Date of Award

4-29-1996

Degree Type

Thesis

Degree Name

Master of Science

Department

Liberal Studies

First Advisor

Patricia R. Whitfield, Ph.D.

Second Advisor

Robert L. Banton III, Ed.D.

Third Advisor

Rachel Mathews, Ed.D.

Abstract

The assignment patterns, frequency, and perceptions of homework as an educational instructional device was investigated in middle school special education classroom teachers. A general topic questionnaire was generated and administered to each of the middle school special education teachers who volunteered for this study. A population sample was used in the survey to represent, determine, and investigate the application of homework as an instructional technique. The survey also referenced specific questions on teachers' attitudes and perspectives on whether homework should be employed as a device to improve learning, comprehension, and retention of materials being presented in the classroom. The results of the study indicated that homework, used as an educational instructional technique, was received in middle schools by special education students on a less than regular basis. Most middle school special education teachers believed that they had the time and resources to administer and complete homework assignments with their students in the classroom. Homework was considered by several respondents as an effective tool in checking comprehension of materials covered in class. However, homework was not believed to be an useful part of the classroom/educational experience; nor did they believe that homework increased a student's learning ability or performance. Many special education teachers did use the students' Individual Educational Plan as a reference for homework; however, an almost equal number stated that they did not. Results also showed that most middle school special education teachers felt that the students' parents contributed very little in assisting their child with their homework assignments.

 
 

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