teachersforneweraprojectatuconn–researchproposa.docVIP

Teachers for New Era Project at UConn – Research Proposal Dr. Antonius Cillessen, Dr. Julie Wargo Aikins, Dr. Sally E. Doyen February, 2005 The Homework Transition from 8th to 9th Grade; Teacher Practices as they Impact Student Performance 1. Problem Statement Research has indicated that students begin to demonstrate problems with homework completion and accuracy during the middle school years (Bruce Singh, 1996) but that this problem exacerbates across the transition to high school (Fulk, 2003). To date, researchers have failed to consider the role that teacher practices regarding homework assignments and expectations in middle school may play in contributing to students increasing failure across the transition to high school. This study explores the nature and impact of teacher practices on homework completion attempting to identify those practices that lead to more successful student performance so that they can become a component of teacher training and widespread teacher practice. By comparing the practices of 8th and 9th grade teachers in assigning and evaluating student homework we hope to better understand the correspondence between these practices and how the possible disjuncture between teacher expectations and approaches may impact students’ transition adjustment. Homework is one of the most important contributors to students’ grades and overall achievement at both the middle and high school levels. Most teachers factor homework completion and accuracy into grades and research indicates that homework completion is an important predictor of students knowledge acquisition (Silvis, 2002). At the high school level, grades become a determiner of class rank and have implications for college acceptance. Homework, however, creates well known frustrations for students, parents, and teachers. The popular media has even suggested that homework may undermine students’ positive attitudes toward school (Begley, 1998). Missing homework is a signific