Perceptions of administrators, teachers, and parents on effective homework practices

Jagodzinski, Tamara Suzanne (2022) Perceptions of administrators, teachers, and parents on effective homework practices. Doctoral thesis, Northern Arizona University.

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Abstract

Homework is a well-established tradition ingrained in today’s educational system. Although it is a widely used practice in many elementary school classrooms, the research suggests that homework does not increase student achievement. For many students and their families, homework is a significant struggle. This research study aims to examine the perceptions of teachers, administrators, and parents of effective homework practices for students in elementary school. Since homework is a commonly used practice, educators must be given the opportunity and the resources to reflect on their practices and participate in a larger conversation regarding homework. Research participants included teachers, administrators, and parents from three diverse elementary schools in a large suburban school district. Surveys were distributed to teachers, parents, and administrators. Focus group participants were selected based on the interest identified from the survey. Quantitative data were analyzed using descriptive statistics. Qualitative data was coded, and themes were identified. The findings of this study suggest that teachers assign homework because they believe it increases student achievement for students in elementary school. Teachers give homework so that students can practice at home what is learned at school. Teachers also believe that homework creates positive study habits and allows students to learn responsibility, organization, and time management. Administrators do not feel that the homework being assigned is increasing student achievement. They think that many parents are overly involved in project-based assignments. Administrators would support a no homework policy at their schools. Parents agree with teachers that homework increases student achievement. Overall, the topic of homework is not discussed with teachers. Teachers are not provided training on how to assign homework to their students. It is not a topic discussed during professional development, teacher training, or teacher preparation programs. Even though homework is a regularly occurring practice, it is never discussed with teachers. Teachers create homework policies in their classrooms based on their own beliefs or with guidance from mentor teachers. There is an excellent opportunity for growth in this well-established educational practice. Although it is a routine practice for many children, homework can be a significant struggle for many students and their families. Students that struggle during the school day are forced to continue that struggle at home doing homework. Homework can ruin precious family time. Regardless of whether homework is a struggle, all children are forced to divide their time between leisure activities, extra-curricular activities, and required assignments after school. By evaluating their homework practices and policies, educators have an opportunity to make a significant difference in the educational lives of children.

Item Type:	Thesis (Doctoral)
Publisher’s Statement:	© Copyright is held by the author. Digital access to this material is made possible by the Cline Library, Northern Arizona University. Further transmission, reproduction or presentation of protected items is prohibited except with permission of the author.
Keywords:	Elementary School; Homework; Student Achievement
Subjects:	L Education > LB Theory and practice of education > LB1501 Primary Education
NAU Depositing Author Academic Status:	Student
Department/Unit:	Graduate College > Theses and Dissertations College of Education > Educational Leadership
Date Deposited:	16 May 2023 22:15
Last Modified:	16 May 2023 22:15
URI:	https://openknowledge.nau.edu/id/eprint/5886

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