Date of Award

11-2003

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

College of Education, Doctoral Program

First Advisor

Murray, Christopher

Second Advisor

Taccarino, John

Third Advisor

Owens, Roxanne

Abstract

This quasi-experimental study examined the effects of consistent school-to-home communication on homework completion, project completion, grades, attendance, student engagement, student behavior, and student attitude toward homework. Three high school English composition teachers reported data from a sample of 121 sophomores, who completed a pre- and post-survey, the Student Survey of Homework Practices. Each teacher taught a control and treatment class in which communication with the home was increased through phone calls home and weekly notes sent home with students. The post-test analyses by group found that students in the treatment group significantly decreased the amount of homework planning they did. Post-test analyses by teacher found that students in two of the control groups reported significantly more problems with forgetting materials for homework and procrastination. Post-test analyses by teacher also revealed some of the possible detrimental effects that negative behavior can have on academic-related measures. In addition, the teachers' fidelity of implementation during this study proved to be an obstacle that future researchers will have to address.

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