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Sun, Meilu, Jianxia Du, and Jianzhong Xu. "Math Homework Purpose Scale." Swiss Journal of Psychology 79, no. 2 (April 2020): 47–54. http://dx.doi.org/10.1024/1421-0185/a000234.
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Abstract. The present study evaluated the psychometric properties of the Math Homework Purpose Scale (MHPS). After randomly splitting the sample ( N = 854) into two subsamples ( n = 427 and n = 427), we carried out exploratory factor analysis (EFA) on subsample 1 and confirmatory factor analysis (CFA) on subsample 2. The Kaiser-Meyer Olkin value of .88 indicated that EFA was appropriate for subsample 1. EFA results showed that a three-factor solution explained 72.2% of the variance. All ten of the MHPS items loaded quite substantially on three factors labeled Academic, Self-Regulatory, and Approval-Seeking. CFA results further showed that the MHPS was composed of three factors: Academic, Self-Regulatory, and Approval-Seeking. From this adequate level of measurement invariance, we further examined the latent mean difference across gender for the entire sample. Our findings showed no statistically significant mean differences in Academic, Self-Regulatory, and Approval-Seeking across gender. In addition, the HMPS was found to have adequate alpha reliability coefficients and omega coefficients. Concerning the validity evidence of the MHPS, Academic, Self-Regulatory, and Approval-Seeking purposes were positively correlated with homework effort, homework completion, and math achievement. The present study provides solid evidence that the MHPS is a reliable and valid measurement of math homework purposes.
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Foyle, Harvey C., and Gerald D. Bailey. "Homework: Its Real Purpose." Clearing House: A Journal of Educational Strategies, Issues and Ideas 60, no. 4 (December 1986): 187–88. http://dx.doi.org/10.1080/00098655.1986.9959318.
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Rosário, Pedro, José Carlos Núñez, Guillermo Vallejo, Jennifer Cunha, Tânia Nunes, Rosa Mourão, and Ricardo Pinto. "Does homework design matter? The role of homework's purpose in student mathematics achievement." Contemporary Educational Psychology 43 (October 2015): 10–24. http://dx.doi.org/10.1016/j.cedpsych.2015.08.001.
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Pu, Chunli. "Teachers, Studens, Homework." Lifelong Education 9, no. 6 (September 28, 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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Sun, Meilu, Jianxia Du, and Jianzhong Xu. "Math homework purpose scale for preadolescents: a psychometric evaluation." Current Psychology 39, no. 5 (May 26, 2018): 1740–48. http://dx.doi.org/10.1007/s12144-018-9870-2.
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Valdés-Cuervo, Angel A., Christian S. Grijalva-Quiñonez, and Lizeth Guadalupe Parra-Pérez. "Parental autonomy support and homework completion: Mediating effects of chil-dren’s academic self-efficacy, purpose for doing homework, and homework-related emotions." Anales de Psicología 38, no. 2 (April 19, 2022): 259–68. http://dx.doi.org/10.6018/analesps.424221.
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Parenting qualities may affect children’s homework achievement. The present study examined the relationship among parental autonomy support, children’s academic self-efficacy, learning-oriented purposes for doing homework, positive homework-related emotions, and homework completion. The sample included 984 children (M age = 10.68 years, SD = 0.63), 502 (51%) boys and 482 (49%) girls from elementary schools of Sonora, Mexico. A structural model and multigroup invariance by gender and academic achievement was calculated. The structural model indicated that parental autonomy support had a direct positive relation with children’s academic self-efficacy, learning-oriented purposes, and positive emotions in homework; it also had an indirect effect in homework completion by its positive association with these psychological resources. A multi-group analysis indicates that gender and academic achievement did not moderate the structural relations. Overall, findings suggest that parental autonomy support is critical to promote homework completion in elementary school children. La calidad de la crianza afecta el desempeño de los niños en las tareas escolares. El presente estudio examinó las relaciones entre el apoyo parental a la autonomía, la autoeficacia académica, el propósito de realizar las tareas por aprender, las emociones positivas y la terminación de las tareas escolares. La muestra incluye 984 estudiantes (M edad = 10.68 años, DS = 0.63), 502 (51%) niños y 482 (49%) niñas de escuelas primarias de Sonora, México. Se calculó un modelo estructural. El modelo estructural indica que el apoyo parental a la autonomía se relaciona directamente de forma positiva con la autoeficacia académica, el propósito de aprender en las tares, las emociones positivas y la terminación de las tareas. El análisis multigrupo muestra que el sexo y el desempeño académico del niño no moderan las relaciones propuestas en el modelo estructural. En general, los resultados sugieren que el apoyo parental a la autonomía promueve la terminación de las tareas en la educación primaria.
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Syla, Lirika Bërdynaj. "Perspectives of Primary Teachers, Students, and Parents on Homework." Education Research International 2023 (January 23, 2023): 1–12. http://dx.doi.org/10.1155/2023/7669108.
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The purpose of this research was to examine the experiences of teachers, students, and parents on homework purpose and student feedback in primary school. The qualitative methodology was adopted for this research. This qualitative study used data from 20 teachers, 20 students, and 20 parents of the fifth-grade primary school in four municipalities of Kosovo. Data were collected through semistructured interviews and were analyzed through the thematic analysis method. The research results provided an overview of the reality of the way teachers approached homework. Research showed that there was a lack of a general standard, in almost all schools, related to homework assignments and there was a lack of teachers’ professional development for homework planning. Also, this research showed that the purpose of homework was closely related to how teachers planned and understood the role of homework, as well as how teachers built collaboration with students.
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Gołębieska-Wesołowska, Agnieszka. "ROLE AND PURPOSE OF HOMEWORK IN RELATION TO THE TEACHING PRACTICE IN POLISH SCHOOLS." International Journal of New Economics and Social Sciences 8, no. 2 (December 30, 2018): 258–59. http://dx.doi.org/10.5604/01.3001.0012.9953.
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There are many new methods and forms of work in the education of every young man which he will not be able to meet on a daily basis. In order to learn the reasonableness of didactic activities, a student will need not only a school, but also a home, which are an inseparable part of education and the upbringing of future generations. The aim of the article is to describe the role and purpose of homework in the context of teaching and the current re-form of education. In the teaching process, every teacher should strive to make the student learn at school as much as possible and to decrease his work at home. If the lesson is well carried out and stimulates the thinking, if its contents and functions have been properly selected, then it can be expected that the students have gained so much knowledge that their homework will not take them much time. Its performance will be a pleasure for the student, not a duty. We often forget that the teaching profession is characterized above all by the fact that its area of activity is a contact with people, especially children and youth, and the primary purpose of its actions is to edu-cate them. Working as a teacher sets requirements, which are not limited only to the transfer of knowledge. These tasks are also the transfer of experiences, stimulating to be creative, active, motivated and capable, which con-tributes to shaping the value system of a young person. Implementation of these tasks may affect with teachers being overloaded by work, and cause fatigue and tiredness. It is important whether the beliefs about the teaching profession are reasonable and the skills are adapted to the position. Therefore, it is necessary to plan didactic work, so that it is not obligatory to give homework after each lesson because homework is supposed to be a consol-idation of what the student learned during the lesson, homework should not be just another filler of the day.
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Xu, Jianzhong. "Homework Emotion Management at the Secondary School Level: Antecedents and Homework Completion." Teachers College Record: The Voice of Scholarship in Education 113, no. 3 (March 2011): 529–60. http://dx.doi.org/10.1177/016146811111300303.
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Background/Context For many children, doing homework becomes an emotionally charged event and one of the most disappointing aspects of school life. It is surprising to note, however, that homework emotion management is noticeably absent from much contemporary homework literature. Purpose The primary propose of the present study was to propose and test empirical models of variables posited to predict homework emotion management at the secondary school level, with the models informed by (a) research and theory on emotion regulation and (b) findings from homework research that alluded to a number of factors that may influence homework emotion management. Another purpose of the present study was to examine whether homework emotion management is related to homework completion, one of the major outcome variables in the homework process. Research Design The study reported here used cross-sectional survey data. The participants were 1,895 students from 111 classes in the southeastern United States, including 1,046 eighth graders from 63 classes and 849 11th graders from 48 classes. Results Results from the multilevel analyses revealed that most of the variance in homework emotion management 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 emotion management was positively associated with teacher feedback, peer-oriented reasons for doing homework, arranging the environment, managing time, and monitoring motivation. Girls reported statistically significant higher scores in managing homework emotion than did boys. Follow-up analyses further revealed that homework emotion management was positively associated with homework completion. Conclusion As most of the variance in homework emotion management occurred at the student level rather than at the class level, homework emotion management was largely a function of individual student characteristics and experiences. The present study further suggests that monitoring motivation and managing time play a predominant role in homework emotion management (compared with other variables included in the present study). Consequently, there is a critical need to conceptualize these variables in the process of emotion regulation in general, and in homework emotion management in particular. In addition, there is a critical need for secondary schools to strategically engage students in the homework process to better manage their emotion while doing homework.
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Виситаева and Maret Visitaeva. "Developing General-Purpose Educational Skills While Teaching Mathematics." Primary Education 1, no. 6 (December 25, 2013): 10–16. http://dx.doi.org/10.12737/2074.
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The author outlines the process of developing
general-purpose educational skills while solving problems,
related to operation with the elements of interpenetrating
figures. The paper could be useful in working with advanced
fourth-grade pupils, especially for the purpose of their
individual homework, as well as for organizing after-school
activities.
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Xu, Jianzhong. "Homework Purpose Scale for High School Students: A Validation Study." Educational and Psychological Measurement 70, no. 3 (August 31, 2009): 459–76. http://dx.doi.org/10.1177/0013164409344517.
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Saban, Ayten Iflazoglu. "An Investigation Of The Relationship Between Students’ Views On Homework And Their Learning Styles." European Scientific Journal, ESJ 12, no. 7 (March 30, 2016): 47. http://dx.doi.org/10.19044/esj.2016.v12n7p47.
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The purpose of this study is to identify the relationship between students’ views on homework and their learning styles. The study follows a descriptive survey model. It is also an example of descriptive study in relational screening model. Target population is all first, second, third, and fourth year students who are enrolled in Çukurova University Primary School Classroom Teaching Department. The participants are 443 students who volunteered to fill in the data collection forms used in the study. Of the participants, 90 were first year, 103 were second year, 140 were third year, and 110 were fourth year students. 275 of the students participating in the study were female (62.1%) and 168 were male (37.9%). The data were collected through “Homework Attitudes Scale” developed by Gündüz (2005), Kolb’s Learning Styles Inventory (LSI) which was first examined for its applicability in Turkey by Aşkar and Akkoyunlu (1993), “Homework Purpose Scale”, “Homework Management Scale” and “Personal Information Form” developed by the researcher. No instruments were used to measure students’ academic success levels; their academic success was identified according to the overall mean score obtained from the scores they received from all lessons. Findings show that 141 students (31.8%) preferred assimilating learning style while 133 students (30%) preferred converging learning style. Dominant learning style was found to differ according to grade level and grade point average. The difference in terms of homework attitudes, homework purpose, and homework management scale mean scores was in favour of mostly students who have converging learning style. Besides, there was a significant difference in terms of doing homework on time in favour of students who have converging learning style, and there was a significant difference in terms of coming to class without homework in favour of students who have diverging learning style.
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Letterman, Denise. "Students Perception Of Homework Assignments And What Influences Their Ideas." Journal of College Teaching & Learning (TLC) 10, no. 2 (March 28, 2013): 113–22. http://dx.doi.org/10.19030/tlc.v10i2.7751.
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Authors have researched the effects of homework, but few studies have delved into the idea of students attitude towards homework. Consequently, students perception of homework, the principal participants, remains largely unknown. Students experience in homework that started as early as elementary school has influenced their ideas of homework. Trying to get students to complete their homework is one of the most frequent and frustrating behavior problems for educators. The purpose of this study is to understand students perception of homework assignments and identify factors that influenced their ideas. The participants for this research project were 180 undergraduate students enrolled in select Principles of Finance and Corporate Finance classes (encompassing three semesters and nine classes) at Robert Morris University, Pittsburgh, Pennsylvania. Results of the study summarize students opinions of homework assignments while in high school, college, and for the specific course in which the questionnaire was administered. Tests of significance revealed seven (of the nine classes) significant differences between the actual number of times homework was handed in and the pre-conceived number of times students estimated homework assignments would be completed on time.
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Wenling, Liu. "Designing a Stratified English Homework in Primary Schools under the Concept of Double Reduction." IRA International Journal of Education and Multidisciplinary Studies 18, no. 4 (October 31, 2022): 9. http://dx.doi.org/10.21013/jems.v18.n4.p2.
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<p>The design of homework for primary school English teaching is important, but it has not been given enough attention in actual primary school English teaching. Teachers focus more on teaching than on designing homework. They prioritize grammar over critical thinking. They focus on the whole class instead of on each student individually. The quality of primary school English homework should be improved by focusing on the purpose, applicability, and individuality of the homework.</p>
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Hussain, Bashir, Asia Zulfqar, and Zareen Hassan. "Homework: Exploring Teachers’ Beliefs and Practices in Primary Schools of Southern Punjab." Review of Applied Management and Social Sciences 5, no. 3 (September 30, 2022): 451–65. http://dx.doi.org/10.47067/ramss.v5i3.244.
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Assigning homework to students is generally seen as a worthwhile strategy to engage them with learning and consequently it is practiced in many schools. Although it is perceived to have both positive and negative effects on students, it is the nature and focus of homework tasks that actually decides its effectiveness for students’ learning. The focus of homework tasks may be on practice, preparation and on extensive-creative tasks, from practice to application. Despite the significant role of homework in students’ learning, this area has not much been explored in schools of Southern Punjab, Pakistan. The main purpose of this research study is, therefore, to explore teachers’ beliefs and practices about homework in primary schools of southern Punjab, Pakistan. Alignment with purpose of study, this research adopted qualitative research approach. All public sector primary schools’ teachers in schools of two Tehsils of Multan, namely, Multan City and Multan Saddar were selected as a population. Of these, 125 teachers from 25 primary schools were purposefully selected. Two research tools were used for collection of data. First, 125 teachers were approached to seek responses on a set of five open-ended questions. Second, semi-structured interviews were conducted from 25 teachers, one each from 25 schools. For analysis of data, both thematic analysis and content analysis were used. This study found that while assigning homework to students, teachers are less about the purpose. It was further found teachers believe that the focus of homework in primary schools of Punjab is practice-based, mostly on practice of content as taught in class. A very little focus was, however, observed on preparation- and extensive-creative-based nature of the homework.
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Berbary, Cassandra, Camila Fernandes, Cory A. Crane, and Caroline J. Easton. "Homework compliance among substance using male offenders of IPV." Advances in Dual Diagnosis 11, no. 4 (November 19, 2018): 147–56. http://dx.doi.org/10.1108/add-08-2018-0010.
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Purpose Research suggests that homework compliance within cognitive behavioral therapy is associated with treatment adherence and positive treatment outcomes through generalization of learned skills. The purpose of this paper is to determine whether there were differences in aggression and substance use between participants who did and did not complete therapy homework assignments. Design/methodology/approach Secondary analyses were conducted using data from Easton et al.’s (2017) randomized controlled trial of substance abuse domestic violence (SADV) treatment among substance dependent intimate partner violence (IPV) offenders. Analyses of covariance were conducted in order to determine whether homework completion had a significant effect on aggression and substance use. Correlational analyses were conducted to determine the association between quality of homework and outcomes. Findings Participants (n=63) who completed at least two homework assignments had fewer days of alcohol use during treatment compared to those who did not complete any assignments, p=0.03. There was not a difference in the number of days participants engaged in violence based on homework completion. Analyses indicated that those who displayed aggression proximal to alcohol use during treatment completed significantly fewer homework assignments compared to those who did not display aggression proximal to alcohol use (p=0.04). Research limitations/implications This research was limited to a sample of male substance using offenders of IPV within the US additional research utilizing a larger sample size in order to investigate differences in homework completion across treatment groups is needed. Further analysis of the barriers to and predictors of homework compliance among this population is recommended. Originality/value This research highlights the need for incorporation of homework and further exploration of methods and treatment modalities to ensure homework compliance among substance using male offenders of IPV.
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Perdani, Yella Dezas. "USING VIDEOTAPING HOMEWORK TO IMPROVE SPEAKING ABILITY." Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 3, no. 2 (October 3, 2020): 75. http://dx.doi.org/10.20527/jetall.v3i2.8481.
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Improving learners’ speaking ability is the main purpose of Conversation 1 Class in Tadris Bahasa Inggris STAI Bandung. One of the strategies that were given is homework. The homework was in the form of video, which was called videotaping homework. The videos contained conversations using English expressions learned in the form of roleplay. The research design was qualitative research and the data collection was questionnaire. The result showed that 75% of the learners though that this strategies was able to improve their speaking ability in terms of Productivity, Purposefulness, Challenge, Authenticity, Academically. In addition videotaping homework had academicals purpose also that it could improve speaking ability of the learners, especially English expression knowledge by re-watching the video and finding the lackness through those videos.
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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 (May 29, 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—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—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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Kurt, Uluhan, and Yasemin Taş. "Prediction of students' strategies for doing science homework by parental support and students' goal orientation." Pegem Eğitim ve Öğretim Dergisi 9, no. 2 (March 25, 2019): 585–604. http://dx.doi.org/10.14527/pegegog.2019.019.
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The aim of this study is to examine how parents’ support for their children’s science homework and the goal orientation of students in science homework predict their deep learning and management strategies that students use when doing homework. For this purpose, among quantitative research approaches, correlational method was used in the study. The sample of the study consisted of 328 middle school students enrolling in public schools in Erzurum. As data gathering tools, the Parental Homework Support Scale, Homework Goal Orientation Scale and Homework Strategy use Scale were used. The results of the hierarchical regression analysis revealed that the content- and autonomy-oriented support of the parents were positive predictors of deep learning and management strategies. The mastery and performance goal orientation predicted the management strategy positively, whereas the work-avoidance negatively predicted it. Among the goal orientations, it was seen that only the mastery goal orientation predicted the deep learning strategy and the relationship was in positive direction. The parental homework support and student’s goal orientation in homework explained 61.00% of the variance in the homework management strategy and 53.00% of the variance in the deep learning strategy.
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Uskova, I. V. "Homework in Russian: trajectories of updating." Russian language at school 83, no. 5 (September 19, 2022): 21–28. http://dx.doi.org/10.30515/0131-6141-2022-83-5-21-28.
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The paper is relevant as it highlights the problem of changing approaches to designing homework in the Russian language assigned in middle school. The research considers the modern requirements for teaching fixed in the legal documents that are in force in the Russian Federation. The purpose of the study is to show the directions of Russian homework updating in middle school. Such changes can improve the quality of studying Russian and the level of schoolchildren’s educational motivation. The research employed scientific and methodological literature analysis, a survey of the parties involved in the education relations, and an interview with them. Additionally, the study relied on monitoring how homework was organised by Russian language teachers and completed by students, examining homework results, and analysing pedagogical documentation in conjunction with self-reflection on my own pedagogical activity. The study resulted in identifying five main areas for updating learners’ homework in Russian. These include changing the goal setting of homework, approaches to selecting its content, promoting the individualisation and differentiation of both homework in general and homework assignments in its composition, changing the wording of homework and approaches to checking it. The paper concludes that homework is the most important teaching method that improves the quality of schoolchildren’s mastering the Russian language. In addition, the study highlights teachers’ crucial role in homework design, implementation, and support.
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Nichols, Lois Mayer. "The Influence of Student Computer-Ownership and in-Home Use on Achievement in an Elementary School Computer Programming Curriculum." Journal of Educational Computing Research 8, no. 4 (November 1992): 407–21. http://dx.doi.org/10.2190/6une-05l9-kcrh-d1nq.
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The purpose of this study was to investigate the influence of home computer ownership and use on achievement. Ninety-six second graders and seventy-nine fifth graders were taught BASIC programming with homework for three marking periods, and Logo programming without homework for one marking period. Pretests were given in both BASIC and Logo. Posttests were administered at the end of BASIC and Logo instruction. Questionnaires were issued to assess computer use in homework completion. Students were grouped by ability, sex, and computer ownership. Posttest scores for BASIC and Logo and BASIC homework score averages were analyzed using ANOVA and ANCOVA (with pretest scores as the covariate). Fifth grade computer owners had significantly ( p = .02) higher mean homework scores than nonowners. Among high ability fifth graders, owners outperformed the nonowners on both BASIC and Logo posttest scores. Computer use in homework assignments was not as important to achievement as ownership.
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S. Odiliobi, Chika. "CORRELATION BETWEEN PARENTS ATTITUDE TOWARDS MATHEMATICS AND MATH HOMEWORK BEHAVIOR." International Journal of Advanced Research 10, no. 02 (February 28, 2022): 715–20. http://dx.doi.org/10.21474/ijar01/14261.
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Assignments are a critical part of teaching and learning that characterizes the educational landscape of Nigeria. Homework reflects an assessment pattern used by teachers to improve students commitment and engagement in education. However, parents attitudesare essential in childrens commitment to completing their homework. The purpose of the present study was to investigate students mathematics homework behavior based on their parents attitude towards mathematics. One hundred and fourteen parents drawn from different locations in Onitsha and Awka in Anambra state, Nigeria, participated in the study. The respondents completed a self-report measure of the Parents Attitude Towards Mathematics scale and the Mathematics Homework Behavior Scale (MHBS). The linear regression analysis conducted on the data indicated a statistically positive interaction between parents attitudes towards mathematics and the students mathematics homework behavior. The study concludes that parental attitude towards mathematics is an essential determinant of a students math homework behavior.
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Hafezi, Akram, and Samira Etemadinia. "Investigating the relationship between homework and academic achievement in elementary students." Journal of Social, Humanity, and Education 2, no. 3 (May 11, 2022): 185–95. http://dx.doi.org/10.35912/jshe.v2i3.813.
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Abstract: Purpose: The purpose of this study was to investigate the relationship between homework and academic achievement in elementary students. Research methodology: The statistical population includes students in the fifth year of the elementary school in Tehran. Using the random sampling method, 160 people were selected as the research sample. The tool used to collect data is a researcher-made questionnaire. The statistical method used is the calculation of correlation coefficient and chi-square. Results: The results of the analysis showed that there is a significant relationship between homework and academic achievement. Limitations: One of the problems of the research was the lack of resources which was considered a serious problem and the other was in the implementation of the questionnaire. Contribution: This study is expected can give a piece of knowledge about the relationship between homework and students' academic achievement. Keywords: 1. Academic achievement 2. Elementary students 3. Homework
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Li, Wenshu, Richard M. Bennett, Taimi Olsen, and Rachel McCord. "Engage Engineering Students In Homework: Attribution Of Low Completion And Suggestions For Interventions." American Journal of Engineering Education (AJEE) 9, no. 1 (July 3, 2018): 23–38. http://dx.doi.org/10.19030/ajee.v9i1.10186.
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Homework is an important out-of-class activity, crucial to student success in engineering courses. However, in a first-semester freshman engineering course, approximately one-fourth of students were completing less than 80% of the homework. The purpose of this study was to examine students’ attribution of their low completion of homework and suggest corresponding interventions to help students with different attribution types. A qualitative approach was applied using semi-structured interviews for data collection. The interviewees were students who were on track to complete less than 80% of the homework. Students in the study attributed their low rates of completion to multiple factors. We coded and summarized students’ attributions of homework incompletion according to Weiner’s attribution theory and suggested corresponding interventions for students with different attribution types. Results show that most students attributed their failure to complete their homework to external reasons rather than internal reasons. A large portion of student’s attributions for low homework completion was due to poor time management skills. Some students attributed low homework completion to unstable factors such as illness, transition, or adjustment problems. A small portion attributed low homework completion to uncontrollable reasons, such as sickness and homework difficulty. Students’ reasons for homework incompletion varied across the three dimensions of Weiner’s attribution theory suggesting that a variety of intervention techniques is required. In addition to use of widely adopted interventions such as first year seminars, tutoring, and tutorial sessions, intervention techniques based on attribution theory may be necessary to employ, to help students avoid negative emotional and behavioral consequences of homework incompletion.
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Xu, Jianzhong. "Predicting Homework Distraction at the Secondary School Level: A Multilevel Analysis." Teachers College Record: The Voice of Scholarship in Education 112, no. 7 (July 2010): 1937–69. http://dx.doi.org/10.1177/016146811011200705.
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Background Students continue to struggle with homework distraction well into the secondary school years. Recently, the concern over homework distraction has been growing, as new electronic media have offered diverse and nearly ubiquitous forms of diversion to students while they are doing homework. It is surprising to note, however, that a systematic examination of a broad spectrum of factors that contribute to homework distraction is noticeably absent from much contemporary literature. Thus, there is a critical need to examine a range of variables that may influence homework distraction and, consequently, what implications might be drawn from this line of research to help students better handle homework distraction. Purpose The aim of the present study is to propose and test empirical models of variables posited to predict homework distraction at the secondary school level, with the models informed by (a) relevant theoretical approaches (e.g., volitional control) and (b) findings from homework research that alluded to a number of factors that may influence homework distraction. Research Design The study reported here used cross-sectional survey data. Participants The participants were 1,800 students from 97 classes in the southeastern United States: 969 eighth graders from 52 classes, and 831 eleventh graders from 45 classes. Results Results from the multilevel analyses revealed that most of the variance in homework distraction occurred at the student level, with grade level as the only significant predictor at the class level. Findings further revealed that at the student level, the variation in homework distraction was influenced by gender, self-reported grades, the context of doing homework at home, and student attitudes toward homework.
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Pllana, Duli. "Suitable Homework Boosts Highschool Learning Effects." World Journal of Education 12, no. 5 (October 15, 2022): 40. http://dx.doi.org/10.5430/wje.v12n5p40.
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Highschool homework as an integral part of the study skills benefits students' learning outcomes significantly. Consistency of completing homework contributes to rising scores in any given assignment such as quizzes, regular tests, standardized tests, etc. The purpose of homework aims at different targets and it is designed for specific groups and occasions. Generally, there are four types of homework: a) Practice, b) Preparatory, c) Extension, and d) Integration. On the other hand, there is a great variety of homework with various tasks. The daily length of the high school assignments is within the frame time of ninety minutes to three hours. Too long or too short time consuming on completing the task does not result effectively in positive learning outcomes. The optimal time for completing an assignment resonates with the Aristotle mean, and it provides maximum benefits in learning outcome. Despite the fact of the dispute between education stockholders on benefits of homework, they still agree that homework elevates study skills to a certain degree with regard to the exams or study skills.
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Tang, Wei, and David Kreindler. "Supporting Homework Compliance in Cognitive Behavioural Therapy: Essential Features of Mobile Apps." JMIR Mental Health 4, no. 2 (June 8, 2017): e20. http://dx.doi.org/10.2196/mental.5283.
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Cognitive behavioral therapy (CBT) is one of the most effective psychotherapy modalities used to treat depression and anxiety disorders. Homework is an integral component of CBT, but homework compliance in CBT remains problematic in real-life practice. The popularization of the mobile phone with app capabilities (smartphone) presents a unique opportunity to enhance CBT homework compliance; however, there are no guidelines for designing mobile phone apps created for this purpose. Existing literature suggests 6 essential features of an optimal mobile app for maximizing CBT homework compliance: (1) therapy congruency, (2) fostering learning, (3) guiding therapy, (4) connection building, (5) emphasis on completion, and (6) population specificity. We expect that a well-designed mobile app incorporating these features should result in improved homework compliance and better outcomes for its users.
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Liao, Danlu. "Construction of Knowledge Graph English Online Homework Evaluation System Based on Multimodal Neural Network Feature Extraction." Computational Intelligence and Neuroscience 2022 (May 13, 2022): 1–12. http://dx.doi.org/10.1155/2022/7941414.
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This paper defines the data schema of the multimodal knowledge graph, that is, the definition of entity types and relationships between entities. The knowledge point entities are defined as three types of structures, algorithms, and related terms, speech is also defined as one type of entities, and six semantic relationships are defined between entities. This paper adopts a named entity recognition model that combines bidirectional long short-term memory network and convolutional neural network, combines local information and global information of text, uses conditional random field algorithm to label feature sequences, and combines domain dictionary. A knowledge evaluation method based on triplet context information is designed, which combines triplet context information (internal relationship path information in knowledge graph and external text information related to entities in triplet) through knowledge representation learning. The knowledge of triples is evaluated. The knowledge evaluation ability of the English online homework evaluation system was evaluated on the knowledge graph noise detection task, the knowledge graph completion task (entity link prediction task), and the triplet classification task. The experimental results show that the English online homework evaluation system has good noise processing ability and knowledge credibility calculation ability, and has a stronger evaluation ability for low-noise data. Using the online homework platform to implement personalized English homework is conducive to improving students’ homework mood, and students’ “happy” homework mood has been significantly improved. The implementation of English personalized homework based on the online homework platform is conducive to improving students’ homework initiative. With the help of the online homework platform to implement personalized English homework, students’ homework time has been reduced, and the homework has been completed well, achieving the purpose of “reducing burden and increasing efficiency.”
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Borić, Edita, and Marta Zečević. "The frequency and sources of homework in science and social studies in Croatia and Slovenia." Metodički obzori 15, no. 2 (29) (July 5, 2021): 49–65. http://dx.doi.org/10.32728/mo.15.2.2020.03.
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Just as each school subject has its own specific goals, so the role of homework depends on the specific requirements and learning outcomes of the subject within which it is assigned. Homework in Science and Social Studies should be assigned in those parts of learning content that will require research-oriented and problem-solving activities, which will enable students to gain experience, develop creativity and apply knowledge and skills in everyday life. The study included primary school teachers in Croatia and Slovenia (N = 144). The observation was conducted in real-life situations during Science and Social Studies lessons. The results show that Croatian teachers assign statistically significantly more homework and use ready-made sources of homework assignments more than Slovenian teachers. Teachers of both countries have preferences towards workbooks as the most commonly used source of homework. The aim of the paper is to emphasize the need for reducing homework in the Croatian practice. It also sheds light on the role of the teacher in designing homework tasks that will not be automatically assigned, but will have a meaningful purpose and be oriented towards students’ needs and interests while developing their competencies.
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Coleman, Laurence J. "“A Shock to Study”." Journal of Secondary Gifted Education 14, no. 1 (August 2002): 39–52. http://dx.doi.org/10.4219/jsge-2002-386.
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Learning about the experience of living in a state-funded, public residential high school for academically talented children was the purpose of an ethnographic inquiry. Studying and homework dominated the students' lives throughout the year. Eager academically gifted high school students were “shocked” to meet the homework demands of a rigorous academic program. The general story of doing homework is told, as well as four characteristic patterns of adjustment presented as cases of studying in action. Theoretical issues related to talent development are discussed.
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ÇELEBİ, Celalettin. "Opinions of Parents in Rural Areas on Homework: A Case Study." International Journal of Psychology and Educational Studies 9 (October 23, 2022): 882–94. http://dx.doi.org/10.52380/ijpes.2022.9.4.811.
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One of families' roles and responsibilities for their children is participation in their education. Family participation in the educational processes of their children can sometimes be helping the children with their homework. The purpose of this study is to determine the opinions of parents living in rural areas about their children's homework.This research is a case study, one of the qualitative research designs. The data have been collected from 27 parents living in rural areas of Konya in May 2021. The data, collected through the semi-structured interview form, have been analysed using the descriptive analysis method. According to the findings, parents believe that homework reinforces learning, encourages study, and ensures that knowledge is retained.They also think that homework is useful because it increases student success in courses, and reinforces learning. While the majority of parents state that their children do not spend more time on homework than necessary, a significant number of parents are of the opposite opinion. Most of the parents stated that they check their children's homework. While some parents stated that they did not have problems with their children as far as their homework was concerned, some parents stated that they had problems with their children about the homework. According to parents, children are bored and reluctant because they do not like homework, they think it is unnecessary and excessive.
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Williams, Amanda S. "Self-Regulation and Feedback in an Educational Statistics Course." Journal of Teaching and Learning with Technology 7, no. 1 (June 6, 2018): 25–42. http://dx.doi.org/10.14434//jotlt.v7n1.23343.
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The purpose of the study was to evaluate the effects of feedback timing and quality on student self-regulatory behavior. Using a non-equivalent control-group design, students were assigned to either an immediate-detailed or delayed-grade-only feedback condition within the online statistics homework program, Aplia. The groups were then compared on levels of self-regulation and ratings of perceived homework effectiveness. Results indicate no significant differences between groups. Implications and the need for updated and more context specific measurements are discussed. Keywords: online homework; self-regulation; Aplia; graduate student; statistics course
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Williams, Amanda S. "Self-Regulation and Feedback in an Educational Statistics Course." Journal of Teaching and Learning with Technology 7, no. 1 (June 6, 2018): 25–42. http://dx.doi.org/10.14434/jotlt.v7i1.23343.
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The purpose of the study was to evaluate the effects of feedback timing and quality on student self-regulatory behavior. Using a non-equivalent control-group design, students were assigned to either an immediate-detailed or delayed-grade-only feedback condition within the online statistics homework program, Aplia. The groups were then compared on levels of self-regulation and ratings of perceived homework effectiveness. Results indicate no significant differences between groups. Implications and the need for updated and more context specific measurements are discussed. Keywords: online homework; self-regulation; Aplia; graduate student; statistics course
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van Leer, Eva, Brittney Lewis, and Nick Porcaro. "Effect of an iOS App on Voice Therapy Adherence and Motivation." American Journal of Speech-Language Pathology 30, no. 1 (January 27, 2021): 210–27. http://dx.doi.org/10.1044/2020_ajslp-19-00213.
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Purpose Patients commonly report difficulties adhering to voice therapy. An iOS app was developed in our lab that assists practice via reminder notifications, instructional recordings, and cepstral peak prominence analysis results. The purpose of this study was to assess the effect of such homework support modality on adherence behavior and associated motivation in a comparison of app support and written homework instructions and to assess the usability and utility of the app. Method Thirty-four individuals exhibiting adducted hyperfunction were randomized to receive either written homework instructions or the app when practicing resonant voice exercises for 3 weeks. All patients digitally audio-recorded all home practice, provided self-reported estimates of generalization, and completed weekly motivation scales. Results App support significantly increased practice frequency but did not affect self-reported generalization or motivation. Practice was significantly predicted by System Usability Scale scores. Utility of reminders and instructions were good, but cepstral peak prominence feedback was considered useful to only a subset of participants. Conclusion Interactive mobile therapy support can significantly increase practice of resonant voice homework without influencing motivation.
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Yang, Fuyi, Jianzhong Xu, Heping Tan, and Ningjian Liang. "What Keeps Chinese Students Motivated in Doing Math Homework? An Empirical Investigation." Teachers College Record: The Voice of Scholarship in Education 118, no. 8 (August 2016): 1–26. http://dx.doi.org/10.1177/016146811611800807.
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Background As many students face the enduring challenge of maintaining their motivation to complete homework assignments, there is a critical need to pay close attention to homework motivation management (i.e., students’ efforts to sustain or enhance their motivation in order to complete homework assignments that might be boring or difficult). Yet, in spite of research showing that homework motivation has a powerful influence on homework performance and academic achievement, there have been few attempts to systematically investigate models of factors that influence homework motivation management. Purpose The current investigation examines empirical models of motivation management for Chinese students in the context of math homework, with models informed by key motivation theories, including self-regulation of motivation, expectancy-value, and volitional control. Research Design The study reported here used cross sectional survey data. Participants The participants were 1,799 high school students from 46 classes in China. Results Results from multilevel analyses indicated that, at the class level, motivation management was positively associated with homework interest, but was negatively associated with teacher feedback. At the student level, motivation management was positively related to managing emotion, managing time, students’ interest in homework, cognitive reappraisal, expectancy belief, and time on sports. Meanwhile, motivation management was negatively associated with value belief and time on TV. Conclusion The current investigation found that some results were in line with key motivation theories and related findings with U.S. students (e.g., managing time, and homework interest at the student level). In addition, it suggests that other results may be influenced by cultural and societal differences (e.g., gender, value belief, and teacher feedback). Consequently, it would be informative to pursue this line of research in cross-cultural settings. With respect to promoting student motivation in the homework process, it would be beneficial to pay more close attention to the role of homework interest, expectancy belief, and student initiatives (e.g., managing time, managing emotion, and cognitive reappraisal).
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JAYANTHI, MADHAVI, VALERIE SAWYER, JANET S. NELSON, WILLIAM D. BURSUCK, and MICHAEL H. EPSTEIN. "Recommendations for Homework-Communication Problems." Remedial and Special Education 16, no. 4 (July 1995): 212–25. http://dx.doi.org/10.1177/074193259501600405.
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The purpose of this study was to generate recommendations for improving communication between home and school regarding the homework assigned in mainstream classes. specifically, the objectives of the study were to identify recommendations for ameliorating homework-communication problems between (a) parents and classroom teachers, (8) parents and special education teachers, and (c) classroom teachers and special education teachers. subjects for this study were 8 parents of students with mild disabilities, 13 special education teachefs of students with mild disabilities, and 11 classroom teachers who taught students with mild disabilities in their classes. six focus groups were used to generate recommendations. many recommendations for solving homework-communication problems were identified by parents, classroom teachers, and special education teachers. five themes emerged from these recommendations: time and opportunity; knowledge; attitudes and abilities; bypass; and other. these results, as well as limitations of the study and future research needs. are discussed
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Ardiansyah, Welly. "Parental involvement and lecturers’ towards students’ homework: A case study of engineering and non-engineering students at State Polytechnic of Sriwijaya." International Journal of Learning and Teaching 12, no. 4 (October 30, 2020): 189–201. http://dx.doi.org/10.18844/ijlt.v12i4.5021.
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The purpose of the study was to focus on parents‘ involvement in the homework, and lecturers’ involvement in homework of students. Participants consisted of parents of engineering and non-engineering students in State Polytechnics of Sriwijaya and its teaching staff. The sample consisted of 150 parents of 95% high-income status and 24 certified lecturers. The research used a qualitative approach. Data was collected via surveys answered by parents and lecturers based on Lickert scale items adapted from Reglin, Cameron, and Losike-Sedimo. The results showed that parental involvement towards students’ homework completion and partnerships between parents and lecturers were very low. Since educational gains of parental involvement are noted and confirmed the significance of parents in educational processes, it is recommended that parents who do not assist their children in homework should be sensitized to do so.
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Ogur, Erol, Şükrü Baştürk, and Ersin Şahin. "Turkish as A Foreign Language Instructors’ Perception Towards Homework." International Journal of Education and Literacy Studies 10, no. 2 (April 30, 2022): 155–62. http://dx.doi.org/10.7575/aiac.ijels.v.10n.2p.155.
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The purpose of this study is to investigate the views of instructors teaching Turkish language literacy to foreigners about the homework. For data collection, 175 instructors teaching at the Turkish Teaching Centers in Turkey in the 2021-2022 academic year participated. For the study group, the scale system in the “Google forms” software was utilized. Data were collected in 8 weeks. “The Scale of the Opinions of instructors Teaching Turkish Literacy to Foreigners about Homework” was a 3-point Likert type that consisted of 48 items. SPSS 24.0 program was used for analysis of the data. Together with descriptive statistical methods, t test was used for the comparisons of two groups with normal distribution and the ANOVA test was used for group comparisons of 3 and above. The instructors stated that the homework should be evaluated both as a process and as a content, that homework should be given for authentic as it would attract more attention of students, and that homework improved the reading and writing skills. While there was no statistically significant difference between the views of the instructors about homework by gender (p.05), significant differences were found by graduation status (p.05) and professional seniority (p.05).
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Lumbu-ani, Jenevieve, Hasan P. Abusama, Jasmine L. Pangarungan, Jheanese Joy L. Danozo, Marielle Joy L. Estrada, Hasandra A. Hasan, and Luis Henri A. Moscoso. "Attitude of Sultan Kudarat State University Laboratory High School Students and Teachers on Proposed “No Homework Policy” Bill." Indonesian Journal of Educational Research and Technology 1, no. 2 (April 10, 2021): 45–50. http://dx.doi.org/10.17509/ijert.v1i2.33407.
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The purpose of our study is to understand the attitude of the university students and teachers on the proposed ‘No Homework Policy” bill and how it could impact their studies and personal lives. The main objective was focused on (1) understanding the impact of the “No Homework Policy” bill to the students and teachers if the said policy bill will be implemented, (2) knowing the struggles of the students and teachers when it comes to homework, and (3) finding out the possible solution that could be implemented to lessen the struggles of both students and teachers regarding homework. A phenomenological design was used as an approach to conduct this study. Based on the results, most of the students are in favor of the said proposed bill. However, some teachers are against or undecided about it. The results also showed that the said proposed bill could affect both students and teachers in a positive and also a negative way. This study does not only help the student to realize how homework can impact their academic performances but also support the teacher to improve the capacity of their teaching skills and be aware of the struggles of the students with regards to homework
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Bhatta, Balaram. "Perception of Students about Homework in Mathematics." Nepal Journal of Multidisciplinary Research 3, no. 2 (November 23, 2020): 77–85. http://dx.doi.org/10.3126/njmr.v3i2.33028.
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Homework has been a source of debate in schools for the past several decades and will continue to be an important topic in the future. It is a traditional part of education but some debate its importance in the classroom. This study explored student perception of homework and their reported performance in basic and secondary level school mathematics. The research questions focused on student attitudes about homework, the relationship of students’ self-efficacy and support resources to their homework completion, and the relationship of students’ general level of achievement in mathematics with respect to gender, level and achievement level. The study involved a survey of 402 students of Tokha Municipality. The survey did not demonstrate reliable measurement of the hypothesized factors of purpose, self-efficacy, and support resources related to students’ overall perceptions about homework. However, overall, students reported positive attitudes and grades in math class. On the basis of gender and level in which students study, there is no significant difference on the perception while there is statistically significant difference on the basis of students' achievement in examination. It is recommended that a good and healthy home environment and sound teacher student relationship yields in good achievement score and boosts up overall perception on mathematics homework.
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Moreira, María Tamara Vera, Ana María Velásquez Saldarriaga, Génesis Karina Zambrano Mendoza, María Valentina Loor Santos, and Douglas José Giler Loor. "Implementation strategies for homework sent." International research journal of engineering, IT & scientific research 6, no. 1 (January 31, 2020): 18–30. http://dx.doi.org/10.21744/irjeis.v6n1.848.
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The research was redirected to the different studies that focus on reality of the Ecuadorian education system and the disadvantages facing the teaching-learning process due to negative manifestations of the environment, which influence the academic performance of the students, considering that precarious economic situations, intra-family problems, the barriers that the teacher faces Due to lack of recreational, recreational resources, training based on various areas of study, there are some situations that create inequalities between the different educational contexts of the country, being necessary to look for alternative solutions or reforms that focus on a particular reality, where it is distinguished the stages I of the rural and urban area, establishing as an objective to analyze education from an aspect of transformation, through a pedagogical plan determined by curricular adjustments, which allow the development of skills, implementation of methods, techniques according to the required level, with the purpose of Obtain educational excellence. For the development of the study, the exploratory methodology linked to knowing the specific problem was used, based on theoretical bases and results made in other fields of inquiry that relate the situation of the school to respond to social, cultural, economic and educational interests.
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Regueiro, Bibiana, Susana Rodríguez, Isabel Piñeiro, Iris Estévez, Mar Ferradás, and Natalia Suárez. "Differences in the perception of parental involvement in homework depending on the level of student motivation." European Journal of Investigation in Health, Psychology and Education 5, no. 3 (November 30, 2015): 313–23. http://dx.doi.org/10.1989/ejihpe.v5i3.134.
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The main purpose of this work is to check if the student motivation is an important factor in their perception of family involvement on homework. This is to check the relationships between different levels of intrinsic motivation towards school work of students in secondary and their perceptions of parental support and the type of feedback provided by their parents to homework, including the latter parental support and parental control. The sample consists of 730 (43.4% male; 56.6% female) of Secondary School students (12 to 16). The results show that higher levels of intrinsic motivation are associated with a higher perception of students regarding parental accompaniment to do homework and parental control and support them. We conclude, therefore, that student motivation is a factor of great importance to the involvement of the family environment and, more specifically, for the support and feedback provided by parents regarding homework.
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Regueiro, Bibiana, Susana Rodríguez, Isabel Piñeiro, Iris Estévez, Mar Ferradás, and Natalia Suárez. "Differences in the perception of parental involvement in homework depending on the level of student motivation." European Journal of Investigation in Health, Psychology and Education 5, no. 3 (November 30, 2015): 313–23. http://dx.doi.org/10.3390/ejihpe5030028.
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The main purpose of this work is to check if the student motivation is an important factor in their perception of family involvement on homework. This is to check the relationships between different levels of intrinsic motivation towards school work of students in secondary and their perceptions of parental support and the type of feedback provided by their parents to homework, including the latter parental support and parental control. The sample consists of 730 (43.4% male; 56.6% female) of Secondary School students (12 to 16). The results show that higher levels of intrinsic motivation are associated with a higher perception of students regarding parental accompaniment to do homework and parental control and support them. We conclude, therefore, that student motivation is a factor of great importance to the involvement of the family environment and, more specifically, for the support and feedback provided by parents regarding homework.
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Tambyraja, Sherine R. "Facilitating Parental Involvement in Speech Therapy for Children With Speech Sound Disorders: A Survey of Speech-Language Pathologists' Practices, Perspectives, and Strategies." American Journal of Speech-Language Pathology 29, no. 4 (November 12, 2020): 1987–96. http://dx.doi.org/10.1044/2020_ajslp-19-00071.
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Purpose This study investigated the extent to which speech-language pathologists (SLPs) facilitate parents' completion of homework activities for children with speech sound disorder (SSD). In addition, this study explored factors related to more consistent communication about homework completion and strategies considered particularly effective for supporting this element of parental involvement. Method Licensed SLPs serving at least one child with SSD were invited to participate in an online survey. Questions relevant to this study gathered information regarding (a) frequency of communication about homework distribution and follow-up, (b) demographic and workplace characteristics, and (c) an open-ended question about the specific strategies used to support parental involvement and completion of homework activities. Results Descriptive results indicated considerable variability with respect to how frequently SLPs engaged in communication about homework completion, but that school-based SLPs were significantly less likely to engage in this type of follow-up. Strategies considered effective, however, were similar across therapy contexts. Conclusion These results suggest potentially important differences between school-based services and therapy in other contexts with respect to this particular aspect of service provision for children with SSD.
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Butovskaya, Z. S. "ICT in Homework as a Way to Increase the Cognitive Interest of Students in Learning Chinese." Язык и текст 8, no. 1 (2021): 14–27. http://dx.doi.org/10.17759/langt.2021080102.
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In recent years, Russian schools have increasingly introduced Chinese as a second foreign language in their programs. Given the specificity of the object (characters, tone), the number of fixed lessons (for non-core classes two hours per week) and the number of students per class (average 10 people) educational outcomes, identified in the GEF, can be achieved only by combination of classwork and homework. The study attempts to trace the connection between the integration of ICT in homework and increasing the cognitive interest of schoolchildren while learning Chinese. For this purpose, in the 2019-2020 academic year, a pedagogical study was conducted in which four Chinese language teachers and 44 7th-grade students from three state-funded General education institutions in Moscow took part. The results showed that the integration of ICT in homework itself did not lead to an unambiguous increase in interest in the subject. Nevertheless, electronic homework could have caused an increase in the entertainment quality of the assignments.
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James, Katherine A. "Backtalk: Let’s take another look at homework." Phi Delta Kappan 104, no. 1 (August 29, 2022): 66–67. http://dx.doi.org/10.1177/00317217221123656.
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Veteran teacher Katherine A. James responds to a March 2022 Kappan article in which high school student Colin McGrath warned his younger brother of the burden that pointless homework assignments will play in his life when he enters high school. James suggests that, although some teachers may assign work with little value, most assignments do serve to either reinforce or expand on what students have learned in class. She urges teachers and students to think of homework as opportunities for learning at home. Ideally, teachers will explain the purpose of any at-home learning and give students options for engaging in such learning, using their individual intelligences to master the content.
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Xu, Jianzhong, Linda T. Coats, and Mary L. Davidson. "Making Science Homework Work: The Perspectives of Exemplary African American Science Teachers." Teachers College Record: The Voice of Scholarship in Education 114, no. 7 (July 2012): 1–32. http://dx.doi.org/10.1177/016146811211400704.
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Background/Context Despite the best intentions to close the achievement gap, the under-achievement of African American students in science is a persistent problem. It is surprising to note, however, that research on science education has often failed to consider students’ cultural diversity as it relates to science education. On the few occasions when efforts were made to link science disciplines and students’ cultural backgrounds, these studies were largely limited to classroom learning environments. Purpose/Research Question This study examines the perspectives of exemplary African American teachers toward science homework. Specifically, we address two research questions: What does science homework mean to exemplary African American science teachers? How do they approach science homework? Research Design A qualitative study was conducted, with data obtained from the following sources: (a) three open-ended, in-depth interviews with each exemplary teacher during the first year of the study, and (b) two focus group interviews with these teachers during the second year of the study. The participants were 8 exemplary African American science teachers in Grades 3–6 in the southeastern United States. Findings/Results Data revealed that these teachers shared a strong sense of urgency to use homework as an important vehicle in science learning. To help their students be successful with their homework, these teachers often provided additional provisions and used a variety of strategies to promote students’ interest in their homework. In addition, the teachers adapted an approach comparable to both Boykin's Afrocultural ethos (e.g., concerned with affect, expressive individualism, and verve) and “being a warm demander” (i.e., setting high expectations and insisting firmly yet respectfully that students meet those expectations). Conclusions These findings suggest that there is merit in integrating these two frameworks to better understand the perspectives of exemplary African American teachers toward science homework. These findings highlight the need to examine the perspectives of exemplary African American teachers toward secondary school science homework given that the poor achievement of African American students becomes more pronounced as they progress through school, and homework is found to be more strongly associated with secondary school students than elementary school students.
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КРАВЧЕНКО, Оксана, Наталія ДУБОВА, and Валентина ХАРИТОНОВА. "Innovative forms of social and psychological rehabilitation of persons with disabilities." EUROPEAN HUMANITIES STUDIES: State and Society 1, no. II (March 30, 2019): 115–28. http://dx.doi.org/10.38014/ehs-ss.2019.1-ii.09.
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The article deals with the problem of social integration of people with disabilities, the ultimate goal of which is to solve the issues of their the employment as it is an urgent need for present Ukraine. The normative and legal framework on the issues connected with employment of this category of citizens was analysed, the organizational and legal principles of homework application were revealed, economic and social benefits of disabled persons’ employment at home were determined. The purpose of this research was to substantiate the effectiveness of homework as a type of social and psychological rehabilitation of people with disabilities. To reach the article objective we used the following research methods: analysis of international and Ukrainian legislation on the promotion of disabled people’s employment; survey, which involved 70 disabled persons having different nosologies; analysis of the employment status of people with disabilities in Ukraine and further development of recommendations for homework introduction into domestic practice to support people who are in difficult living conditions. Due to this, the normative and legal framework on the employment of this category of citizens was analysed; the economic and social advantages of homework were determined. The results of our research highlight the fact that work activities, in particular homework, can help to overcome some barriers and stereotypes connected with employment: psychological, physical, social, organizational, regulatory (related to the imperfection of the regulatory framework).
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Svensson, Sofia, Alejandra Donoso, and Gudrun Svensson. "Strategies for Collaboration Between School and Parents: Homework in General and Translanguaging Homework in Particular." HumaNetten, no. 48 (June 9, 2022): 84–112. http://dx.doi.org/10.15626/hn.20224805.
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The purpose of this case study is to examine if and how working with homework in general and translanguaging homework (TLH) in particular can support collaboration between home and school. Our aim is also to find out if TLH provides the ground for teachers and parents of migrant background to feel and act as epistemic subjects, i.e., as participants whose knowledge is given credibility. Prior research has shown the importance of collaboration between home and school. However, for migrant parents, collaboration has often proved to be problematic and unequal, due to for example language barriers. Research has shown that translanguaging bridges such problems. How the implementation of translanguaging is appreciated by parents and teachers has scarcely been researched. Neither has collaboration through TLH been studied regarding how they perceive each other as epistemic subjects. In this study, thematic content analysis has been applied on interview data with parents and teachers. The epistemic (in)justice framework has then been used to discuss the found themes in their answers. The findings show that teachers’ and parents’ perceptions of working with TLH differs. Some parents perceive that TLH enhances their chances to collaborate with school as epistemic subjects. Conversely, TLH may obscure other parents’ possibilities to collaborate, thus creating epistemic injustice. Lastly, TLH might be ignored altogether by some parents, thus neither enhancing collaboration nor creating epistemic justice. Concludingly, in order for TLH to work, reciprocal sensitive listening to each other, from both the teachers’ and the parents’ side, is important, and teachers need to be aware of the students’ family situation regarding their language choices and language use.
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Clough, Bonnie A., and Leanne M. Casey. "Therapy on the Move." International Journal of Cyber Behavior, Psychology and Learning 5, no. 1 (January 2015): 33–41. http://dx.doi.org/10.4018/ijcbpl.2015010103.
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The present research investigated the use of a Smartphone App as an adjunct in the treatment of a range of anxiety disorders. The primary aim of the App was to increase client adherence to between session therapy tasks, involving homework practice of a range of skills and tasks known to be associated with successful treatment of anxiety disorders. Homework is an important component of many therapeutic approaches, allowing clients to practise therapeutic skills between sessions, as well as providing continuity between sessions (Freeman & Rosenfield, 2002). Greater client adherence to homework tasks has been associated with improved treatment outcomes, and may be particularly important for reducing the risk of relapse (Scheel, Hanson, & Razzhavaikina, 2004). However, despite the benefits of engagement with homework tasks, client adherence to these activities can often be a significant barrier to treatment (Addis & Jacobson, 2000; Burns & Nolenhoeksema, 1991; Detweiler & Whisman, 1999; Detweiler-Bedell & Whisman, 2005). It is also one area in which the use of adjunctive technologies may have the greatest impact. The aim of this paper was to describe the development and pilot testing of a therapeutic Smartphone application, namely, PsychAssist. This application was designed as an adjunct to face-to-face therapy in the treatment of anxiety disorders among adults. The App was developed with the purpose of enhancing client engagement and adherence to between session (homework) tasks to improve maintenance and generalization of therapeutic behaviours.