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.


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


Third Advisor


Committee Member 1

Purinton, Ted

Committee Member 2

Rissmann-Joyce, Stacie

Committee Member 3



64 p.

Document Type

Master's Thesis


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