Event Title

Perspectives of Pre-Service and In-Service Special Education Teachers About Homework Interventions

Location

CSU Ballroom

Start Date

9-4-2012 1:00 PM

End Date

9-4-2012 2:30 PM

Student's Major

Psychology

Student's College

Social and Behavioral Sciences

Mentor's Name

Marcia Sytsma

Mentor's Department

Psychology

Mentor's College

Social and Behavioral Sciences

Second Mentor's Name

Alexandra Panahon

Second Mentor's Department

Psychology

Second Mentor's College

Social and Behavioral Sciences

Third Mentor's Name

Carlos Panahon

Third Mentor's Deparment

Psychology

Third Mentor's College

Social and Behavioral Sciences

Description

This purpose of this study was to integrate the research on empirically supported strategies for improving homework with the perspectives and attitudes of teachers who are expected to implement such strategies. Primary focus was on gathering and summarizing descriptive statistics of the types of interventions used for specific student populations throughout K-12 education. Data were obtained from graduate students enrolled in the Special Education program at Minnesota State University. Participants were asked to specify the types of homework support strategies they have implemented and indicate those students they think will benefit most from the particular strategies. Finally, participants were asked about their willingness to implement different strategies and their estimates of both the feasibility and barriers to implementation. It is hypothesized that only a subset of empirically supported strategies will be considered for use by in-service teachers. Also, it is expected that different strategies will be judged to be applicable to different grade levels of students requiring accommodations (e.g., kindergarten through fifth grade versus sixth through eighth grade versus high school students). Providing a list of commonly implemented strategies for homework problems will help teachers and other educational professionals incorporate standard practice concepts with best practice.

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Apr 9th, 1:00 PM Apr 9th, 2:30 PM

Perspectives of Pre-Service and In-Service Special Education Teachers About Homework Interventions

CSU Ballroom

This purpose of this study was to integrate the research on empirically supported strategies for improving homework with the perspectives and attitudes of teachers who are expected to implement such strategies. Primary focus was on gathering and summarizing descriptive statistics of the types of interventions used for specific student populations throughout K-12 education. Data were obtained from graduate students enrolled in the Special Education program at Minnesota State University. Participants were asked to specify the types of homework support strategies they have implemented and indicate those students they think will benefit most from the particular strategies. Finally, participants were asked about their willingness to implement different strategies and their estimates of both the feasibility and barriers to implementation. It is hypothesized that only a subset of empirically supported strategies will be considered for use by in-service teachers. Also, it is expected that different strategies will be judged to be applicable to different grade levels of students requiring accommodations (e.g., kindergarten through fifth grade versus sixth through eighth grade versus high school students). Providing a list of commonly implemented strategies for homework problems will help teachers and other educational professionals incorporate standard practice concepts with best practice.

Recommended Citation

Walker, Brenda and MaryBeth Armstrong. "Perspectives of Pre-Service and In-Service Special Education Teachers About Homework Interventions." Undergraduate Research Symposium, Mankato, MN, April 9, 2012.
http://cornerstone.lib.mnsu.edu/urs/2012/poster-session-B/34