Creating effective homework policies in the secondary mathematics classroom.
|dc.contributor.author||Johnston, Eric M.|
|dc.description.abstract||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.||en_US|
|dc.subject||Mathematics -- Study and teaching -- Activity programs.||en_US|
|dc.subject||Education -- Activity programs.||en_US|
|dc.title||Creating effective homework policies in the secondary mathematics classroom.||en_US|
|dc.description.institution||SUNY at Fredonia|