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Degree

Doctor of Education, Ashland University, College of Education, 2009.

Abstract

This study utilized a mixed-method design in order to investigate the alignment of secondary science teachers' instructional methodologies and their homework designs. Surveys were distributed to educators from a Center for Ocean Sciences Excellence Education (COSEE) database. Coding rubrics were developed to categorize the participants' responses to a series of open-ended questions. Chi-square tests were utilized in the determination of the degree of association between the participants' instructional methodologies and their homework designs. Overall, no statistically significant association was discovered between the two variables. Likewise, a statistically significant association for alignment, based on various demographic characteristics of the participants, was also unable to be determined.

Subject Headings

Education; Educational theory; Science education; Secondary education; Teacher education

Keywords

homework; homework design; science instruction; science homework; instructional alignment; instructional methodologies; homework methods

Committee / Advisors

Harold Wilson, PhD (Committee Chair)
Howard Walters, EdD (Committee Co-Chair)
Herb Broda, PhD (Committee Member)

Pages

137p.

Document number: ashland1251379408
Permalink: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1251379408

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