Page 1 |
Save page Remove page | Previous | 1 of 115 | Next |
|
small (250x250 max)
medium (500x500 max)
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
Subset |
HOMEWORK BELIEFS AND PRACTICES OF MIDDLE SCHOOLTEACHERS
IN RELATION TO STRUCTURE-BASED STANDARDS
FOR THE ENGLISH LANGUAGE DEVELOPMENT
CONTENT AREA
by
Alex Pierre
________________________________________________________________________
ADissertation Presented to the
FACULTY OF THE ROSSIER SCHOOLOF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOROF EDUCATION
August 2007
Alex Pierre
Copyright 2007
Object Description
| Title | Homework beliefs and practices of middle school teachers in relation to structure-based standards for the English language development content area |
| Author | Pierre, Alex |
| Author email | efaxemal@yahoo.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2007-03-26 |
| Date submitted | 2007 |
| Restricted until | Restricted until 3 July 2009. |
| Date published | 2009-07-03 |
| Advisor (committee chair) | Mora-Flores, Eugenia |
| Advisor (committee member) | Ragusa, Gisele |
| Abstract | Homework research in academic content areas has typically focused on student commitment, but what about teacher commitment? In particular, how committed are middle school teachers to homework in ELD content areas? This research examined the homework beliefs and practices of 12 middle school teachers assigned to ELD grades 6, 7, and 8 to determine the extent of their commitment to three structure-based strategies adapted from the Ames (1992b) task-structure model: workload, purpose, and feedback. For each teacher, two 60-minute observations were conducted to rate and describe the frequency of 20 homework behaviors used for performing these strategies. A cross-sectional, Likert-scale survey was given at the end of the second observation to rate teacher beliefs about the importance of the same 20 homework behaviors.The study concluded that the teachers lacked commitment to practicing the strategies for homework in that their areas of weakness far outnumber their strengths. Regardless of experience level, teachers reported strong approval of most homework behaviors. Still, there were several areas where teachers' homework was lacking: (a) ambivalence in homework beliefs, (b) not considering workload important, (c) low application of homework strategies, (c) preference for traditional and non-explanatory type methods, (d) discrepancies over value of workload, (e) lower frequency practice among less experienced teachers, and (f) inconsistencybetween beliefs and practices. These findings reinforced the need for curriculum and training to assist teachers in developing more desirable beliefs and practices when implementing structure-based strategies for homework in ELD content areas. |
| Keyword | homework beliefs and practices |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m525 |
| Rights | Pierre, Alex |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Pierre-20070703 |
| Archival file | uscthesesreloadpub_Volume23/etd-Pierre-20070703.pdf |
Description
| Title | Page 1 |
| Full text | HOMEWORK BELIEFS AND PRACTICES OF MIDDLE SCHOOLTEACHERS IN RELATION TO STRUCTURE-BASED STANDARDS FOR THE ENGLISH LANGUAGE DEVELOPMENT CONTENT AREA by Alex Pierre ________________________________________________________________________ ADissertation Presented to the FACULTY OF THE ROSSIER SCHOOLOF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOROF EDUCATION August 2007 Alex Pierre Copyright 2007 |
Comments
Post a Comment for Page 1
