Date of Award

Spring April 2013

Access Restriction

Dissertation

Degree Name

Doctorate in Education

Department

Education

School or College

School of Education

First Advisor

Antonia Darder

Second Advisor

Ani Shabazian

Third Advisor

Elizabeth Brewer

Abstract

In a culture of meritocracy and an increasing emphasis on global competition, student learning has become more fully aligned with a belief in the value and effectiveness of homework. Amidst the incessant drive toward competition and an unrelenting push toward an increasing use of homework as commonplace educational practice, there also exist clarion calls to question, reform, and abolish this practice. From student stress to overarching challenges to the nature of education, there exist unexamined discourses that critically challenge current beliefs in the significance of homework practice in the United States. Through employing discussions of student voice and theoretical lenses of intrinsic motivation, social reproduction, and critical pedagogy, this study examined how homework practices impact high school students, by engaging directly with their perceptions. The purpose of this mixed methods study is to better understand how homework affects high school students, beyond measures of student achievement within the current context of education in the United States. The study was conducted in an all-female, Catholic, college preparatory high school, utilizing student survey and focus groups. Findings of the study are explored and discussed with respect to public policy implications related to the future development, assignment, and role of homework practices in the academic formation of high school students in this setting and beyond.

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