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Journal articles on the topic 'Homewok'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Al-Maamari, Saif. "Social Studies Teachers’ Homework Practices in Oman." Asian Social Science 16, no. 7 (2020): 146. http://dx.doi.org/10.5539/ass.v16n7p146.

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This study aims at discovering the homework practices of ten social studies teachers in basic education schools of the second cycle (grades 5-10) in Muscat governorate, Oman. The sample comprised of (10) teacher&rsquo; planning books (5 male teachers and 5 female teachers) distributed in ten schools. The researchers designed a check list for analyzing the planning books of teachers consists of four domains: the types of homework tasks, the levels of knowledge of homework according to Bloom&#39;s taxonomy, the resources required to answer homework tasks, and the nature of working on homework. Findings of the study showed that social studies teachers assigned conventional homeworks, which might not be consistent with new goals of social studies in Oman.

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2

Trautwein, Ulrich. "The homework–achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort." Learning and Instruction 17, no. 3 (2007): 372–88. http://dx.doi.org/10.1016/j.learninstruc.2007.02.009.

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3

Thirumurthy, Vidya. "Homework, Homework Everywhere: Indian Parents' Involvement With Their Children's Homework." Childhood Education 90, no. 2 (2014): 83–90. http://dx.doi.org/10.1080/00094056.2014.889497.

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4

Wivagg, Dan. "Homework." American Biology Teacher 52, no. 1 (1990): 6. http://dx.doi.org/10.2307/4449016.

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5

Joannou, Maroula. "Homework." Women: A Cultural Review 18, no. 2 (2007): 216–18. http://dx.doi.org/10.1080/09574040701400338.

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6

Horner, Charlotte M. "Homework." Academic Therapy 22, no. 3 (1987): 239–44. http://dx.doi.org/10.1177/105345128702200302.

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7

Hodapp, Albert F., and Joan B. Hodapp. "Homework." Intervention in School and Clinic 27, no. 4 (1992): 233–35. http://dx.doi.org/10.1177/105345129202700409.

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8

Garrett, Joyce Lynn. "Homework." Kappa Delta Pi Record 43, no. 2 (2007): 56–57. http://dx.doi.org/10.1080/00228958.2007.10516462.

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9

Roderique, Tess W., Edward A. Polloway, Carla Cumblad, Michael H. Epstein, and William D. Bursuck. "Homework." Journal of Learning Disabilities 27, no. 8 (1994): 481–87. http://dx.doi.org/10.1177/002221949402700803.

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10

Epstein, Michael H., Edward A. Polloway, Regina M. Foley, and James R. Patton. "Homework." Remedial and Special Education 14, no. 5 (1993): 40–50. http://dx.doi.org/10.1177/074193259301400507.

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11

Heller, Harold W., Fred Spooner, Dana Anderson, and Aquilla Mims. "Homework." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 11, no. 2 (1988): 43–51. http://dx.doi.org/10.1177/088840648801100201.

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12

Szekely, George. "Art Homework." Art Education 55, no. 3 (2002): 47. http://dx.doi.org/10.2307/3194000.

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13

Kelly, Shirley, Patricia O'Reilly, and Gail Seekamp. "Homework Done." Books Ireland, no. 204 (1997): 132. http://dx.doi.org/10.2307/20631711.

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14

McHugh, Mary L. "Computer ???Homework??????" Nursing Management (Springhouse) 22, no. 2 (1991): 13. http://dx.doi.org/10.1097/00006247-199102000-00010.

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15

Kriesberg, Daniel. "Outdoor Homework." Science Activities: Classroom Projects and Curriculum Ideas 33, no. 3 (1996): 23–25. http://dx.doi.org/10.1080/00368121.1996.10113229.

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16

Kelley, Mary L., and Alice L. Kahle. "Homework Interventions." Special Services in the Schools 10, no. 1 (1995): 1–24. http://dx.doi.org/10.1300/j008v10n01_01.

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17

Jays, Jennifer. "Improving homework." SecEd 2016, no. 14 (2016): 13. http://dx.doi.org/10.12968/sece.2016.14.13.

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18

Hampshire, Patricia K., Gretchen D. Butera, and Jack J. Hourcade. "Homework Plans." TEACHING Exceptional Children 46, no. 6 (2014): 158–68. http://dx.doi.org/10.1177/0040059914534615.

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19

Lee, Fong-Lok, and Rex M. Heyworth. "Electronic Homework." Journal of Educational Computing Research 22, no. 2 (2000): 171–86. http://dx.doi.org/10.2190/2e3h-rawk-y6ha-tfa7.

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Homework, traditionally done with pencil and paper, can be an effective means of helping students to consolidate what they have learned. When students have problems, some fortunate ones may have immediate assistance from their parents, siblings, or others who act as human tutors. However, most of them have to wait until the next day before they can ask for their teachers' help, so while they are doing their homework, they must resort to other means of overcoming any difficulty which, if unresolved, may become sources of later errors [1]. It would be desirable if a personal tutor could be made available to help each student when they encounter homework problems.

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20

Bryan, Tanis, and Carol Nelson. "Doing Homework." Journal of Learning Disabilities 27, no. 8 (1994): 488–99. http://dx.doi.org/10.1177/002221949402700804.

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21

Hackney, Jim. "Managing Homework." Management in Education 11, no. 5 (1997): 10–11. http://dx.doi.org/10.1177/089202069701100506.

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22

Xu, Jianzhong, Chuang Wang, and Jianxia Du. "Investigating Factors that Influence Math Homework Expectancy: A Multilevel Approach." Sustainability 12, no. 16 (2020): 6586. http://dx.doi.org/10.3390/su12166586.

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The present study investigated several clusters of variables influencing students’ math homework expectancy based on 3018 students in grade 8 in China. Results revealed that math homework expectancy was positively associated with homework quality at both the individual and class level. At the individual level, math homework expectancy was positively associated with prior math knowledge, parent education, homework interest, homework favorability, parent autonomy support, mastery-approach, and homework value. Meanwhile, math homework expectancy was negatively associated with homework time, parent help quantity, and performance-approach. Finally, compared with females, males tended to have higher math homework expectancy.

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23

Hong, Eunsook, Roberta M. Milgram, and Lonnie L. Rowell. "Homework Motivation and Preference: A Learner-Centered Homework Approach." Theory Into Practice 43, no. 3 (2004): 197–204. http://dx.doi.org/10.1207/s15430421tip4303_5.

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24

Mendicino, Michael, Leena Razzaq, and Neil T. Heffernan. "A Comparison of Traditional Homework to Computer-Supported Homework." Journal of Research on Technology in Education 41, no. 3 (2009): 331–59. http://dx.doi.org/10.1080/15391523.2009.10782534.

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25

Bryan, Tanis, and Karen Sullivan Burstein. "Teacher-Selected Strategies for Improving Homework Completion." Remedial and Special Education 19, no. 5 (1998): 263–75. http://dx.doi.org/10.1177/074193259801900502.

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Three studies are reported in which we worked collaboratively with teachers across a 2-year period to systematically assess strategies to improve spelling and math homework completion and weekly quiz performance. Eleven elementary and special education teachers sorted 123 students into four groups: (a) students with learning disabilities and homework problems, (b) students with learning disabilities and no homework problems, (c) average-achieving students with homework problems, and (d) average-achieving students without homework problems. Teachers reviewed the extant research on homework, selected homework strategies, designed the methods by which they would implement and evaluate the effects of introducing the strategies to students, and evaluated the results. Three strategies resulted in significant increases in homework completion: (a) giving students real-life assignments (i.e., assignments that connected homework to events or activities in the home) plus reinforcements, (b) using homework planners, and (c) graphing homework completion. The interventions benefited students with learning disabilities and avaerage-achieving students with homework problems more than it did the average-achieving students with no homework problems. Two years following the end of the study, the team continues to use homework planners and graphing on a regular basis, and continues to work as a team on other projects.

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26

Rosário, Pedro, José Carlos Núñez, Guillermo Vallejo, et al. "Homework purposes, homework behaviors, and academic achievement. Examining the mediating role of students’ perceived homework quality." Contemporary Educational Psychology 53 (April 2018): 168–80. http://dx.doi.org/10.1016/j.cedpsych.2018.04.001.

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27

Paudel, Jagadish. "Dealing with Homework in English Language Teaching: A Case of Dadeldhura District." Journal of NELTA 17, no. 1-2 (2013): 50–60. http://dx.doi.org/10.3126/nelta.v17i1-2.8092.

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Homework is a good means of reactivation; it helps students to practice language items and consolidates learnt knowledge and skills at their home. It is an indispensible tool for students to step forward in the subject. But if we glance at homework dealing situation at school level education in Nepal, the role of homework is hardly talked about in the majority of the schools, especially at government aided school. Similarly, if we look at researches and papers that are talked about on homework dealing situation at school level education, we will rarely find. For this reason, I have strived to explore homework dealing situation of English langauge teaching at grade eight in Dadeldhura District through survey questions to the students and the teachers, such as when do students feel difficult to do homework, why do they do homework, how much time do they spend to do homework, who does help them to do homework at home, how do they like their homework to be corrected, how do the teachers correct homework, and the like. It also suggests some strategies for increasing homework completion rates and making homework meaningful for the students. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 50-60 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8092

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28

Efimova, E. A. "What future for digital homework: Literature review." Informatics and education, no. 6 (September 26, 2021): 51–59. http://dx.doi.org/10.32517/0234-0453-2021-36-6-51-59.

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Digital homework today is an observable fact of school practice, which resulted from the distance learning experience during the COVID-19 pandemic and the development of online platforms that provide EdTech products of this kind. Yet, not enough reflection of this issue has happened so far. The article attempts to summarise recent research on homework to answer the question: what kind of digital homework has the potential to improve teaching and learning? First, the article compares research findings on the effect of homework and homework-related teaching practices to outline deficiencies in three aspects of homework: the quality of homework, the quality of feedback, and autonomy support. Then it demonstrates digital homework variability using the SAMR model. Finally, the author suggests solutions for three named aspects of homework on different levels of the SAMR model. For homework quality, higher levels of technology integration bring new task designs and more complex learning objectives. For feedback quality, it means being able to collect and employ learning data which was impossible earlier. For autonomy support, it makes homework relevant to students’ goals and interests. Recommendations provided might be helpful for the design and development of new educational technologies, as well as for better use of digital homework in teaching practice.

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29

Pu, Chunli. "Teachers, Studens, Homework." Lifelong Education 9, no. 6 (2020): 246. http://dx.doi.org/10.18282/le.v9i6.1352.

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The function of homework is to meet teaching purpose and learning goal. From teachers’ and students’ point of view, this thesis refers some advice on how to assign and grade students homework. It has some reference value.

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30

Wober, Mallory. "TV and Homework." Set: Research Information for Teachers, no. 2 (August 1, 1991): 1–4. http://dx.doi.org/10.18296/set.1039.

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31

Dever, David F. "Effective homework assistance." Journal of Chemical Education 68, no. 3 (1991): 189. http://dx.doi.org/10.1021/ed068p189.

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32

La Noue, George R. "Michigan’s homework assignment." Academic Questions 18, no. 2 (2005): 49–56. http://dx.doi.org/10.1007/s12129-005-1004-2.

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33

Xu, Jianzhong, Xitao Fan, and Jianxia Du. "Homework Distraction Scale." Journal of Psychoeducational Assessment 34, no. 5 (2015): 496–500. http://dx.doi.org/10.1177/0734282915620900.

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34

Cesarone, Bernard. "ECAP Report: Homework." Childhood Education 81, no. 1 (2004): 56–57. http://dx.doi.org/10.1080/00094056.2004.10521297.

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35

Connell, John H. "Personalized homework pioneer." American Journal of Physics 62, no. 7 (1994): 585. http://dx.doi.org/10.1119/1.17755.

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36

Gregg, Melissa. "Do Your Homework." Feminist Media Studies 11, no. 1 (2011): 73–81. http://dx.doi.org/10.1080/14680777.2011.537031.

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37

Arbogast, Gary, and Jerold Misner. "Homework “How-To's”." Strategies 4, no. 1 (1990): 12–15. http://dx.doi.org/10.1080/08924562.1990.10591755.

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38

Openshaw, D. Kim. "Increasing Homework Compliance." Journal of Family Psychotherapy 9, no. 3 (1998): 21–29. http://dx.doi.org/10.1300/j085v09n03_02.

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39

Mangione, Lisa. "Is Homework Working?" Phi Delta Kappan 89, no. 8 (2008): 614–15. http://dx.doi.org/10.1177/003172170808900820.

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40

Biscoglio, Joseph, and Nieli Langer. "Grandparents Against Homework." Educational Gerontology 37, no. 2 (2011): 154–63. http://dx.doi.org/10.1080/03601271003609041.

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41

Hodapp, Joan B., and Albert F. Hodapp. "Abc's of Homework." Intervention in School and Clinic 26, no. 5 (1991): 282–83. http://dx.doi.org/10.1177/105345129102600505.

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42

Partin, Ronald L. "Homework That Helps." Clearing House: A Journal of Educational Strategies, Issues and Ideas 60, no. 3 (1986): 118–19. http://dx.doi.org/10.1080/00098655.1986.9959301.

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43

Myers, Kate. "Is homework necessary?" Management in Education 13, no. 3 (1999): 12. http://dx.doi.org/10.1177/089202069901300304.

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44

Schmidt, Michael. "Homework: invisible censorship." Index on Censorship 26, no. 5 (1997): 127–32. http://dx.doi.org/10.1080/03064229708536236.

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45

&NA;. "Too much “homework”." Nursing 34, no. 12 (2004): 18. http://dx.doi.org/10.1097/00152193-200412000-00013.

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46

Voas, Jeffrey, and Nir Kshetri. "Homework [EIC'S Message]." Computer 54, no. 6 (2021): 10–12. http://dx.doi.org/10.1109/mc.2021.3055702.

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47

Yavich, Roman, and Nitza Davidovitch. "Homework: At Home or at School?—Attitudes of Teachers, Parents and the General Public: A Case Study." International Education Studies 13, no. 6 (2020): 170. http://dx.doi.org/10.5539/ies.v13n6p170.

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The purpose of this study is to investigate the attitudes of three influential groups toward homework: parents, teachers and the public. Specifically, attitudes toward reducing and eliminating homework, as well as creating alternatives to conventional homework, are examined. The first hypothesis is that the attitude of teachers and parents toward homework is positive, whereas that of the public is negative, in line with the Israeli Ministry of Education that suggests changing homework policies. Another hypothesis is that there is a correlation between the seniority of teachers and their attitudes toward homework&mdash;the greater the seniority, the more negative the attitude. Finally, the effect of various background variables of teachers (class grade and subject area: sciences or humanities) and parents (age of parents, number of children in the family and child birth-order) on their attitudes toward homework is examined. The first research hypothesis was confirmed&mdash;most teachers and parents are supportive of homework, whereas the public is the least supportive. In addition, the public is the most supportive of changing homework policies, parents are less supportive, and teachers are the least supportive. No correlation was found between the seniority of teachers and their attitudes toward homework. Finally, background variables have no effect on attitudes toward homework. According to these findings, the public is not yet ready to completely forgo homework, which has been so widely used and accepted. The desire to change the traditional homework policy exists, but the concept that homework is essential remains.

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48

Xu, Jianzhong. "Models of Secondary School Students’ Interest in Homework: A Multilevel Analysis." American Educational Research Journal 45, no. 4 (2008): 1180–205. http://dx.doi.org/10.3102/0002831208323276.

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This aim of this study was to test empirical models of variables posited to predict homework interest at the secondary school level. Student- and class-level predictors of homework interest were analyzed in a survey of 1,046 8th graders from 63 classes and of 849 11th graders from 48 classes. Most of the variance in homework interest occurred at the student level, with grade level appearing as the only significant predictor at the class level. At the student level, the variation in homework interest was positively associated with affective attitude toward homework, motivational orientation toward homework, student initiative in monitoring homework motivation, teacher feedback, and self-reported grade. Girls reported statistically significant higher scores in homework interest than did boys.

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49

SALEND, SPENCER J., and MEENAKSHI GAJRIA. "Increasing the Homework Completion Rates of Students with Mild Disabilities." Remedial and Special Education 16, no. 5 (1995): 271–78. http://dx.doi.org/10.1177/074193259501600503.

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Whether students with mild disabilities are educated in mainstreamed general education classes or special education settings, it is likely that they will be assigned homework by their teacher(s). assignment of homework can affect their school performance and the grades they receive in their classes. however, because of a variety of factors, many students with mild disabilities experience difficulty completing their homework. this article presents educators with guidelines for increasing the homework completion rates of students with mild disabilities, including (a) varying the amount and type of homework assignments, (b) providing motivating acts so that students complete their homework, (c) using peermediated strategies, (d) establishing and following homework routines, (e) teaching strategies to improve students' study and organizational skills, and (f) involving parents in the homework process.

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50

Núñez, José Carlos, Natalia Suárez, Pedro Rosário, Guillermo Vallejo, Rebeca Cerezo, and António Valle. "Teachers’ Feedback on Homework, Homework-Related Behaviors, and Academic Achievement." Journal of Educational Research 108, no. 3 (2014): 204–16. http://dx.doi.org/10.1080/00220671.2013.878298.

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