Using the Nominal Group Technique for Homework Communication Decisions

Abstract

The purpose of this exploratory study was to use a collaborative decision-making process, the Nominal Group Technique (NGT), to determine the effectiveness and feasibility of 44 strategies for communication between home and school about homework assigned to students with high-incidence disabilities included in general education classrooms. Nine participants (school administrators, family members, and general and special education teachers) were involved in this collaborative decision-making process. The participants identified 14 homework communication strategies as being the most feasible and effective. Implications for future research and for school practice are discussed. In particular, the use of the NGT is suggested as a vehicle for involving teachers, administrators, and families in determining the communication strategies most appropriate to specific school situations. Further, the NGT holds promise for decision making about other school issues as well.

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