Abstract

Homework practices vary widely among teachers. Some teachers make well planned assignments that combine learning and pleasure. Others use homework as a routine to provide students with drills on important activities. These wide variations stem from the teachers' different attitudes and opinions on homework. This research examines the perspectives of teachers, working in schools operating in Egypt whether Languagel or International, on homework. It compares the view points and practices of teachers working in Egyptian Language Schools to those of teachers working in International Schools located in Cairo. The research addresses the question: What are teachers' perspectives and practices of homework in schools, whether Language or International, within the upper elementary and middle school grades operating in Cairo, Egypt? This study analyzes quantitative data through a survey distributed to teachers working in Language and International Schools. The study findings indicate that teachers' opinions and practices of homework do not significantly vary in these settings. Homework has its own culture that affects teachers'perceptions and practices, regardless of the setting. The study concludes with a series of recommendations that would enable teachers to improve the quality of homework as well as help students be successful with it.

Department

International & Comparative Education Department

Degree Name

MA in International & Comparative Education

Graduation Date

Spring 9-11-2012

Submission Date

January 2013

First Advisor

Norman, Peggy

Second Advisor

NA

Third Advisor

NA

Committee Member 1

Purinton, Ted

Committee Member 2

Rissmann-Joyce, Stacie

Committee Member 3

NA

Extent

64 p.

Document Type

Master's Thesis

Rights

The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. The author has granted the American University in Cairo or its agents a non-exclusive license to archive this thesis, dissertation, paper, or record of study, and to make it accessible, in whole or in part, in all forms of media, now or hereafter known.

Institutional Review Board (IRB) Approval

Approval has been obtained for this item

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