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Relevant bibliographies by topics / School homework

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Academic literature on the topic 'School homework'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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Journal articles on the topic "School homework"

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Scott, Catherine M., and Nelda Glaze. "Homework Policy and Student Choice: Findings from a Montessori Charter School." Journal of Montessori Research 3, no. 2 (November 15, 2017): 1–18. http://dx.doi.org/10.17161/jomr.v3i2.6585.

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The use of homework has been a controversial topic in education for many years: what types of homework to give, how much, and how often. In previous years, Ocean Montessori School (a pseudonym), the site of this study, offered homework like that of traditional public schools, such as worksheets and rote skill practice. Feeling conflicted about the misalignment between traditional homework and Montessori practices, the school administration changed the homework policy for the 2016–2017 academic year. The new policy encouraged students to choose what they wanted to do each night for homework. This study examines the views and practices of the teachers, students, and parents involved in the new homework policy. Data were collected from parent surveys, teacher focus groups, student interviews, observations, and student work samples. The findings indicate that, although students enjoyed the proposed homework change, it lacked sufficient structure for parents, and students needed support from teachers and parents to engage in meaningful homework tasks.

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Hidayah, Ratna, Moh Salimi, Suhartono Suhartono, Tri Saptuti Susiani, and Ngatman Ngatman Ngatman. "Homework in Elementary School." Social, Humanities, and Educational Studies (SHEs): Conference Series 4, no. 1 (February 22, 2021): 144. http://dx.doi.org/10.20961/shes.v4i1.48588.

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<p><em>Education is invesment for the future. The phrase discribed how attractiveness the future with prosperity, a society desirable. But it could not be reached without efforts from anyone who involved in education process. School, family, and society was centered of education. In those institution education held. So, it was plausibility disscuss the cooperation of those institution. Our focus disscuss was homework as medium to cooperate between school and family. The cooperation between one institution with onether for long time means empowering the institution it self. Homework is a time honored practice that can enhance the development of skills and reinforce knowledge gained within the classroom when it used effectively and appropriately. The purposes of homework serve three main functions instructional, communicative, and political. In instructional function, homework is natural extention of the curricular programs because it is an integral component of instruction. It can also serve as a vital link between theschool and family.</em></p>

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Paudel, Jagadish. "Dealing with Homework in English Language Teaching: A Case of Dadeldhura District." Journal of NELTA 17, no. 1-2 (May 20, 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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Kouzma, Nadya M., and Gerard A. Kennedy. "Homework, Stress, and Mood Disturbance in Senior High School Students." Psychological Reports 91, no. 1 (August 2002): 193–98. http://dx.doi.org/10.2466/pr0.2002.91.1.193.

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This study aimed at investigating the relationship between hours of homework, stress, and mood disturbance in senior high school students, 141 boys and 228 girls, recruited from high schools across Victoria, Australia. Participants' ages ranged from 16 to 18 years ( M = 16.6, SD = .6). A 1-wk. homework diary, a Self-reported Stress scale, and the Profile of Mood States were administered to students. Analysis showed that the number of hours spent completing homework ranged from 10 to 65 hours per week ( M = 37.0, SD = 12.2). Independent samples t-test analyses showed significant sex differences, with female students scoring higher on hours of homework, stress, and mood disturbance compared to male students. Pearson product-moment correlations were significant and positive for hours of homework with stress and for hours of homework with mood disturbance.

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Rajović, Ranko, Spomenka Budić, and Branka Radulović. "School and learning from the perspective of elementary school students." Sinteze, no. 17 (2020): 19–39. http://dx.doi.org/10.5937/sinteze9-24039.

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The paper deals with examining the opinions of the seventh and eighth-grade students on school, learning and of their rapport towards doing homework. The research included 286 students of seventh and eighth grade in four elementary schools in Serbia. The data were collected via survey method and processed using the SPSS software package. The questionnaire was the instrument used in the research, and descriptive-analytical method was used for data interpretation. The research results demonstrate that students with excellent academic performance show a high level of responsibility concerning regular studying, whilst students with good and satisfactory academic performance do not. Likewise, the students with excellent academic performance to a greater extent perceive studying as a positive activity, in comparison to the students with poorer academic performance. A positive correlation of medium intensity was recorded between the variables of regular studying and doing homework regularly. However, the percentage of students who stated they did not do their homework regularly due to the lack of motivation, homework overload or insufficiently clear expectations is not negligible. They describe school as a well-equipped, safe and stimulating environment with strict teachers. This research contributes to the understanding of the role of school from the perspective of the students atswhom the goals of school studying are directed.

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Harris, Susan, Jon Nixon, and Jean Rudduck. "School Work, Homework and Gender." Gender and Education 5, no. 1 (January 1993): 3–15. http://dx.doi.org/10.1080/0954025930050101.

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Xu, Jianzhong. "Models of Secondary School Students’ Interest in Homework: A Multilevel Analysis." American Educational Research Journal 45, no. 4 (December 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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Yildiz, Vahit Aga, and Durmus Kilic. "Examining the motivations of primary school fourth grade students with regard to homework." Contemporary Educational Researches Journal 9, no. 4 (November 30, 2019): 110–18. http://dx.doi.org/10.18844/cerj.v9i4.4439.

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In this study, the aim was to determine the motivation levels of primary school fourth grade students with regard to their homework, and whether their motivations differ in terms of some variables. The sample used in the study, conducted using a survey method, consists of 256 students studying in schools in the province of Erzurum of the Republic of Turkey. The data of the study were collected using a ‘Homework Motivation Scale’. Data were analysed using descriptive statistical techniques, a t-test and a one-way analysis of variance test. It was seen that the internal and external motivations of the students differed with regard to intrinsic motivation. In addition, it was seen that students' autonomous motivations differed with regard to those who have someone who helps them with homework. Students' intrinsic motivation is higher than their external motivation. It is thought that this will contribute to students completing their homework successfully. Keywords: Homework, motivation, primary school.

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Pastoriko, Fransiskus Magnis, Kana Hidayati, and Rasmuin Rasmuin. "What the high school students say about mathematics homework." Jurnal Riset Pendidikan Matematika 6, no. 2 (November 29, 2019): 222–32. http://dx.doi.org/10.21831/jrpm.v6i2.29216.

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Homework had become a tradition in teaching and learning mathematics in school. Even so, in Indonesia, there is not enough research on homework. Our research is conducted to investigate high school students’ views on homework and to provide the basis for further research on homework in Indonesia. In this research, we use exploratory-descriptive qualitative to explore and describe the students’ view of homework. We collected the data from 124 high school students by using the structured interview conducted via online form. The data were analyzed by using the thematic analysis. Based on our results, we found that (1) students know that mathematics homework can help them with their academic achievement and their attitudes toward their studies, (2) mathematics homework is not high on their priority, (3) it makes them tired physically and mentally, and (4) students argue that mathematics problems are better to be solved in the class where they can ask the teacher. We also found their difficulties in doing their homework, such as (1) lack of knowledge (2) their teachers do not give them the necessary ‘tools’ to solve the problems, (3) they can’t ask for helping hands if they can’t solve the problems (4) some emotional problems such as motivation, and (5) other priorities are higher on their list.

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Nisar Ul Haq, Muhammad, Anila Fatima Shakil, and Muhammad Naseer Ud Din. "Impact of Homework on the Student Academic Performance at Secondary School Level." Volume V Issue I V, no. I (March 30, 2020): 586–95. http://dx.doi.org/10.31703/gssr.2020(v-i).59.

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Homework is the means by which the relationship between home and school is demonstrated and developed, leading to more consistent progress in all aspects of school life. The current research was carried out in Gilgit Baltistan to find out the impact of homework on the academic performance of students at secondary level. The research was observed by teachers of Gilgit Baltistan public schools while 100 teachers were chosen by a random sampling technique as a sample. Questionnaires were as a research instrument. The study found that homework impacts learning for learners, its impact differs with the age of students, and it plays an important role in student achievement. The study proposed that homework should be purposeful, i.e. it should include the introduction of new content, the practise of skills, the creation of any data and the ability for students to explore topics of their own interest.

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Dissertations / Theses on the topic "School homework"

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Fredriksson, Louise. "The phenomenon of homework in primary school." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36554.

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Sandell, Sanne, and Rebecka Cato. "Läxor och läxhjälp på fritidshemmet - Homework and homework assistance in the school-age educare center." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29577.

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Syftet med vår studie var att undersöka hur läxor och läxhjälp berör fritidshemmets verksamhet. Studien belyser även en viss problematik gällande föräldrars möjlighet att hjälpa sina barn med läxorna utifrån ett socioekonomiskt perspektiv. För att undersöka detta har vi först tagit del av tidigare forskning om läxor och läxhjälp, därefter har vi intervjuat fyra lärare för att se hur de ser på syftet med läxor. Slutligen intervjuade vi tre fritidslärare för att se hur läxhjälpen berör fritidshemmets verksamhet. Vi har i vår slutsats kommit fram till att merparten av lärarna i vår studie anser att syftet med läxor är att befästa sina kunskaper men även för att lära eleverna att ta ansvar. Angående läxhjälpen på fritidshemmets tid ansåg fritidslärarna i vår studie att läxhjälpen inte berörde verksamheten i någon större utsträckning.

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Hoffman, DeAnn. "Homework in elementary school a guide for educators /." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/DHoffmanPartI2008.pdf.

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Marcum, Jimmy. "Parent and Teacher Perceptions of Elementary School Homework." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3377.

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The purpose of this qualitative study was to examine the perceptions of parents and teachers of elementary school students regarding homework. Specifically, the researcher examined parent and teacher perceptions, perceptions of teachers in kindergarten through fifth grades, and parents of elementary students in kindergarten through fifth grades. In this qualitative study, the researcher analyzed feedback obtained from two focus groups: a group of three parents and a group of three teachers. One-on-one in-depth interviews of seven parents or guardians and seven elementary school teachers were utilized. These interviews were conducted in settings chosen by the participants. All participants worked in, or had children enrolled in, one school division in Southwest Virginia. All interviews were recorded, transcribed verbatim, and examined by the participants to validate accuracy before coding began. Coded analysis of interview data revealed emergent themes based on frequency of occurrence. Additionally, noteworthy data discussed by participants were documented. The findings of the study indicate that homework for elementary school students can be both beneficial and detrimental for elementary school students. The following themes emerged from analysis of participant interviews: homework can lead to stress; homework should be differentiated; homework should be brief; failing to complete homework results in school consequences; homework reveals student successes and areas of concern; homework amounts don’t increase with grade level progression; nightly reading homework is acceptable; teachers have a misconception between what they believe they are assigning and what is actually occurring; and homework must have a purpose. Moreover, noteworthy ideas were: teachers will make changes to homework based on parent feedback; homework impacts sleep; homework reduction can be beneficial; parents enjoy having homework options; parents appreciate information about homework; and teachers do not like assigning homework.

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Jiang, Zhengyao. "Homework! What, Why, How？ : Primary school English teachers’ attitudes towards and use of homework in China." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157926.

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This study aims to investigate the attitudes to English homework held by teachers of primary school (Grades 4-6) in Mainland China, through an online survey. After obtaining 112 responses and analysing them by utilising both qualitative and quantitative methods, the results found that English teachers in China have a unified positive attitude towards homework and its effect. English homework is most commonly assigned once a day. Repetition or Exercise is the most popular type of assigned homework, and it is overwhelmingly preferred by the teachers, followed by Preparation and Reading. The respondents stress that homework has an indispensable connection with the scheduled school teaching. Through assigning the correct volume of homework, students can develop positive habits with regards to self-study, and therefore students can improve their academic performance in examinations. A combination of both oral and written feedback is utixlised the most. Follow-up of homework usually appears to be two-dimensional; material stimuli such as penalty copy and self-correction, and immaterial stimuli such as encouragement and criticism. All of the evidence shows that China’s particular education system reflects Skinner’s behaviourist theories of learning, meaning that students’ behaviour with regards to acquiring knowledge can be shaped by frequent and random reinforcement, and this behaviour will eventually persist in the long-term even in the absence of reinforcements.

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Boychuk, Tuutalik. "Homework and inequality : school responsibility and enabling student achievement in the school." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=111611.

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In this conceptual inquiry, I argue how and why homework contributes to inequality. Homework contributes to inequality systemically, as schools continue to rely heavily on it. Homework continues to contribute to inequality discursively and psychologically, as parents and educators encourage homework without fully realizing the consequences of homework for those students who have difficulty completing school tasks at home. The inequalities maintained by homework often persist unnoticed. This persistence is an example of a broader persistence of sociological problems even as technological advances are made. This imbalance in the two domains of society and technology is due partly to the differences in the nature of the knowledge content. Therefore, educators and policy makers must be vigilant against tendencies to be blind to possibilities for improvement. One such improvement is a ban on mandatory homework, which implies more school responsibility to enable student achievement in the school.

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McMullen, Steven Mroz Thomas A. "Two essays on students' homework time in high school." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1854.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2008.
Title from electronic title page (viewed Dec. 11, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Economics." Discipline: Economics; Department/School: Economics.

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Henderson, Joyce Margaret. "Power relations within the homework process." Thesis, University of Stirling, 2006. http://hdl.handle.net/1893/140.

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This research focuses on aspects of parental involvement in homework and the differing power relations which homework uncovered within the family. It is concerned with the deeper implications of homework through exploring the attitudes, behaviours and beliefs of teachers and/or parents and/or pupils and to consider who really is in control of the homework process, the perceived and actual roles of the participants, the resistances to homework and the possible changing social factors which impinge on homework. This thesis offers a unique contribution to the homework discourses as it uses a qualitative approach, drawing on an extended version of the French and Raven (1959) conceptualisation of power as a means of interrogating the data, by labelling certain attitudes, behaviours and beliefs, to seek explanations of the patterns of power. These patterns of power are exposed through the family’s story of their engagement, or not, in the homework process. The notion of engaging pupils in the learning process is at the heart of many of the recent educational initiatives, arising from the National debate on Education (2002). At the heart of these new initiatives is the notion of learners being actively involved in the learning process, in and out of the classroom to encourage them to take responsibility for their learning. A number of implications for pupils, parents, teachers and the government are considered. These particularly relate to the effective practices of teachers and parents as a means of preventing the pupils from controlling the homework process and to the government to consider appropriate and effective means of ensuring that all concerned are engaged in conducting homework which is interesting, stimulating and motivating.

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Sadler, John A. "Home/School/Community Factors Which Compete With Time High School Students Spend on Homework." DigitalCommons@USU, 1992. https://digitalcommons.usu.edu/etd/3928.

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Home/school/community factors of student jobs, extracurricular activities, church activities, community activities, family activities, and television watching were examined to determine the relationship between these factors and the time students spent on homework. Two hundred forty-seven high school students were used as subjects. A student time log and questionnaire were developed and used to collect the data. Eight students were closely examined through case studies. When time spent on homework was correlated with time spent at a job, the results were strongly negative (r = -.89). Time spent on homework was moderately correlated (r= + .46) with time spent in extracurricular activities. When time spent on homework was correlated with time spent in family activities, the results were moderately negative (r= -.41 ). Time spent on homework was moderately correlated (r= +.64) with time spent in church activities. When time spent on homework was correlated with time spent watching television, the results were strongly negative (r = -.77). No statistically significant difference was found between the number of conflicts above average students reported doing homework and the number of conflicts below average students reported doing homework. A call was made for parents, students, and school personnel to beware of the possible negative effects of students spending excessive time at jobs, watching television, and in extracurricular activities.

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Rudman, Nicholas. "Conceptualising homework in an Essex primary school : learning from our community." Thesis, Anglia Ruskin University, 2014. http://arro.anglia.ac.uk/579897/.

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The aim of this research is to explore the views of pupils, parents and teachers about homework at Maylandsea Community Primary School. Specifically it is designed to investigate their opinions about the value and purpose of homework, about what sort of homework they think may be most suitable for primary aged children, about the different roles and responsibilities of stakeholders in the homework process and about ways in which homework activities might promote children’s involvement and their enjoyment of learning. These collected views were then used to prepare a framework to provide guidance, clarification and exposition in order to assist members of the school community. This research is designed to address the paucity of understanding about homework in a primary school and to discover if and why parents, pupils and teachers think that homework is valuable and worthwhile. This study is located within a qualitative, epistemological paradigm and it employs a social constructivist research methodology. The researcher adopts the stance that homework is a socially constructed, socially described and socially conceptualised activity. This is insider research and the researcher is also the school’s headteacher. There is an acknowledgement that action research models and participatory enquiry approaches have influenced the research design but have not defined it. This research is a single case study located within one semi-rural primary school in Essex. This study finds that parents, pupils and teachers recognise that homework has an important role to play in helping primary age children to learn, in developing positive learning habits and in promoting good personal and social skills. It discovers that there is confusion about parents’ roles in supporting homework. It demonstrates that homework should be made meaningful for families and engaging for pupils and that the foundation for successful homework lies within the quality of the tripartite relationships between teachers, children and parents. This thesis offers a new framework to support teachers and families and it concludes that, whilst existing literature is ambivalent in terms of the value, purpose and effectiveness of homework, stakeholders at this primary school consider it to have positive benefits both for learning and for the personal development of young children. However, these benefits are most evident when the homework tasks are interesting, varied, personalised and relevant to learners’ needs. Families are supportive of homework when they can appreciate that it is meaningful to them and their children.

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Books on the topic "School homework"

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Alan, Wright. Happy days & homework. Whickham [England]: Hickory Tree Press, 1991.

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Milford, Alison. Words for school. London: Ladybird, 2006.

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School counseling and school social work homework planner. Hoboken, NJ: John Wiley & Sons, 2003.

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School counseling and school social work homework planner. Hoboken, N.J: John Wiley & Sons, Inc., 2013.

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Connors, Neila A. Homework: A new direction. Columbus, Ohio: National Middle School Association, 1991.

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Jones, Marcia Thornton. Dragons do eat homework. New York: Scholastic, 2007.

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Lockett, Sharon Marshall. Home, sweet homework. Avon, Mass: Adams Media, 2007.

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Gutman, Dan. Return of the homework machine. New York: Scholastic, 2010.

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Gutman, Dan. The homework machine. Waterville, Me: Thorndike Press, 2006.

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Gutman, Dan. The homework machine. New York: Simon & Schuster Books for Young Readers, 2006.

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Book chapters on the topic "School homework"

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Butty, Jo-Anne Manswell. "Homework." In Encyclopedia of Cross-Cultural School Psychology, 521–24. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_201.

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Iseman, Jacqueline S., Stephan M. Silverman, and Sue Jeweler. "Homework and Study Skills." In 101 school success tools for students with ADHD, 23–33. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232568-3.

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Crafter, Sarah. "Making Sense of Homework." In Learning, Social Interaction and Diversity – Exploring Identities in School Practices, 53–68. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-803-2_5.

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Dobell, Natalie. "How Beneficial Is Homework for Students in Primary School?" In The Challenge of Teaching, 229–34. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2571-6_32.

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Ostrow, Korinn, Neil Heffernan, Cristina Heffernan, and Zoe Peterson. "Blocking Vs. Interleaving: Examining Single-Session Effects Within Middle School Math Homework." In Lecture Notes in Computer Science, 338–47. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19773-9_34.

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Bembenutty, Héfer, and Andre Hayes. "The Triumph of Homework Completion: Instructional Approaches Promoting Self-regulation of Learning and Performance Among High School Learners." In Connecting Self-regulated Learning and Performance with Instruction Across High School Content Areas, 443–70. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90928-8_15.

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Sander, William. "Catholic High Schools and Homework." In Catholic Schools, 73–96. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4757-3335-8_6.

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Chong, Alberto. "Computers in Schools: Why Governments Should Do Their Homework." In Development Connections, 169–211. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230118379_6.

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"Homework: Thinking about homework!" In Stress Management Programme For Secondary School Students, 142. Routledge, 2003. http://dx.doi.org/10.4324/9780203469828-45.

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"Homework: Exercise Diary." In Stress Management Programme For Secondary School Students, 130. Routledge, 2003. http://dx.doi.org/10.4324/9780203469828-37.

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Conference papers on the topic "School homework"

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Goncharova, N. V., and V. A. Bakhmat. "Types of homework in mathematics in primary school." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2019. http://dx.doi.org/10.18411/lj-03-2019-107.

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Puhrova, Barbora. "CZECH SECONDARY SCHOOL PUPIL�S ATTITUDES TO HOMEWORK." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.5/s13.019.

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"Research on Optimization Design of Primary School Students’ Homework in Xi'an." In 2019 International Conference on Arts, Management, Education and Innovation. Clausius Scientific Press, 2019. http://dx.doi.org/10.23977/icamei.2019.213.

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Yang, Zhijun, Cuilian Lv, Jianhou Gan, and Ning Lei. "Application of WeChat Mini Program in Secondary School Students' Homework Guidance." In 2019 IEEE International Conference on Computer Science and Educational Informatization (CSEI). IEEE, 2019. http://dx.doi.org/10.1109/csei47661.2019.8938853.

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Gonzalez, Jared D. Salinas, Roberto Solis Robles, Sodel Vazquez Reyes, and Carlos H. Castaneda Ramirez. "Process improvement for the communication of elementary school homework between teachers and parents." In 2017 6th International Conference on Software Process Improvement (CIMPS). IEEE, 2017. http://dx.doi.org/10.1109/cimps.2017.8169950.

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Kurincova, Viera. "HOMEWORK AND PUPIL'S HOME PREPARATION FOR LESSONS AT SCHOOL FROM THE PARENTS' PERSPECTIVE." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/34/s13.034.

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Petrova, Krassie, and Asra Rahimi. "TABLET APPS TO REPLACE PRIMARY SCHOOL HOMEWORK: A GAMIFICATION AND CONSTRUCTIVIST LEARNING APPROACH." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0837.

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Serrano, Nicolas, Carmen Blanco, Francisco Carias, and Enrique Reina. "Information from Automated Evaluation in an Engineering School." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8132.

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The paper introduces the need for automated evaluation and presents the experience of automating all the evaluations of a course in Computer Science in the sophomore year of an engineering degree. First, the paper describes the features needed and developed for that course and the positive results for both professors and students. The main advantage of automated evaluation is that it allows real continuous grading for all types of activities: short answers and exercises during the class, homework, short exercises evaluated every 10 days in class, medium term evaluations and the final grade for the course. A significant benefit of this practice is that it allows the professor, from the very beginning of the course, to monitor how the students perform each task. The professor can see in real time the marks of an exercise or evaluation, the global evolution of the class or the status of a specific student. The students also have immediate feedback from their exercises and the total points obtained at any given time providing greater involvement in the course.

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Floersheim, Bruce, and Jonathan Johnston. "The Conceptual Speed-Bump: Losing Potential STEM Students in the Transition From Elementary School to Middle School." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-39612.

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Many educators in the science, technology, engineering and math (STEM) disciplines hope to improve the number of students interested in and prepared for these more difficult disciplines through innovative teaching, demonstrations and hosted camps. Research has shown that motivation is a much smaller part of the issue; student learning outcomes are much more sensitive to fundamental academic ability. Current curriculum design fails most students miserably in helping them bridge the gap from concrete learning to abstract thought and understanding in the middle school years. Thus, they are ill-prepared to engage in the more advanced learning required to pursue the STEM disciplines, a result that no amount of innovative teaching can correct. This paper will review the performance data from industrial nations at the 4th Grade and 8th Grade levels and illustrate curriculum differences between industrial countries producing higher percentages of STEM graduates. Examination of the performance effects of many variables, including number and sequencing of topics studied, time spent on homework, teacher credentials, access to technology, class size and dollars allocated per student, yields some surprising results. The problem is not as sensitive to many of these variables as one might expect. However, the variables that seem to provide promise for significant improvement from the current state of STEM education are related to topic coverage and manner of presentation. Final recommendations include reduction in the number of topics introduced in any given year with a corresponding reorganization of the curricula, to allow STEM teachers in the middle school to focus on the transitional learning that must occur to prepare for more advanced studies.

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Ruest, Stephanie M., Annie Gjelsvik, and Max Rubinstein. "Digital Media Exposure in School-aged Children Decreases the Frequency of Homework Completion in a Dose Dependent Manner." In Selection of Abstracts From NCE 2016. American Academy of Pediatrics, 2018. http://dx.doi.org/10.1542/peds.141.1_meetingabstract.229.

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Reports on the topic "School homework"

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Roschelle, Jeremy, and Nicola M. Hodkowski. Using Research on Homework to Improve Remote and Hybrid Learning. Digital Promise, December 2020. http://dx.doi.org/10.51388/20.500.12265/107.

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Due to the COVID-19 pandemic, many students are learning remotely or in a hybrid of remote and in-school learning. As a result, most teachers and students are in learning situations where more independent work is assigned to students. There is no research that directly speaks to this unprecedented situation. There is, however, a considerable body of established research to draw on about assigning independent work to students to do at home: research on homework. Further, technology to support homework is becoming more available and research supports its effectiveness. In this article, we review some of the major points of this established research and suggest how schools, teachers, and parents and guardians can apply this research and related technology now, during the pandemic.

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