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dc.contributor.advisorSmith, Arthur E.
dc.contributor.advisorRobinson, Scott D.
dc.contributor.authorD'Agostino, Carol
dc.date.accessioned2021-09-07T21:48:59Z
dc.date.available2021-09-07T21:48:59Z
dc.date.issued1998-04-01
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5295
dc.description.abstractHomework has been a topic of debate for more than a century, with both educators and the general public oscillating about its validity and usefulness. The purpose of this study is to determine if reading homework which receives immediate teacher feedback motivates students to increase independent reading at home. Reading amounts of twenty-three rural second graders were monitored during two four-week periods to determine if teacher monitoring had an effect on the quantity of reading completed at home by students. Students read books through the Accelerated Reader Program and then took tests about the books on a computer. During the second period, they received direct feedback from their teacher. Questionnaires were sent home to parents fifteen weeks after the original study to determine whether students read more or less than they had prior to the study. The author found that monitored homework with immediate feedback positively affected the majority of students’ achievement, with parents reporting a higher amount of reading after the period when monitoring occurred. The author recommends providing immediate feedback on student’s work to increase motivation and correct mistakes before they become habits. Further tests with older students as well as at different times of the school year are recommended.
dc.titleThe Impact of Monitored Homework with Immediate Teacher Feedback
dc.typethesis
refterms.dateFOA2021-09-07T21:48:59Z
dc.description.institutionSUNY Brockport
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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