• Creating effective homework policies in the secondary mathematics classroom.

      Johnston, Eric M. (2013-01-15)
      There has always been a great debate about whether or not homework is really needed in the classroom. Homework policies over the past 100 years have changed drastically. There is a constant battle between advocates for and opponents of homework. Together, they have created a list of positive and negative effects of homework. A review of the literature helps determine what the ideal homework policy would be in order to encourage higher student achievement, and minimize the negative impacts of homework. How do in service teachers' policies stand up against research based policies? Interviews with rural New York State teachers have determined the core components of a homework policy that most teachers have. Some not-so-common policies and researchers' key points to include in a homework policy have also been included. Homework is indeed effective, especially when it is based on research and contains the core components of an effective homework policy in the secondary mathematics classroom.
    • How Much Is Enough?

      Steger, Justin L. (2013-01-17)
      No author abstract.
    • The impact of homework incentives on student homework completion in a secondary mathematics classroom

      Garland, Brianna (State University of New York College at Fredonia, 2017-05)
      Assigning homework to secondary school students has been a highly discussed topic among educational researchers, as well as the general public, for several years. Several aspects of homework have been researched in depth; however, there are still significant gaps in research regarding the impact of homework incentives. The purpose of this study was to determine the impact of homework incentives on student homework completion in a secondary mathematics classroom. Mixed methods research was conducted in a suburban middle school in Western New York in order to address this research topic. Quantitative data was collected in the form of student homework completion grades, and qualitative data was collected in the form of student surveys. The results of this study indicated that implementing a homework incentive in a 7th grade mathematics classroom improves the majority of students' homework completion grades. These findings have significant implications that will give secondary teachers new insight on whether to implement a homework incentive in their classroom. [from author's abstract]