedureNo Response— teacher did not indicate procedure

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Question 6: To what degree is Question 6: To what degree is homework included in the overall homework included in the overall

grades?grades?

Analysis teased out six categoriesAnalysis teased out six categories Not counted or 0%Not counted or 0% 1% > 10%1% > 10% 11% > 15%11% > 15% 16% > 20%16% > 20% 21% > 25%21% > 25% Other amountsOther amounts

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Question 7: Additional thoughts on Question 7: Additional thoughts on homework homework

Most teachers did not respondMost teachers did not respond Subcategories included:Subcategories included:

•ResponsibilityResponsibility•ReinforcementReinforcement•StandardStandard•ParentsParents•PracticePractice•Not finished in schoolNot finished in school•Relevant reading Relevant reading •On homework givenOn homework given

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Conclusions about HomeworkConclusions about Homework

Variety of reasons for assigning homeworkVariety of reasons for assigning homework ConfusionConfusion Teacher inconsistencyTeacher inconsistency Purpose not well definedPurpose not well defined

•(Findings concur will Banks, 2007)(Findings concur will Banks, 2007)

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Conclusions about HomeworkConclusions about Homework

Time spent/weekTime spent/week Second graders .33 to 3.5 hoursSecond graders .33 to 3.5 hours Fourth graders .05 to 7.0 hoursFourth graders .05 to 7.0 hours No second/two fourth grade teachers indicated “no No second/two fourth grade teachers indicated “no

homework.”homework.”

GradedGraded Fourth grade teachers who did not grade homework Fourth grade teachers who did not grade homework

and required more than two hours per week, included and required more than two hours per week, included the grade considerably more in over all (10%<)the grade considerably more in over all (10%<)

Second grade teacher assigning more than two hours Second grade teacher assigning more than two hours per week, did not include in overall gradeper week, did not include in overall grade

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The Data State…The Data State…

Greatest number of responses indicated skill as Greatest number of responses indicated skill as reasons for homework.reasons for homework.

“ “More is better”More is better” Differentiated learning may be lostDifferentiated learning may be lost Teachers inconsistent with respect to grade, time, & Teachers inconsistent with respect to grade, time, & goalgoal

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Implications of StudyImplications of Study

Process & product of homework may be Process & product of homework may be inconsistentinconsistent

Historical, but not as effective Historical, but not as effective Differentiation not evidencedDifferentiation not evidenced Teachers’ inconsistency undermine Teachers’ inconsistency undermine

processprocess Homework did not extend learningHomework did not extend learning

HOMEWORKHOMEWORK

Donald SneadDonald SneadDepartment of Educational LeadershipDepartment of Educational Leadership

dsnead@mtsu.edudsnead@mtsu.edu

Kathleen BurrissKathleen BurrissDepartment of Elementary and Special Department of Elementary and Special

EducationEducationkburriss@mtsu.edukburriss@mtsu.edu

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