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Parent and Teacher Perceptions of Elementary School Homework.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Parent and Teacher Perceptions of Elementary School Homework./
作者:	Marcum, Jimmy.
面頁冊數:	1 online resource (99 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
標題:	Elementary education. -
電子資源:	click for full text (PQDT)
ISBN:	9780438147379

Parent and Teacher Perceptions of Elementary School Homework.
Marcum, Jimmy.

Parent and Teacher Perceptions of Elementary School Homework. - 1 online resource (99 pages)

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ph.D.)--East Tennessee State University, 2018.

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438147379Subjects--Topical Terms:

1148439
Elementary education.
Index Terms--Genre/Form:

554714
Electronic books.

Parent and Teacher Perceptions of Elementary School Homework.
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500 $a Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
500 $a Adviser: Pamela Scott.
502 $a Thesis (Ph.D.)--East Tennessee State University, 2018.
504 $a Includes bibliographical references
520 $a 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.
520 $a 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 do not 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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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