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dc.contributor.authorJohnston, Eric M.
dc.date.accessioned2013-01-15T14:45:28Z
dc.date.available2013-01-15T14:45:28Z
dc.date.issued2013-01-15
dc.identifier.urihttp://hdl.handle.net/1951/58379
dc.description.abstractThere 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.language.isoen_USen_US
dc.subjectMathematics -- Study and teaching -- Activity programs.en_US
dc.subjectHomework.en_US
dc.subjectEducation -- Activity programs.en_US
dc.titleCreating effective homework policies in the secondary mathematics classroom.en_US
dc.typeThesisen_US


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