Date of Award/Publication

5-2008

Document Type

Thesis

Degree Name

MS in Mathematics, Science, and Technology Education

Abstract

The purpose of the present study was to determine the attitudes and uses of homework of staff members; and the effects of differentiated homework on homework completion rates and assessment results at a large suburban middle school. Thirty teachers responded with details regarding homework purpose and importance in their classrooms. Sixty-two eighth-grade students, taught by the same instructor, were given differentiated homework based on their performance on a pre-assessment. Findings indicate that assignment of homework is aligned with content area and quantity of homework is aligned with grade level. The study also finds that differentiated homework increased homework completion rates and student achievement on assessment.

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