Defense Date

12-4-2020

Graduation Date

Spring 5-7-2021

Availability

Immediate Access

Submission Type

dissertation

Degree Name

EdD

Department

Professional Doctorate in Educational Leadership (ProDEL)

School

School of Education

Committee Chair

Connie Moss

Committee Member

Amy Olson

Committee Member

Timothy Scott

Keywords

Homework, Beliefs, Peirce, Critical Race Theory, Self-Efficacy, Attribution Theory, Rural, Education

Abstract

Through the lenses of C.S. Peirce’s Belief and Genuine Doubt, Albert Bandura’s Self Efficacy and Collective Efficacy, Bernard Weiner’s Attribution Theory, and Critical Race Theory, this dissertation captured and codified rural elementary teacher beliefs regarding homework and its effectiveness related to learning, and in particular, the effects brought on by the 2020 COVID 19 school closure. Rural school systems are under-researched and present notable differences in homework challenges, including access to libraries, technology and distance from home to school. Using qualitative research, this study identified themes regarding teacher perceptions of homework. The author explained that many of the long-held tenants of homework may be questioned as a basis for evaluating student learning, programmatic and curricular efficacy, and to raise the question of homework as an effective practice in the current school setting. The study concluded that despite the many changes in the context of the pandemic and the opportunity to see homework differently, teacher beliefs about homework persisted. As school administrators look to craft policy, understanding homework from the teachers’ perspectives is crucial, and the building of a collective understanding among faculty before developing a systemic model for measuring student learning is critical.

Language

English

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