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dc.contributor.authorBoyle, Joseph E.
dc.date.accessioned2009-09-23T18:10:58Z
dc.date.available2009-09-23T18:10:58Z
dc.date.issued2009-09-23T18:10:58Z
dc.identifier.urihttp://hdl.handle.net/1951/45074
dc.description.abstractIn this age of high-stakes standardized testing, it is important that students develop a deep understanding of relevant subject matter. In general, this level of understanding is not being achieved, according to recent test scores (Beaton et al., 1996). One plausible explanation for this underachievement is that too many students assign little value to the regular and consistent completion of assigned homework. As a first step in understanding why too many students underachieve academically, it is important that we understand how students, teachers, parents and guardians perceive the value of homework as it relates to students’ academic achievement.en
dc.language.isoen_USen
dc.titlePERCEPTIONS OF THE VALUE OF HOMEWORK: HOW STUDENTS, TEACHERS, PARENTS AND GUARDIANS PERCEIVE THE VALUE OF HOMEWORK AS IT RELATES TO ACADEMIC ACHIEVEMENTen
dc.typeThesisen


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