In Search of the Epiphany of Homework Assignments: A Model of Evaluating Local Schools' Homework Practices

ERIC Educational Resources Information Center

Saam, Julie; Jeong, Taekhil

2013-01-01

Some parents and students perceived demanding homework assignments as a frequent source of grievance, particularly for those high performing students who want spare time for independent study and cultivation of talents through extracurricular activities. Teachers tended to perceive homework assignments as a meaningful extension of instruction time…

Body image dissatisfaction, physical activity and screen-time in Spanish adolescents.

PubMed

Añez, Elizabeth; Fornieles-Deu, Albert; Fauquet-Ars, Jordi; López-Guimerà, Gemma; Puntí-Vidal, Joaquim; Sánchez-Carracedo, David

2018-01-01

This cross-sectional study contributes to the literature on whether body dissatisfaction is a barrier/facilitator to engaging in physical activity and to investigate the impact of mass-media messages via computer-time on body dissatisfaction. High-school students ( N = 1501) reported their physical activity, computer-time (homework/leisure) and body dissatisfaction. Researchers measured students' weight and height. Analyses revealed that body dissatisfaction was negatively associated with physical activity on both genders, whereas computer-time was associated only with girls' body dissatisfaction. Specifically, as computer-homework increased, body dissatisfaction decreased; as computer-leisure increased, body dissatisfaction increased. Weight-related interventions should improve body image and physical activity simultaneously, while critical consumption of mass-media interventions should include a computer component.

Self-Regulation of Homework Behavior: Homework Management at the Secondary School Level

ERIC Educational Resources Information Center

Xu, Jianzhong; Wu, Hongyun

2013-01-01

The authors examined empirical models of variables posited to predict homework management at the secondary school level. The participants were 866 eighth-grade students from 61 classes and 745 eleventh-grade students from 46 classes. Most of the variance in homework management occurred at the student level, with affective attitude and homework…

An Examination of the Associations between ADHD, Homework Behavior and Reading Comprehension

PubMed Central

Little, Callie W.; Hart, Sara A.; Schatschneider, Christopher; Taylor, Jeanette

2015-01-01

Previous literature has indicated an important association between reading comprehension and both ADHD and homework habits. This investigation sought to extend previous knowledge by providing information about how ADHD and homework behavior (i.e., completing homework regularly) may jointly influence reading comprehension. Using a genetically sensitive design, this study examined the genetic and environmental influences on and between ADHD, homework behavior and reading comprehension. Participants for this study included 691 twin pairs (351 monozygotic, 340 same-sex dizygotic) from the Florida Twin Project on Behavior and Environment (FTP-BE) and 2647 twin pairs (865 monozygotic, 1782 dizygotic) from the larger Florida Twin Project on Reading (FTP-R) in grades 3 through 7. Three separate models, each representing a different definition of ADHD (full ADHD, Inattention only, and Hyperactivity/Impulsivity only), showed similar patterns of results, therefore, results of the full ADHD model are discussed. Overlapping genetic influences were found between ADHD, homework behavior and reading comprehension, but no shared environmental influences among all three. However, shared environmental influences overlapped between homework behavior and reading comprehension. Although the sources of this environmental overlap are unknown, these results have implications for improving homework practices and their subsequent influence on literacy skills through homework environments. PMID:25349092

Examining Associations Among ADHD, Homework Behavior, and Reading Comprehension: A Twin Study.

PubMed

Little, Callie W; Hart, Sara A; Schatschneider, Christopher; Taylor, Jeanette

2016-07-01

Previous literature has indicated an important association between reading comprehension and both attention-deficit/hyperactivity disorder (ADHD) and homework habits. This investigation sought to extend previous knowledge by providing information about how ADHD and homework behavior (i.e., completing homework regularly) may jointly influence reading comprehension. Using a genetically sensitive design, this study examined the genetic and environmental influences on and between ADHD, homework behavior and reading comprehension. Participants for this study included 691 twin pairs (351 monozygotic, 340 same-sex dizygotic) from the Florida Twin Project on Behavior and Environment (FTP-BE) and 2647 twin pairs (865 monozygotic, 1782 dizygotic) from the larger Florida Twin Project on Reading (FTP-R) in Grades 3 through 7. Three separate models, each representing a different definition of ADHD (full ADHD, inattention only, and hyperactivity/impulsivity only), showed similar patterns of results; therefore, results of the full ADHD model are discussed. Overlapping genetic influences were found between ADHD, homework behavior, and reading comprehension, but no shared environmental influences among all three. However, shared environmental influences overlapped between homework behavior and reading comprehension. Although the sources of this environmental overlap are unknown, these results have implications for improving homework practices and their subsequent influence on literacy skills through homework environments. © Hammill Institute on Disabilities 2014.

Predicting Homework Time Management at the Secondary School Level: A Multilevel Analysis

ERIC Educational Resources Information Center

Xu, Jianzhong

2010-01-01

The purpose of this study is to test empirical models of variables posited to predict homework time management at the secondary school level. Student- and class-level predictors of homework time management were analyzed in a survey of 1895 students from 111 classes. Most of the variance in homework time management occurred at the student level,…

Methods of Interoperability: Moodle and WeBWork

ERIC Educational Resources Information Center

Gage, Michael E.

2017-01-01

The first requirement for an online mathematics homework engine\tis to encourage students to practice and reinforce their mathematics skills in ways that are as good or better than traditional paper homework. The use of the computer and the internet should not limit the kind or quality of the mathematics that we teach and, if possible, it should…

Does Homework Really Matter for College Students in Quantitatively-Based Courses?

ERIC Educational Resources Information Center

Young, Nichole; Dollman, Amanda; Angel, N. Faye

2016-01-01

This investigation was initiated by two students in an Advanced Computer Applications course. They sought to examine the influence of graded homework on final grades in quantitatively-based business courses. They were provided with data from three quantitatively-based core business courses over a period of five years for a total of 10 semesters of…

Group cognitive behavioural therapy for depression outcomes predicted by willingness to engage in homework, compliance with homework, and cognitive restructuring skill acquisition.

PubMed

Neimeyer, Robert A; Kazantzis, Nikolaos; Kassler, Dina M; Baker, Kurt D; Fletcher, Richard

2008-01-01

There is a need to understand the mechanism through which homework contributes to clinically meaningful change in therapy. Theoretically meaningful factors such as willingness to complete therapeutic assignments and cognitive skill acquisition have not been carefully studied in prior research. Depressed outpatients (N = 46) received cognitive behavioural group therapy for a 10-week period and were assigned relevant homework activities. Patient self-report and independent ratings of homework compliance were obtained on a session-by-session basis. Using path analysis, the authors found evidence that willingness to complete homework assignments and mastery of skill in cognitive restructuring helped account for the relationship between homework compliance and reduced symptom severity (R2 = .40). However, paths were only significant when patient self-report of homework compliance was used in the model. The present study highlights the problems in assessing homework compliance and in assuming that independent assessment of compliance is more accurate than patient self-report.

Synergistic Effects of Expectancy and Value on Homework Engagement: The Case for a Within-Person Perspective.

PubMed

Nagengast, Benjamin; Trautwein, Ulrich; Kelava, Augustin; Lüdtke, Oliver

2013-05-01

Historically, expectancy-value models of motivation assumed a synergistic relation between expectancy and value: motivation is high only when both expectancy and value are high. Motivational processes were studied from a within-person perspective, with expectancies and values being assessed or experimentally manipulated across multiple domains and the focus being placed on intraindividual differences. In contrast, contemporary expectancy-value models in educational psychology concentrate almost exclusively on linear effects of expectancy and value on motivational outcomes, with a focus on between-person differences. Recent advances in latent variable methodology allow both issues to be addressed in observational studies. Using the expectancy-value model of homework motivation as a theoretical framework, this study estimated multilevel structural equation models with latent interactions in a sample of 511 secondary school students and found synergistic effects between domain-specific homework expectancy and homework value in predicting homework engagement in 6 subjects. This approach not only brings the "×" back into expectancy-value theory but also reestablishes the within-person perspective as the appropriate level of analysis for latent expectancy-value models.

Homework completion via telephone and in-person Cognitive Behavioral Therapy among Latinos.

PubMed

Aguilera, Adrian; Ramos, Zorangeli; Sistiva, Diana; Wang, Ye; Alegria, Margarita

2018-06-01

Homework completion in cognitive behavioral therapy (CBT) for depression is an integral ingredient in treatment that often goes unreported. Furthermore, many studies of homework completion focus on patient adherence without considering the therapists' role in reviewing and reinforcing this behavior. No studies to date have assessed the relationship between homework variables and outcomes among Latinos receiving CBT for depression. Since this population has often been difficult to engage in CBT, this study aims to assess whether homework completion and therapist review of homework are related to improved outcomes in a CBT intervention (telephone or in person) for Latinos with depression. We found that higher homework completion was significantly related to lower depression scores at the end of final treatment (as measured by PHQ-9) ( B = -1.38, p < 0.01). However, the significant association of homework with depression went away when clinician review of homework was included in a subsequent step of the model ( B = -0.42, p = 0.45). The number of times a clinician actively reviewed homework was still significantly related to a decrease in PHQ-9 when controlling for demographic factors ( B = -1.23, p < 0.01). This study found that homework is a predictor of improved outcomes in CBT for depression but highlights the role of therapists reviewing homework as a predictor of lower depression symptoms among Spanish speaking Latinos from low socioeconomic backgrounds.

Students' Achievement and Homework Assignment Strategies.

PubMed

Fernández-Alonso, Rubén; Álvarez-Díaz, Marcos; Suárez-Álvarez, Javier; Muñiz, José

2017-01-01

The optimum time students should spend on homework has been widely researched although the results are far from unanimous. The main objective of this research is to analyze how homework assignment strategies in schools affect students' academic performance and the differences in students' time spent on homework. Participants were a representative sample of Spanish adolescents ( N = 26,543) with a mean age of 14.4 (±0.75), 49.7% girls. A test battery was used to measure academic performance in four subjects: Spanish, Mathematics, Science, and Citizenship. A questionnaire allowed the measurement of the indicators used for the description of homework and control variables. Two three-level hierarchical-linear models (student, school, autonomous community) were produced for each subject being evaluated. The relationship between academic results and homework time is negative at the individual level but positive at school level. An increase in the amount of homework a school assigns is associated with an increase in the differences in student time spent on homework. An optimum amount of homework is proposed which schools should assign to maximize gains in achievement for students overall.

Students' Achievement and Homework Assignment Strategies

PubMed Central

Fernández-Alonso, Rubén; Álvarez-Díaz, Marcos; Suárez-Álvarez, Javier; Muñiz, José

2017-01-01

The optimum time students should spend on homework has been widely researched although the results are far from unanimous. The main objective of this research is to analyze how homework assignment strategies in schools affect students' academic performance and the differences in students' time spent on homework. Participants were a representative sample of Spanish adolescents (N = 26,543) with a mean age of 14.4 (±0.75), 49.7% girls. A test battery was used to measure academic performance in four subjects: Spanish, Mathematics, Science, and Citizenship. A questionnaire allowed the measurement of the indicators used for the description of homework and control variables. Two three-level hierarchical-linear models (student, school, autonomous community) were produced for each subject being evaluated. The relationship between academic results and homework time is negative at the individual level but positive at school level. An increase in the amount of homework a school assigns is associated with an increase in the differences in student time spent on homework. An optimum amount of homework is proposed which schools should assign to maximize gains in achievement for students overall. PMID:28326046

An Autograding (Student) Problem Management System for the Compeuwtir Ilittur8

NASA Technical Reports Server (NTRS)

Kohne, Glenn S.

1996-01-01

In order to develop analysis skills necessary in engineering disciplines, students need practice solving problems using specified analytical techniques. Unless homework is collected and graded, students tend not to spend much time or effort in performing it. Teachers do not, realistically, have the time to grade large numbers of homework problems on a regular basis. This paper presents and makes available a miracle cure. The Autograding Problem Management System (APMS) provides a discipline-independent mechanism for teachers to create (quickly and easily) sets of homework problems. The APMS system provides CRT and/or printed summaries of the graded student responses. This presentation will demonstrate both the speed and the drag-and-drop simplicity of using the APMS to create self-grading homework problem sets comprised of traditional types of problems and of problems which would not be possible without the use of computers.

The relationship between therapist competence and homework compliance in maintenance cognitive therapy for recurrent depression: secondary analysis of a randomized trial.

PubMed

Weck, Florian; Richtberg, Samantha; Esch, Sebastian; Höfling, Volkmar; Stangier, Ulrich

2013-03-01

Meta-analyses reveal that homework compliance is associated with a better treatment outcome. However, little is known about the processes that could be responsible for patient compliance with homework. It has been proposed that therapist competence, in particular with respect to reviewing homework, is highly relevant for homework compliance. The present study is a secondary analysis of a randomized controlled trial. Altogether, 54 patients with recurrent depressive disorder (currently in remission) who were treated with maintenance cognitive therapy (MCT), were considered. One videotaped treatment session of each patient was randomly selected and therapist competence (general competence and specific competence in setting and reviewing homework) was assessed by 2 independent raters. Furthermore, both patient and therapist views of the therapeutic alliance were evaluated by questionnaire in this therapy session. Homework compliance (considering quantitative as well as qualitative aspects) in the following session was evaluated by 2 additional raters. These 2 raters were blinded regarding the ratings of the therapeutic competence. In a multilevel path analysis model, a significant association between the therapeutic competence in reviewing homework and homework compliance was detected, while the therapeutic alliance and several patient characteristics were not associated with homework compliance. We found no relationship between homework compliance and treatment outcome. Our results demonstrate that a specific therapeutic competence (i.e., competence in reviewing homework) is associated with patient compliance with homework, and therefore, provides further empirical evidence of the importance of therapist competence in the psychotherapeutic process. Copyright © 2012. Published by Elsevier Ltd.

[Sedentary behaviour 13-years-olds and its association with selected health behaviours, parenting practices and body mass].

PubMed

Jodkowska, Maria; Tabak, Izabela; Oblacińska, Anna; Stalmach, Magdalena

2013-01-01

1. To estimate the time spent in sedentary behaviour (watching TV, using the computer, doing homework). 2. To assess the link between the total time spent on watching TV, using the computer, doing homework and dietary habits, physical activity, parental practices and body mass. Cross-sectional study was conducted in Poland in 2008 among 13-year olds (n=600). They self-reported their time of TV viewing, computer use and homework. Their dietary behaviours, physical activity (MVPA) and parenting practices were also self-reported. Height and weight were measured by school nurses. Descriptive statistics and correlation were used in this analysis. The mean time spent watching television in school days was 2.3 hours for girls and 2.2 for boys. Boys spent significantly more time using the computer than girls - respectively 1.8 and 1.5 hours, while girls took longer doing homework - respectively 1.7 and 1.3 hours. Mean screen time was about 4 hours in school days and about 6 hours during weekend, statistically longer for boys in weekdays. Screen time was positively associated with intake of sweets, chips, soft drinks, "fast food" and meals consumption during TV, and negatively with regularity of meals and parental supervision. There was no correlation between screen time with physical activity and body mass. Sedentary behaviours and physical activity are not competing behaviours in Polish teenagers, but their relationship with unhealthy dietary patterns may lead to development of obesity. Good parental practices, both mother's and father's supervision seems to be crucial for screen time limitation in their children. Parents should become aware that relevant lifestyle monitoring of their children is a crucial element of health education in prevention of civilization diseases. This is a task for both healthcare workers and educational staff.

Predicting Students' Homework Environment Management at the Secondary School Level

ERIC Educational Resources Information Center

Xu, Jianzhong

2012-01-01

The present study examined empirical models of variables posited to predict students' homework environment management at the secondary school level. The participants were 866 8th graders from 61 classes and 745 11th graders from 46 classes. Most of the variance in homework environment management occurred at the student level, with classmates'…

Enthusiasm for homework and improvement of psychological distress in subthreshold depression during behavior therapy: secondary analysis of data from a randomized controlled trial.

PubMed

Hayasaka, Y; Furukawa, T A; Sozu, T; Imai, H; Kawakami, N; Horikoshi, M

2015-11-25

Cognitive behavioral therapy (CBT) usually involves homework, the completion of which is a known predictor of a positive outcome. The aim of the present study was to examine the session-by-session relationships between enthusiasm to complete the homework and the improvement of psychological distress in depressed people through the course of therapy. Working people with subthreshold depression were recruited to participate in the telephone CBT (tCBT) program with demonstrated effectiveness. Their enthusiasm for homework was enhanced with motivational interviewing techniques and was measured by asking two questions: "How strongly do you feel you want to do this homework?" and "How confident do you feel you can actually accomplish this homework?" at the end of each session. The outcome was the K6 score, which was administered at the start of each session. The K6 is an index of psychological distress including depression and anxiety. We used structural equation modeling (SEM) to elucidate the relationships between enthusiasm and the K6 scores from session to session. The best fitting model suggested that, throughout the course of behavior therapy (BT), enthusiasm to complete the homework was negatively correlated with the K6 scores for the subsequent session, while the K6 score measured at the beginning of the session did not influence the enthusiasm to complete the homeworks assigned for that session. Empirical data now support the practitioners of BT when they try to enhance their patient's enthusiasm for homework regardless of the participant's distress, which then would lead to a reduction in distress in the subsequent week. ClinicalTrials.gov NCT00885014 . April 20, 2009.

The Effect of Homework Compliance on Treatment Outcomes for Participants with Myalgic Encephalomyelitis/Chronic Fatigue Syndrome

PubMed Central

Hlavaty, Laura E.; Brown, Molly M.; Jason, Leonard A.

2011-01-01

Purpose This study examined the relationship between level of treatment engagement through completion of homework and treatment outcomes within non-pharmacological interventions for participants with ME/CFS. Methods A sample of 82 participants with ME/CFS was randomly assigned to one of four non-pharmacological interventions. Each intervention involved 13 sessions over the course of six months. Change scores were computed for self-report measures taken at baseline and 12-month follow-up. Homework compliance was calculated as the percentage of completed assignments across the total number of sessions and grouped into three categories: minimum (0–25%), moderate (25.1–75%), or maximum (75.1–100%). Results Findings revealed that after controlling for treatment condition, those who completed a maximum amount of homework had greater improvement on a number of self-report outcome measures involving role, social and mental health functioning. There were no differential improvements in physical and fatigue functioning based on level of homework compliance. Implications Findings from this study suggest homework compliance can have a positive influence on some aspects of physical, social, and mental health functioning in participants with ME/CFS. It should be emphasized that these interventions do not cure this illness. The lack of significant changes in physical functioning and fatigue levels suggests a need for more multidisciplinary treatment approaches that can elicit improvement in these areas. PMID:21767035

The effect of homework compliance on treatment outcomes for participants with myalgic encephalomyelitis/chronic fatigue syndrome.

PubMed

Hlavaty, Laura E; Brown, Molly M; Jason, Leonard A

2011-08-01

This study examined the relationship between level of treatment engagement through completion of homework on treatment outcomes within nonpharmacological interventions for participants with ME/CFS. A sample of 82 participants with ME/CFS was randomly assigned to one of four nonpharmacological interventions. Each intervention involved 13 sessions over the course of 6 months. Change scores were computed for self-report measures taken at baseline and 12-month follow-up. Homework compliance was calculated as the percentage of completed assignments across the total number of sessions and grouped into three categories: minimum (0-25%), moderate (25.1-75%), or maximum (75.1-100%). Findings revealed that after controlling for treatment condition, those who completed a maximum amount of homework had greater improvement on a number of self-report outcome measures involving role, social, and mental health functioning. There were no differential improvements in physical and fatigue functioning based on level of homework compliance. Findings from this study suggest homework compliance can have a positive influence on some aspects of physical, social, and mental health functioning in participants with ME/CFS. It should be emphasized that these interventions do not cure this illness. The lack of significant changes in physical functioning and fatigue levels suggests a need for more multidisciplinary treatment approaches that can elicit improvement in these areas.

Modeling Unproductive Behavior in Online Homework in Terms of Latent Student Traits: An Approach Based on Item Response Theory

ERIC Educational Resources Information Center

Gönülates, Emre; Kortemeyer, Gerd

2017-01-01

Homework is an important component of most physics courses. One of the functions it serves is to provide meaningful formative assessment in preparation for examinations. However, correlations between homework and examination scores tend to be low, likely due to unproductive student behavior such as copying and random guessing of answers. In this…

Types of Lamp for Homework and Myopia among Chinese School-Aged Children.

PubMed

Pan, Chen-Wei; Wu, Rong-Kun; Liu, Hu; Li, Jun; Zhong, Hua

2018-06-01

We aim to determine the association of the types of lamp for homework including incandescent lamp, fluorescent lamp, and light-emitting diode (LED) lamp with the prevalence of myopia in Chinese children. 2346 grade 7 students from ten middle schools (93.5% response rate) aged 13 to 14 years in Mojiang, a small county located in Southwestern China, participated in the study. Refractive error was measured with cycloplegia using an autorefractor by optometrists or trained technicians. An IOL Master was used to measure ocular biometric parameters including axial length (AL). Information regarding the types of lamp for homework af``ter schools was collected by questionnaires. Of all the study participants, 693 (29.5%) were affected by myopia, with the prevalence estimates being higher in girls (36.8%; 95% confidence interval [CI]: 34.0, 39.6) than in boys (22.8%; 95% CI: 20.4, 25.1) (P < 0.001). After adjusting for potential confounders such as gender, height, parental history of myopia, time on computer use, time on watching TV, time outdoors, and time on reading and writing, participants using LED lamps for homework had a more myopic refractive error and a longer AL compared with those using incandescent or fluorescent lamps. There were no significant differences in myopia prevalence between children using incandescent and fluorescent lamps for homework. The population attributable risk percentage for myopia associated with using LED lamps for homework after schools was 11.2%. Using LED lamps for homework after schools might contribute to the development of myopia among school-aged children.

Pessimism and Homework in CBT for Depression.

PubMed

Sachsenweger, Mieke A; Fletcher, Richard B; Clarke, Dave

2015-12-01

To investigate the moderating effects of attributional style on the relationship between client-rated benefits of homework completion and depression throughout a course of cognitive behavior therapy (CBT). A total of 28 clients, aged 20 to 65 years, experiencing their first major depressive episode completed up to 20 sessions of CBT plus a follow-up session at 2 months. Clients, therapists, and independent observers completed the measures. Multilevel modeling was used for a within-person longitudinal analysis of data. Pessimism slightly moderated the relationship between quantity-quality of homework completion and depression severity over time. Decreases in depression severity were largely independent of level of homework completion. While CBT is effective in reducing depression, pessimistic attributional style can affect the perception that clients bring to the quantity and quality of homework completion. Clinicians could thus focus on dealing with pessimistic style for treatment and homework to moderate the severity of depression. © 2015 Wiley Periodicals, Inc.

Online Homework Put to the Test: A Report on the Impact of Two Online Learning Systems on Student Performance in General Chemistry

ERIC Educational Resources Information Center

Eichler, Jack F.; Peeples, Junelyn

2013-01-01

Two different online homework systems were administered to students in a first-quarter general chemistry course. This study used a multiple regression model to control for the students' academic and socioeconomic background, and it was found that students who completed the online homework activities performed significantly better on a common…

Mini-Journals: Incorporating Inquiry, Quantitative Skills and Writing into Homework Assignments for Geochemistry and Planetary Science

NASA Astrophysics Data System (ADS)

Whittington, A. G.; Speck, A.; Witzig, S.

2011-12-01

As part of an NSF-funded project, "CUES: Connecting Undergraduates to the Enterprise of Science," new inquiry-based homework materials were developed for two upper-level classes at the University of Missouri: Geochemistry (required for Geology majors, fulfills the computing requirement by having 50% of the grade come from five spreadsheet-based homework assignments), and Solar System Science (open to seniors and graduate students, co-taught and cross-listed between Geology and Physics & Astronomy). Inquiry involves activities where the learner engages in scientifically oriented questions, gives priority to evidence in responding to questions, formulates explanations from evidence, connects explanations to scientific knowledge, and communicates and justifies explanations. We engage students in inquiry-based learning by presenting homework exercises as "mini-journal" articles that follow the format of a scientific journal article, including a title, authors, abstract, introduction, methods, results, discussion and citations to peer-reviewed literature. The mini-journal provides a scaffold and serves as a springboard for students to develop and carry out their own follow-up investigation. They then present their findings in the form of their own mini-journal. Mini-journals replace traditional homework problem sets with a format that more directly reflects and encourages scientific practice. Students are engaged in inquiry-based homework which encompass doing, thinking, and communicating, while the mini-journal allows the instructor to contain lines of inquiry within the limits posed by available resources. In the examples we present, research is conducted via spreadsheet modeling, where the students develop their own spreadsheets. Example assignments from Geochemistry include "Trace Element Partitioning During Mantle Melting and MORB Crystallization" and "Isotopic Investigations of Crustal Evolution in the Midcontinent US". The key differences between the old and new formats include (i) active participation of the students in defining the question/problem that they will pursue, within well-defined boundaries, (ii) open-ended nature of the inquiry, so that students need to recognize when they have enough information to answer their question, (iii) extensive spreadsheet manipulation and presentation of results in graphical and tabular formats, and (iv) a written discussion of their findings. Grading is weighted more towards how the problem was addressed, and how findings are presented and interpreted, and less on actual numerical answers. Survey responses from students indicate that they experience discomfort on being presented with an open-ended assignment, but like the freedom to define their own problem. Students also recognize that reading, writing and critical thinking skills employed in the minijournal format increase their understanding of content. The combination of calculation and writing components make these assignments particularly useful for classes designated as "computer-based", and/or "writing intensive" (or similar designations).

Microcomputers in the Home and at School.

ERIC Educational Resources Information Center

Robertson, Karen; Green, David

1993-01-01

Questionnaires were used to survey computer usage by (n=840) secondary students at home and by (n=22) teachers in their classes in Great Britain. There was little educational use of computers at home by students, and 55% of the teachers strongly opposed assigning homework for completion on a computer. (MKR)

Computer Assisted Problem Solving in an Introductory Statistics Course. Technical Report No. 56.

ERIC Educational Resources Information Center

Anderson, Thomas H.; And Others

The computer assisted problem solving system (CAPS) described in this booklet administered "homework" problem sets designed to develop students' computational, estimation, and procedural skills. These skills were related to important concepts in an introductory statistics course. CAPS generated unique data, judged student performance,…

Homework setting in cognitive behavioral therapy: A study of discursive strategies.

PubMed

Beckwith, Andrew; Crichton, Jonathan

2014-01-01

In recent years cognitive behavioral therapy (CBT), a form ofpsychotherapy, has risen to prominence due to a large number of studies attesting to its efficacy. A crucial part of the model of CBT is the use of the therapeutic strategy, homework, in which the client undertakes therapeutic tasks between sessions. The focus of this study is on how homework is implemented in sessions of CBT. This is undertaken through an analysis utilizing theme-orientated discourse analysis of video recorded sessions of CBT of one therapist and a client. Through tracking the focal theme of homework, the analysis focuses on homework as a face-threatening act (Brown and Levinson 1987) and how discursive strategies are employed to manage this issue. Other analytic themes include the use of frames (Goffman 1974) and constructed dialogue (Tannen 2007). It is the expertise of the therapist in putting into practice the therapeutic task of homework that is the subject of this study.

Evaluation of the Interplay Between Homework Motivation and Sluggish Cognitive Tempo in Youth With ADHD: Associations With Homework Performance.

PubMed

Smith, Zoe R; Breaux, Rosanna P; Green, Cathrin D; Langberg, Joshua M

2018-03-01

This study evaluated which Sluggish Cognitive Tempo (SCT) factors (i.e., Slow, Sleepy, Daydreamer) are most strongly associated with homework motivation, and whether homework motivation mediates the path between SCT and academic impairment. Participants were 285 middle school students (boys 209) in Grades 6 to 8 (ages 10-15 years) who were comprehensively diagnosed with ADHD. Parent- and self-report of SCT Slow behaviors predicted homework motivation above and beyond symptoms of ADHD, oppositional defiant disorder (ODD), anxiety, depression, and intelligence. The mediation models tested were multi-informant and cross-rater (parent-report of SCT to self-report of motivation to teacher-report of homework problems), and suggest that low motivation may help explain the associations between SCT and functional impairment. SCT and motivation are significantly associated constructs. Clinically, youth with ADHD and comorbid SCT may be more likely to present with low motivation, placing them at risk for academic failure. The manuscript discusses potential clinical implications of these findings.

Examining the validity of the Homework Performance Questionnaire: Multi-informant assessment in elementary and middle school.

PubMed

Power, Thomas J; Watkins, Marley W; Mautone, Jennifer A; Walcott, Christy M; Coutts, Michael J; Sheridan, Susan M

2015-06-01

Methods for measuring homework performance have been limited primarily to parent reports of homework deficits. The Homework Performance Questionnaire (HPQ) was developed to assess the homework functioning of students in Grades 1 to 8 from the perspective of both teachers and parents. The purpose of this study was to examine the factorial validity of teacher and parent versions of this scale, and to evaluate gender and grade-level differences in factor scores. The HPQ was administered in 4 states from varying regions of the United States. The validation sample consisted of students (n = 511) for whom both parent and teacher ratings were obtained (52% female, mean of 9.5 years of age, 79% non-Hispanic, and 78% White). The cross-validation sample included 1,450 parent ratings and 166 teacher ratings with similar demographic characteristics. The results of confirmatory factor analyses demonstrated that the best-fitting model for teachers was a bifactor solution including a general factor and 2 orthogonal factors, referring to student self-regulation and competence. The best-fitting model for parents was also a bifactor solution, including a general factor and 3 orthogonal factors, referring to student self-regulation, student competence, and teacher support of homework. Gender differences were identified for the general and self-regulation factors of both versions. Overall, the findings provide strong support for the HPQ as a multi-informant, multidimensional measure of homework performance that has utility for the assessment of elementary and middle school students. (c) 2015 APA, all rights reserved).

Therapist empathy, homework compliance, and outcome in cognitive behavioral therapy for generalized anxiety disorder: partitioning within- and between-therapist effects.

PubMed

Hara, Kimberley M; Aviram, Adi; Constantino, Michael J; Westra, Henny A; Antony, Martin M

2017-09-01

Although client-perceived therapist empathy relates to positive therapy outcomes, including in cognitive behavioral therapy (CBT), little is known about how empathy exerts its ameliorative effect. One possible way is by promoting clients' subsequent homework compliance, a variable that also predicts positive outcomes in CBT. The present study sought to investigate simultaneously, in the context of 43 therapist-client dyads receiving 15 sessions of CBT for generalized anxiety disorder, (1) the association of early client-perceived therapist empathy (averaged over sessions 1, 3, 5) with mid-treatment client homework compliance (averaged over sessions 6, 8, 10); (2) the association of mid-treatment homework compliance on client posttreatment worry severity; and (3) the indirect effect of early perceived therapist empathy on posttreatment worry through mid-treatment homework compliance. Given that clients were nested within therapists, we examined both within- and between-therapist differences in clients' ratings of therapist empathy and homework compliance, and tested both of these indices as predictors of the relevant dependent variables in a multilevel model. At the within-therapist level (i.e., differences between clients within a given therapist's caseload), greater early empathy was associated with greater mid-treatment homework compliance. At the between-therapist level (i.e., differences between therapists across all of their cases), greater between-therapist homework compliance was related to lower posttreatment worry. Finally, homework compliance was not found to mediate the relationship between empathy and posttreatment outcome. The results underscore the importance of parsing client and therapist effects, and are discussed with regard to their training and research implications.

Effects of Homework Motivation and Worry Anxiety on Homework Achievement in Mathematics and English

ERIC Educational Resources Information Center

Hong, Eunsook; Mason, Elsa; Peng, Yun; Lee, Nancy

2015-01-01

Direct and mediating effects of homework worry anxiety on homework effort and homework achievement and the differences in the structural relations among homework motivation constructs and homework achievement across mathematics and English homework were examined in 268 tenth graders in China. Homework motivation included task value, homework…

Factor Structure and Predictive Validity of a Homework Motivation Measure for Use With Middle School Students With Attention-Deficit/Hyperactivity Disorder (ADHD).

PubMed

Langberg, Joshua M; Smith, Zoe R; Dvorsky, Melissa R; Molitor, Stephen J; Bourchtein, Elizaveta; Eddy, Laura D; Eadeh, Hana-May; Oddo, Lauren E

2017-08-31

Many students with attention-deficit/hyperactivity disorder (ADHD) exhibit deficits in motivation to pursue long-term goals. Students with ADHD have particular difficulty with motivation to complete homework-related tasks and often fail to complete assignments. Although these problems are common and may impact academic performance, no homework-motivation measures have been validated for use with students with ADHD. The primary goal of the present study was to evaluate the factor structure and predictive validity of a homework-motivation measure based upon the expectancy-value theory of achievement motivation. A sample of 285 middle school students with ADHD completed the measure, and confirmatory factor analysis was used to evaluate the proposed factor structure and associations with parent and teacher ratings of homework performance. A 2-factor structure emerged, and model fit was excellent. Further, student-rated ability-expectancy beliefs demonstrated significant associations with parent-rated homework problems and performance and with teacher-rated homework performance and percentage of assignments turned in above and beyond ADHD symptoms. Future directions for studying the importance of motivation in students with ADHD are provided, with particular attention to the role that reward sensitivity may play in motivation. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Therapist Behaviors as Predictors of Immediate Homework Engagement in Cognitive Therapy for Depression.

PubMed

Conklin, Laren R; Strunk, Daniel R; Cooper, Andrew A

2018-02-01

Homework assignments are an integral part of cognitive therapy (CT) for depression, though facilitating homework engagement in patients with depression can be a challenge. We sought to examine three classes of therapist behaviors as predictors of homework engagement in early sessions of CT: therapist behaviors related to the review of homework, the assignment of homework, and efforts to help patients overcome obstacles to completing homework. In a sample of 66 depressed outpatients participating in CT, therapist behaviors involved in assigning homework predicted both CT-specific homework engagement and more general homework engagement. Therapist behaviors involved in homework review were not predictive of homework engagement. Our findings are consistent with the possibility that therapists' emphasis of key elements of the homework assignment process enhances patients' engagement in homework in early sessions of CT.

Parental involvement in homework: relations with parent and student achievement-related motivational beliefs and achievement.

PubMed

Gonida, Eleftheria N; Cortina, Kai S

2014-09-01

Parental involvement in homework is a home-based type of involvement in children's education. Research and theory suggest that it is beneficial for learning and achievement under certain conditions and for particular groups of individuals. The study examined whether different types of parents' involvement in homework (autonomy support, control, interference, cognitive engagement) (1) are predicted by their mastery and performance goals for their child and their beliefs of the child's academic efficacy, and (2) predict student achievement goal orientations, efficacy beliefs, and achievement. Grade-level differences were also investigated. The sample consisted of 282 elementary school (5th grade) and junior high school students (8th grade) and one of their parents. Surveys were used for data collection. Structural equation modelling was applied for data analysis. (1) Autonomy support during homework was predicted by parent mastery goal, parents' control and interference by their performance goal and perceptions of child efficacy, and cognitive engagement as supplementary to homework by parent perceptions of child efficacy. (2) Parental autonomy support, control, and interference were differentially associated with student mastery and performance goal orientations, whereas parent cognitive engagement was associated with student efficacy beliefs. (3) The structural model was the same for elementary and junior high school students but the latent means for a number of variables were different. Different types of parental involvement in homework were associated with different outcomes with parent autonomy support to be the most beneficial one. © 2014 The British Psychological Society.

The effects of teachers' homework follow-up practices on students' EFL performance: a randomized-group design

PubMed Central

Rosário, Pedro; Núñez, José C.; Vallejo, Guillermo; Cunha, Jennifer; Nunes, Tânia; Suárez, Natalia; Fuentes, Sonia; Moreira, Tânia

2015-01-01

This study analyzed the effects of five types of homework follow-up practices (i.e., checking homework completion; answering questions about homework; checking homework orally; checking homework on the board; and collecting and grading homework) used in class by 26 teachers of English as a Foreign Language (EFL) using a randomized-group design. Once a week, for 6 weeks, the EFL teachers used a particular type of homework follow-up practice they had previously been assigned to. At the end of the 6 weeks students completed an EFL exam as an outcome measure. The results showed that three types of homework follow-up practices (i.e., checking homework orally; checking homework on the board; and collecting and grading homework) had a positive impact on students' performance, thus highlighting the role of EFL teachers in the homework process. The effect of EFL teachers' homework follow-up practices on students' performance was affected by students' prior knowledge, but not by the number of homework follow-up sessions. PMID:26528204

The effects of teachers' homework follow-up practices on students' EFL performance: a randomized-group design.

PubMed

Rosário, Pedro; Núñez, José C; Vallejo, Guillermo; Cunha, Jennifer; Nunes, Tânia; Suárez, Natalia; Fuentes, Sonia; Moreira, Tânia

2015-01-01

This study analyzed the effects of five types of homework follow-up practices (i.e., checking homework completion; answering questions about homework; checking homework orally; checking homework on the board; and collecting and grading homework) used in class by 26 teachers of English as a Foreign Language (EFL) using a randomized-group design. Once a week, for 6 weeks, the EFL teachers used a particular type of homework follow-up practice they had previously been assigned to. At the end of the 6 weeks students completed an EFL exam as an outcome measure. The results showed that three types of homework follow-up practices (i.e., checking homework orally; checking homework on the board; and collecting and grading homework) had a positive impact on students' performance, thus highlighting the role of EFL teachers in the homework process. The effect of EFL teachers' homework follow-up practices on students' performance was affected by students' prior knowledge, but not by the number of homework follow-up sessions.

Modeling Unproductive Behavior in Online Homework in Terms of Latent Student Traits: An Approach Based on Item Response Theory

NASA Astrophysics Data System (ADS)

Gönülateş, Emre; Kortemeyer, Gerd

2017-04-01

Homework is an important component of most physics courses. One of the functions it serves is to provide meaningful formative assessment in preparation for examinations. However, correlations between homework and examination scores tend to be low, likely due to unproductive student behavior such as copying and random guessing of answers. In this study, we attempt to model these two counterproductive learner behaviors within the framework of Item Response Theory in order to provide an ability measurement that strongly correlates with examination scores. We find that introducing additional item parameters leads to worse predictions of examination grades, while introducing additional learner traits is a more promising approach.

Mesh and Time-Step Independent Computational Fluid Dynamics (CFD) Solutions

ERIC Educational Resources Information Center

Nijdam, Justin J.

2013-01-01

A homework assignment is outlined in which students learn Computational Fluid Dynamics (CFD) concepts of discretization, numerical stability and accuracy, and verification in a hands-on manner by solving physically realistic problems of practical interest to engineers. The students solve a transient-diffusion problem numerically using the common…

Relationships between Perceived Parental Involvement in Homework, Student Homework Behaviors, and Academic Achievement: Differences among Elementary, Junior High, and High School Students

ERIC Educational Resources Information Center

Núñez, J. C.; Suárez, N.; Rosário, P.; Vallejo, G.; Valle, A.; Epstein, J. L.

2015-01-01

This study aims to produce a deeper understanding of the relationship between perceived parental homework involvement (i.e., parental homework control and parental homework support), student homework behaviors (i.e., time spend on homework completion, time management, and amount of homework completed), and student academic achievement. Using…

Home/Work.

ERIC Educational Resources Information Center

Atkinson, William

1985-01-01

In the computer age, telecommuting programs can be an effective means of recruiting and retaining valuable employees. This article discusses how companies can select employee participants and how to manage people working at home. (Author/CT)

Improving therapeutic use of homework: suggestions from mental health clinicians.

PubMed

Kelly, Peter J; Deane, Frank P

2011-10-01

The majority of mental health clinicians report the use of homework to support their case management, but practitioner surveys indicate that homework is not routinely used. To examine barriers that mental health case managers experience in implementing homework and to identify strategies to promote successful homework administration. One hundred thirty-four surveys were completed by mental health case managers. The survey examined their use of homework for individuals diagnosed with a severe mental health problem. It also asked them to identify barriers to regularly implement homework and describe strategies to promote more regular use of homework. On average, homework was used at 50% of clinical contacts. The primary reasons for not using homework included allocating insufficient time at appointments, perceived client resistance for using homework and concerns that the client was too unwell. Strategies used to overcome these difficulties included prioritising the use of homework and ensuring that homework assignments were achievable. Clinicians are able to identify a range of practical strategies to promote the use of homework. Discussion focuses on the application of the suggested strategies to promote regular use of homework. This includes discussion of possible training approaches to enhance systematic homework administration.

Commitment language and homework completion in a behavioral employment program for gang-affiliated youth.

PubMed

Smith, Caitlin; Huey, Stanley J; McDaniel, Dawn D

2015-05-01

Research with substance-abusing samples suggests that eliciting commitment language during treatment may improve motivation to change, increase treatment engagement, and promote positive treatment outcomes. However, the relationship between in-session client language and treatment success is not well-understood for youth offender populations. This study evaluated the relationship between commitment language, treatment engagement (i.e., homework completion), and weekly employment outcomes for six gang-affiliated juvenile offenders participating in an employment counseling intervention. Weekly counseling sessions were audio-recorded, transcribed, and coded for commitment language strength. Multilevel models were fit to the data to examine the relationship between commitment language and counseling homework or employment outcomes within participants over time. Commitment language strength predicted subsequent homework completion but not weekly employment. These findings imply that gang-affiliated delinquent youth who express motivation to change during employment counseling will be more likely to comply with counselor-initiated homework. Further research on counselor techniques for promoting commitment language among juvenile gang offenders is needed. © The Author(s) 2013.

Development and Validation of Science Homework Scale for Middle-School Students

ERIC Educational Resources Information Center

Tas, Yasemin; Sungur, Semra; Oztekin, Ceren

2016-01-01

The aim of this study was to develop and validate Science Homework Scale (SHS) which assesses middle-school (grades 6-8) students' perceptions of teachers' homework practices and homework self-regulation in science. Students' perceptions of teachers' homework practices included homework quality and feedback on homework while students' homework…

Emotion Regulation in Mathematics Homework: An Empirical Study

ERIC Educational Resources Information Center

Xu, Jianzhong

2018-01-01

The author examined 2 distinctive aspects of emotion regulation in mathematics homework, including emotion management and cognitive reappraisal. Participants were 1,799 high school students from 46 classes in China. Two multilevel models were run, 1 with emotion management and another with cognitive reappraisal as the dependent variable. Both…

Definitions of homework, types of homework, and ratings of the importance of homework among psychologists with cognitive behavior therapy and psychoanalytic theoretical orientations.

PubMed

Kazantzis, Nikolaos; Dattilio, Frank M

2010-07-01

A random sample of 827 psychologists were surveyed to assess their definitions of homework, use of homework tasks, and perceived importance of homework. Theoretical orientation distinguished practitioners' responses. Cognitive-behavioral therapists defined homework as being closer to empirically supported therapy, whereas psychodynamic therapists rated homework as less characteristic of a process that embraces client responsibility and adaptive skills. Cognitive-behavior therapists did not limit their choices to activity-based tasks, and psychodynamic therapists reported using behavioral tasks "sometimes." Monitoring dreams and conscious thought were also used among the entire sample surveyed. Psychodynamic therapists rated homework as "somewhat" or "moderately" important, whereas cognitive-behavior therapists more often rated homework as "very important." Data suggest some homework may be common to different psychotherapeutic approaches. Findings are discussed in the context of recent theoretical work on homework in psychotherapy and recommendations for future research.

Using mobile health technology to improve behavioral skill implementation through homework in evidence-based parenting intervention for disruptive behavior disorders in youth: study protocol for intervention development and evaluation.

PubMed

Chacko, Anil; Isham, Andrew; Cleek, Andrew F; McKay, Mary M

2016-01-01

Disruptive behavior disorders (DBDs) (oppositional defiant disorder (ODD) and conduct disorder (CD)) are prevalent, costly, and oftentimes chronic psychiatric disorders of childhood. Evidence-based interventions that focus on assisting parents to utilize effective skills to modify children's problematic behaviors are first-line interventions for the treatment of DBDs. Although efficacious, the effects of these interventions are often attenuated by poor implementation of the skills learned during treatment by parents, often referred to as between-session homework. The multiple family group (MFG) model is an evidence-based, skills-based intervention model for the treatment of DBDs in school-age youth residing in urban, socio-economically disadvantaged communities. While data suggest benefits of MFG on DBD behaviors, similar to other skill-based interventions, the effects of MFG are mitigated by the poor homework implementation, despite considerable efforts to support parents in homework implementation. This paper focuses on the study protocol for the development and preliminary evaluation of a theory-based, smartphone mobile health (mHealth) application (My MFG) to support homework implementation by parents participating in MFG. This paper describes a study design proposal that begins with a theoretical model, uses iterative design processes to develop My MFG to support homework implementation in MFG through a series of pilot studies, and a small-scale pilot randomised controlled trial to determine if the intervention can demonstrate change (preliminary efficacy) of My MFG in outpatient mental health settings in socioeconomically disadvantaged communities. This preliminary study aims to understand the implementation of mHealth methods to improve the effectiveness of evidence-based interventions in routine outpatient mental health care settings for youth with disruptive behavior and their families. Developing methods to augment the benefits of evidence-based interventions, such as MFG, where homework implementation is an essential mediator of treatment benefits is critical to full adoption/implementation of these intervention in routine practice settings and maximizing benefits for youth with DBDs and their families. ClinicalTrials.gov NCT01917838.

An Evaluation of Computer-Managed Education Technology at New York City Community College.

ERIC Educational Resources Information Center

Chitayat, Linda

The Computer-Managed Education Technology (COMET) program was designed to improve group instruction through the use of technological aids in the classroom. Specific objectives included: (1) improving feedback on student comprehension during a class period; (2) facilitating the administration and grading of homework and quizzes; (3) providing for…

Magazine Ranks Colleges on How "Wired" They Are; MIT Comes Out on Top.

ERIC Educational Resources Information Center

McCollum, Kelly

1997-01-01

A recent study rated colleges and universities on computer connectedness, using such criteria as faculty use of the Internet for academic purposes (online homework, course home pages, online academic materials); required courses in Internet use; computers, wires, and network connections for students and faculty; non-academic Internet services…

Probing End-User IT Security Practices--Through Homework

ERIC Educational Resources Information Center

Smith, Sean W.

2004-01-01

At Dartmouth College, the author teaches a course called "Security and Privacy." Its early position in the overall computer science curriculum means the course needs to be introductory, and the author can't assume the students possess an extensive computer science background. These constraints leave the author with a challenge: to construct…

Class and Homework Problems: The Break-Even Radius of Insulation Computed Using Excel Solver and WolframAlpha

ERIC Educational Resources Information Center

Foley, Greg

2014-01-01

A problem that illustrates two ways of computing the break-even radius of insulation is outlined. The problem is suitable for students who are taking an introductory module in heat transfer or transport phenomena and who have some previous knowledge of the numerical solution of non- linear algebraic equations. The potential for computer algebra,…

Diabetes Treatment as "Homework": Consequences for Household Knowledge and Health Practices in Rural Uganda.

PubMed

Nielsen, Jannie; Bahendeka, Silver K; Bygbjerg, Ib C; Meyrowitsch, Dan W; Whyte, Susan R

2016-04-01

Health professionals assign diabetes patients "homework" in that they give them instructions on how to manage diabetes, recognizing that most diabetes care takes place in the home setting. We studied how homework is practiced and whether knowledge and behavioral practices related to diabetes self-management diffuse from patients to their housemates. This mixed-methods study combined quantitative data from a household survey including 90 rural Ugandan households (50% had a member with type 2 diabetes [T2D]) with qualitative data from health facilities and interviews with 10 patients with T2D. Focus for data collection was knowledge and practices related to diabetes homework. A generalized mixed model was used to analyze quantitative data, while content analysis was used for qualitative data analysis. Patients with T2D generally understood the diabetes homework assignments given by health professionals and carried out their homework with support from housemates. Although adherence to recommended diet was variable, housemates were likely to eat a healthier diet than if no patient with T2D lived in the household. Knowledge related to diabetes homework diffused from the patients to housemates and beyond to neighbors and family living elsewhere. Knowledge about primary prevention of T2D was almost absent among health staff, patients, and relatives. Homework practices related to T2D improve diabetes-related knowledge and may facilitate healthy eating in nondiabetic housemates. These findings suggest that having a chronic disease in the household provides an opportunity to improve health in the entire household and address the lack of knowledge about prevention of T2D. © 2015 Society for Public Health Education.

Disentangling the Effects of Student Attitudes and Behaviors on Academic Performance

ERIC Educational Resources Information Center

Janssen, Susan; O'Brien, Maureen

2014-01-01

The interplay among motivation, ability, attitudes, behaviors, homework, and learning is unclear from previous research. We analyze data collected from 687 students enrolled in seven economics courses. A model explaining homework and exam scores is estimated, and separate analyses of ability and motivation groups are conducted. We find that…

29 CFR 516.31 - Industrial homeworkers.

Code of Federal Regulations, 2013 CFR

2013-07-01

... perform industrial homework for an employer. (2) Industrial homework, as used in this section, means the... contractor through whom homework is distributed or collected and the name and address of each homeworker to whom homework is distributed or from whom it is collected by each such agent, distributor, or...

29 CFR 516.31 - Industrial homeworkers.

Code of Federal Regulations, 2012 CFR

2012-07-01

... perform industrial homework for an employer. (2) Industrial homework, as used in this section, means the... contractor through whom homework is distributed or collected and the name and address of each homeworker to whom homework is distributed or from whom it is collected by each such agent, distributor, or...

29 CFR 516.31 - Industrial homeworkers.

Code of Federal Regulations, 2014 CFR

2014-07-01

... perform industrial homework for an employer. (2) Industrial homework, as used in this section, means the... contractor through whom homework is distributed or collected and the name and address of each homeworker to whom homework is distributed or from whom it is collected by each such agent, distributor, or...

Students' Perception of Homework Assignments and What Influences Their Ideas

ERIC Educational Resources Information Center

Letterman, Denise

2013-01-01

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.…

Relationships of Homework Motivation and Preferences to Homework Achievement and Attitudes in Turkish Students

ERIC Educational Resources Information Center

Iflazoglu, Ayten; Hong, Eunsook

2012-01-01

Whether students' motivation, organizational approaches, physical needs, and environmental and interpersonal preferences during the homework process predict homework achievement and attitudes toward homework was examined in 1,776 Turkish students in Grades 5 through 8. The Homework Motivation and Preference Questionnaire was utilized to assess…

Parental income and the fruits of labor: Variability in homework efficacy in secondary school.

PubMed

Daw, Jonathan

2012-09-01

Research in the sociology of education has shown that noncognitive traits are important predictors of educational outcomes and a mechanism of the intergenerational transmission of status. However, previous research on this topic typically posits that there is a constant effect of these traits with variable prevalences of these traits by socioeconomic status. Using time spent on homework as an example, I analyze income-based heterogeneity in homework efficacy, defined as the individual effect of study time on academic achievement, using a national U.S. probability sample of secondary students. Higher income students gain more knowledge from their homework time than their counterparts in all grades and all subjects except history, with greater group differences for math than for science and reading. These results are confirmed by models accounting for time-invariant unobserved heterogeneity in the 8th-10th, but not 10th-12th, grade windows. These results imply that increases in the amount of homework assigned may increase the socioeconomic achievement gap in math, science, and reading in secondary school.

Parental income and the fruits of labor: Variability in homework efficacy in secondary school

PubMed Central

Daw, Jonathan

2013-01-01

Research in the sociology of education has shown that noncognitive traits are important predictors of educational outcomes and a mechanism of the intergenerational transmission of status. However, previous research on this topic typically posits that there is a constant effect of these traits with variable prevalences of these traits by socioeconomic status. Using time spent on homework as an example, I analyze income-based heterogeneity in homework efficacy, defined as the individual effect of study time on academic achievement, using a national U.S. probability sample of secondary students. Higher income students gain more knowledge from their homework time than their counterparts in all grades and all subjects except history, with greater group differences for math than for science and reading. These results are confirmed by models accounting for time-invariant unobserved heterogeneity in the 8th–10th, but not 10th–12th, grade windows. These results imply that increases in the amount of homework assigned may increase the socioeconomic achievement gap in math, science, and reading in secondary school. PMID:23704804

Specificity of homework compliance effects on treatment outcome in CBT: evidence from a controlled trial on panic disorder and agoraphobia.

PubMed

Cammin-Nowak, Sandra; Helbig-Lang, Sylvia; Lang, Thomas; Gloster, Andrew T; Fehm, Lydia; Gerlach, Alexander L; Ströhle, Andreas; Deckert, Jürgen; Kircher, Tilo; Hamm, Alfons O; Alpers, Georg W; Arolt, Volker; Wittchen, H-U

2013-06-01

Although homework assignments are an integral component of cognitive-behavioral therapy (CBT) and relate to positive therapy outcomes, it is unclear whether specific homework types and their completion have specific effects on outcome. Data from N = 292 patients (75% female, mean age 36 years) with panic disorder and agoraphobia and treated with standardized CBT were analyzed with homework compliance quality and quantity for different types of homework serving as predictors for different outcome variables. Quality ratings of homework completion were stronger outcome predictors than quantitative compliance ratings. Exposure homework was a better outcome predictor than homework relating to psychoeducation and self-monitoring. Different aspects of homework compliance and specific homework types might differentially relate to CBT outcome. © 2013 Wiley Periodicals, Inc.

Sedentary Behavior Is Independently Related to Fat Mass among Children and Adolescents in South China.

PubMed

Xue, Hongmei; Tian, Guo; Duan, Ruonan; Quan, Liming; Zhao, Li; Yang, Min; Libuda, Lars; Muckelbauer, Rebecca; Cheng, Guo

2016-10-25

We aim to explore the independent associations of sedentary behaviors (SB) with body mass distribution among Chinese children. Data on the screen-based sedentary time (television viewing and computer use) and doing homework, physical activities and dietary intake of 1586 Chinese children (50.3% girls) aged 7-15 years were obtained through validated questionnaires. Skin-fold thickness, body height, and weight were measured to calculate percent body fat (%BF), fat mass index (FMI), and fat-free mass index (FFMI). Parental characteristics were collected by questionnaires. Among girls, time of SB (screen time or doing homework) was positively related to %BF, FMI, and FFMI ( p < 0.03) after adjusting for maternal overweight, the average annual income of family, moderate-to-vigorous physical activity energy expenditure, and energy intake: Girls in the highest tertile of screen time/homework had 16.7%/23.3% higher relative FMI and 2.9%/2.9% higher relative FFMI than girls in the lowest tertile. Among boys, screen time was positively associated with FFMI ( p < 0.003), but not related to %BF and FMI ( p > 0.09), while time of doing homework was positively related to %BF and FMI ( p = 0.03). Sedentary behaviors might be positively and independently related to fat mass among Chinese children, and were more pronounced in girls.

Listen to Me! An Exploration of the Students' Voices Regarding Homework

ERIC Educational Resources Information Center

Landing-Corretjer, Gladys

2009-01-01

Research on students' voices and perspectives regarding homework is absent from the literature. This qualitative case study explored the perspectives of 5th and 6th grade students and ten teachers' perceptions regarding homework completion. The literature review revealed 3 trends in homework, including support homework, support against homework,…

Particle simulation of plasmas and stellar systems

DOE Office of Scientific and Technical Information (OSTI.GOV)

Tajima, T.; Clark, A.; Craddock, G.G.

1985-04-01

A computational technique is introduced which allows the student and researcher an opportunity to observe the physical behavior of a class of many-body systems. A series of examples is offered which illustrates the diversity of problems that may be studied using particle simulation. These simulations were in fact assigned as homework in a course on computational physics.

Impact of Giving Students a Choice of Homework Assignments in an Introductory Computer Science Class

ERIC Educational Resources Information Center

Fulton, Steven; Schweitzer, Dino

2011-01-01

Student assignments have long been an integral part of many university level computer science courses to reinforce material covered in class with practical exercises. For years, researchers have studied ways to improve such student assignments by making them more interesting, applicable, and valuable to the student with a goal of improving…

Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course

NASA Astrophysics Data System (ADS)

Kontur, F. J.; de La Harpe, K.; Terry, N. B.

2015-06-01

We examine how student aptitudes impact how much students learn from doing graded online and written homework in an introductory electricity and magnetism course. Our analysis examines the correlation between successful homework completion rates and exam performance as well as how changes in homework completion correlate with changes in exam scores for students with different physics aptitudes. On average, successfully completing many homework problems correlated to better exam scores only for students with high physics aptitude. On the other hand, all other students showed zero or even a negative correlation between successful homework completion and exam performance. Low- and medium-aptitude students who did more homework did no better and sometimes scored lower on exams than their low- and medium-aptitude peers who did less homework. Our work also shows that long-term changes in homework completion correlated to long-term changes in exam scores only for students with high physics aptitude, but not for students with medium or low aptitude. We offer several explanations for the disparity in homework learning gains, including cognitive load theory, ineffective homework strategies, and various mismatches between homework and exams. Several solutions are proposed to address these possible deficiencies in graded online and written homework.

Between-Teacher Differences in Homework Assignments and the Development of Students' Homework Effort, Homework Emotions, and Achievement

ERIC Educational Resources Information Center

Trautwein, Ulrich; Niggli, Alois; Schnyder, Inge; Ludtke, Oliver

2009-01-01

The study examines whether teachers' homework objectives, implementation practices, and attitudes toward parental involvement are associated with the development of students' homework effort, homework emotions, and achievement during Grade 8. A total of 63 teachers (40 male, 23 female; mean teaching experience: M = 17.5 years) of French as a 2nd…

Factors Associated with Assignment of Therapeutic Homework in a Large Public Children's Mental Health System.

PubMed

Trask, Emily Velazquez; Barounis, Kya; Carlisle, Brandon L; Garland, Ann F; Aarons, Gregory A

2018-03-24

Therapeutic homework is a fundamental skill-building component of the majority of evidence-based therapies and is associated with better treatment outcomes. However, it is rarely utilized in public mental health settings. To determine barriers to homework use and identify predictors of clinicians' assignment of homework, an online survey was administered to 267 clinicians in a large diverse public mental health system. Clinicians who were younger, licensed, whose supervisors asked about homework and whose clients completed their homework more frequently were predictors of greater homework utilization. The survey results are discussed and a novel idea to increase the use of homework is introduced.

The Relationship Between Homework Compliance and Therapy Outcomes: An Updated Meta-Analysis.

PubMed

Mausbach, Brent T; Moore, Raeanne; Roesch, Scott; Cardenas, Veronica; Patterson, Thomas L

2010-10-01

The current study was an updated meta-analysis of manuscripts since the year 2000 examining the effects of homework compliance on treatment outcome. A total of 23 studies encompassing 2,183 subjects were included. Results indicated a significant relationship between homework compliance and treatment outcome suggesting a small to medium effect (r = .26; 95% CI = .19-.33). Moderator analyses were conducted to determine the differential effect size of homework on treatment outcome by target symptoms (e.g., depression; anxiety), source of homework rating (e.g., client; therapist), timing of homework rating (e.g., retroactive vs. contemporaneous), and type of homework rating (e.g., Likert; total homeworks completed). Results indicated that effect sizes were robust across target symptoms, but differed by source of homework rating, timing of homework rating, and type of homework rating. Specifically, studies utilizing combined client and therapist ratings of compliance had significantly higher mean effect size relative to those using therapist only assessments and those using objective assessments. Further, studies that rated the percentage of homeworks completed had a significantly lower mean effect size compared to studies using Likert ratings, and retroactive assessments had higher effect size than contemporaneous assessments.

The Relationship Between Homework Compliance and Therapy Outcomes: An Updated Meta-Analysis

PubMed Central

Moore, Raeanne; Roesch, Scott; Cardenas, Veronica; Patterson, Thomas L.

2010-01-01

The current study was an updated meta-analysis of manuscripts since the year 2000 examining the effects of homework compliance on treatment outcome. A total of 23 studies encompassing 2,183 subjects were included. Results indicated a significant relationship between homework compliance and treatment outcome suggesting a small to medium effect (r = .26; 95% CI = .19–.33). Moderator analyses were conducted to determine the differential effect size of homework on treatment outcome by target symptoms (e.g., depression; anxiety), source of homework rating (e.g., client; therapist), timing of homework rating (e.g., retroactive vs. contemporaneous), and type of homework rating (e.g., Likert; total homeworks completed). Results indicated that effect sizes were robust across target symptoms, but differed by source of homework rating, timing of homework rating, and type of homework rating. Specifically, studies utilizing combined client and therapist ratings of compliance had significantly higher mean effect size relative to those using therapist only assessments and those using objective assessments. Further, studies that rated the percentage of homeworks completed had a significantly lower mean effect size compared to studies using Likert ratings, and retroactive assessments had higher effect size than contemporaneous assessments. PMID:20930925

A survey of homework use, experience of barriers to homework, and attitudes about the barriers to homework among couples and family therapists.

PubMed

Dattilio, Frank M; Kazantzis, Nikolaos; Shinkfield, Gregg; Carr, Amanda G

2011-04-01

Homework is a therapeutic process that has strong theoretical and empirical basis, but existing research has focused on "compliance" rather than considering the broader and more clinically meaningful construct of "engagement." Absent in the literature is empirical study of the barriers to engagement or study of homework use among couple and family therapists (CFTs). The current study investigates the frequency and type of homework, as well as the influence of homework compliance, quality of compliance, and experience of barriers to compliance on CFTs' attitudes and beliefs toward barriers to homework completion for couples and families. Results indicated CFTs (N=226 AAMFT Clinical members) use homework more often with couples than with families, and CFTs report greater homework compliance and quality of compliance for couples when compared to families. A path analysis examining compliance, quality of compliance, and barriers to compliance as predictors of attitudes/beliefs toward barriers revealed no significant findings. A discussion presents implications for future research and practice for homework in couple and family therapy. © 2011 American Association for Marriage and Family Therapy.

Making Homework More Meaningful

ERIC Educational Resources Information Center

Wieman, Rob; Arbaugh, Fran

2014-01-01

Parents in the United States expect their students to have homework; and students, especially in middle school and high school, expect daily homework assignments from their teachers. However, it is difficult to create effective homework assignments. Despite the challenges involved, the authors believe that homework "can" be an important…

Homework and Science Learning in Secondary Schools.

ERIC Educational Resources Information Center

Tamir, Pinchas

1985-01-01

Offers a conceptual framework for studying and analyzing potential benefits/disadvantages of homework. Also describes studies (measurement of conditions, practices, and attitudes toward homework). Findings show that students value homework, that few teachers regularly check homework, and that there are sex differences between Arab and Jewish…

Using Videos and 3D Animations for Conceptual Learning in Basic Computer Units

ERIC Educational Resources Information Center

Cakiroglu, Unal; Yilmaz, Huseyin

2017-01-01

This article draws on a one-semester study to investigate the effect of videos and 3D animations on students' conceptual understandings about basic computer units. A quasi-experimental design was carried out in two classrooms; videos and 3D animations were used in classroom activities in one group and those were used for homework in the other…

A session-to-session examination of homework engagement in cognitive therapy for depression: Do patients experience immediate benefits?

PubMed

Conklin, Laren R; Strunk, Daniel R

2015-09-01

Homework is a key component of Cognitive Therapy (CT) for depression. Although previous research has found evidence for a positive relationship between homework compliance and treatment outcome, the methods used in previous studies have often not been optimal. In this study, we examine the relation of specific aspects of homework engagement and symptom change over successive session-to-session intervals. In a sample of 53 depressed adults participating in CT, we examined the relation of observer-rated homework engagement and session-to-session symptom change across the first five sessions. Within patient (and not between patient) variability in homework engagement was significantly related to greater session-to-session symptom improvements. These findings were similar when homework engagement was assessed through a measure of general engagement with homework assignments and a measure assessing engagement in specific assignments often used in CT. Secondary analyses suggested that observer ratings of the effort patients made on homework and the completion of cognitive homework were the numerically strongest predictors of depressive symptom improvements. Patient engagement with homework assignments appears to be an important predictor of early session-to-session symptom improvements. Future research is needed to identify what therapist behaviors promote homework engagement. Copyright © 2015 Elsevier Ltd. All rights reserved.

A Session-to-Session Examination of Homework Engagement in Cognitive Therapy for Depression: Do patients experience immediate benefits?

PubMed Central

Conklin, Laren R.; Strunk, Daniel R.

2015-01-01

Homework is a key component of Cognitive Therapy (CT) for depression. Although previous research has found evidence for a positive relationship between homework compliance and treatment outcome, the methods used in previous studies have often not been optimal. In this study, we examine the relation of specific aspects of homework engagement and symptom change over successive session-to-session intervals. In a sample of 53 depressed adults participating in CT, we examined the relation of observer-rated homework engagement and session-to-session symptom change across the first five sessions. Within patient (and not between patient) variability in homework engagement was significantly related to session-to-session symptom improvements. These findings were similar when homework engagement was assessed through a measure of general engagement with homework assignments and a measure assessing engagement in specific assignments often used in CT. Secondary analyses suggested that observer ratings of the effort patients made on homework and the completion of cognitive homework were the numerically strongest predictors of depressive symptom improvements. Patient engagement with homework assignments appears to be an important predictor of early session-to-session symptom improvements. Future research is needed to identify what therapist behaviors promote homework engagement. PMID:26183022

Investigating Flipped Learning: Student Self-Regulated Learning, Perceptions, and Achievement in an Introductory Biology Course

ERIC Educational Resources Information Center

Sletten, Sarah Rae

2017-01-01

In flipped classrooms, lectures, which are normally delivered in-class, are assigned as homework in the form of videos, and assignments that were traditionally assigned as homework, are done as learning activities in class. It was hypothesized that the effectiveness of the flipped model hinges on a student's desire and ability to adopt a…

Implementation of Peer-Reviewed Homework Assignments

ERIC Educational Resources Information Center

Zare, Richard N.; Cox, Charles T., Jr.; Murphy, Katherine; Bayas, Camille

2017-01-01

In large, introductory courses, instructors and teaching assistants often struggle to provide detailed feedback on student homework in a timely manner. Here we describe a peer-reviewed homework system that provides quick turnaround while offering flexibility in the construction of homework problems. Homework is administered through a cycle, which…

Homework. Literature Review

ERIC Educational Resources Information Center

Blazer, Christie

2009-01-01

Although homework is assigned for a variety of academic and non-academic purposes, there is disagreement within the educational community about the value of homework and the amount of homework students should be assigned. This Literature Review summarizes the benefits and drawbacks of homework and examines how much time students should and…

Homework. Focus On

ERIC Educational Resources Information Center

Rahal, Michelle Layer

2010-01-01

Homework has been an integral part of the educational system for over 100 years. What likely began as simple memorization tasks has evolved into complex projects and sparked an increasingly heated debate over the purpose and value of homework assignments. This "Focus On" examines the purpose of homework, how to create homework that has value,…

29 CFR 530.2 - Restriction of homework.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 29 Labor 3 2013-07-01 2013-07-01 false Restriction of homework. 530.2 Section 530.2 Labor... OF HOMEWORKERS IN CERTAIN INDUSTRIES General § 530.2 Restriction of homework. Except as provided in... special homework certificate issued and in effect pursuant to this part has been obtained for each...

Making Homework Central to Learning

ERIC Educational Resources Information Center

Vatterott, Cathy

2011-01-01

U.S. teachers grade homework far more than teachers in other countries, yet at least one study shows a negative correlation between grading homework and student achievement. More important, Vatterott notes, grading homework sends students unhelpful signals about the purpose and value of homework. By focusing on the grade, students view homework…

29 CFR 530.2 - Restriction of homework.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 29 Labor 3 2012-07-01 2012-07-01 false Restriction of homework. 530.2 Section 530.2 Labor... OF HOMEWORKERS IN CERTAIN INDUSTRIES General § 530.2 Restriction of homework. Except as provided in... special homework certificate issued and in effect pursuant to this part has been obtained for each...

29 CFR 530.2 - Restriction of homework.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 29 Labor 3 2014-07-01 2014-07-01 false Restriction of homework. 530.2 Section 530.2 Labor... OF HOMEWORKERS IN CERTAIN INDUSTRIES General § 530.2 Restriction of homework. Except as provided in... special homework certificate issued and in effect pursuant to this part has been obtained for each...

Discrepancies between Students' and Teachers' Perceptions of Homework

ERIC Educational Resources Information Center

Hong, Eunsook; Wan, Min; Peng, Yun

2011-01-01

For homework to help students improve school achievement and develop responsibility and autonomy in academic endeavors in and out of school, the development of teachers' understanding of students' views about homework and their homework behaviors is critical. Whether the subject of the homework is mathematics, reading, or a second language,…

29 CFR 530.2 - Restriction of homework.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 29 Labor 3 2010-07-01 2010-07-01 false Restriction of homework. 530.2 Section 530.2 Labor... OF HOMEWORKERS IN CERTAIN INDUSTRIES General § 530.2 Restriction of homework. Except as provided in... special homework certificate issued and in effect pursuant to this part has been obtained for each...

A Study of Science Teachers' Homework Practices

ERIC Educational Resources Information Center

Tas, Yasemin; Sungur-Vural, Semra; Öztekin, Ceren

2014-01-01

This study investigates Turkish middle school science teachers' homework practices, the value teachers attach to homework and teachers' communication with parents about homework. One hundred and sixty-eight teachers completed surveys. Teachers reported to assign homework frequently: 93.4 per cent of the teachers reported that they assign homework…

29 CFR 530.2 - Restriction of homework.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 29 Labor 3 2011-07-01 2011-07-01 false Restriction of homework. 530.2 Section 530.2 Labor... OF HOMEWORKERS IN CERTAIN INDUSTRIES General § 530.2 Restriction of homework. Except as provided in... special homework certificate issued and in effect pursuant to this part has been obtained for each...

Student Perceptions of Online Homework in Introductory Finance Courses

ERIC Educational Resources Information Center

Smolira, Joseph C.

2008-01-01

The author examined student perceptions concerning online homework assignments in an introductory finance class. In general, students felt that online homework was preferable to traditional homework assignments that are turned in to the instructor. In addition, students reported that the homework assignments increased their understanding of the…

The role of homework in cognitive-behavioral therapy for cocaine dependence.

PubMed

Gonzalez, Vivian M; Schmitz, Joy M; DeLaune, Katherine A

2006-06-01

This study examines the effect of homework compliance on treatment outcome in 123 participants receiving cognitive-behavioral therapy (CBT) for cocaine dependence. Regression analyses revealed a significant relationship between homework compliance and cocaine use that was moderated by readiness to change. Homework compliance predicted less cocaine use during treatment but only for participants higher in readiness to change. For those lower in readiness to change, homework compliance was not associated with cocaine use during treatment. Homework compliance early in therapy was associated with better retention in treatment. Homework compliance was not predicted by participants' level of education or readiness to change. These findings support the use of homework during CBT for substance use disorders. Copyright 2006 APA, all rights reserved.

“Homework Feedback Is…”: Elementary and Middle School Teachers’ Conceptions of Homework Feedback

PubMed Central

Cunha, Jennifer; Rosário, Pedro; Núñez, José Carlos; Nunes, Ana Rita; Moreira, Tânia; Nunes, Tânia

2018-01-01

This study explored mathematics teachers’ conceptions of the homework feedback focusing on four key aspects: definition, purpose, types, and perceived impact. Forty-seven teachers from elementary and middle schools participated in six focus groups. Data were analyzed using content analysis. To enhance the trustworthiness of findings, classroom observations were used for triangulation of data. Participants conceptualized homework feedback in three directions (i.e., teachers’ feedback provided to students, students’ feedback provided to teachers, and homework self-feedback), being teachers’ monitoring of students’ learning the purpose reported by most teachers. Participants also reported the types of homework feedback more frequently used in class (e.g., checking homework completion, checking homework on the board), and their perceived impact on students. Findings provide valuable information to deepen the understanding of the homework feedback process, which may help develop new avenues for future research. PMID:29467687

"Homework Feedback Is…": Elementary and Middle School Teachers' Conceptions of Homework Feedback.

PubMed

Cunha, Jennifer; Rosário, Pedro; Núñez, José Carlos; Nunes, Ana Rita; Moreira, Tânia; Nunes, Tânia

2018-01-01

This study explored mathematics teachers' conceptions of the homework feedback focusing on four key aspects: definition, purpose, types, and perceived impact. Forty-seven teachers from elementary and middle schools participated in six focus groups. Data were analyzed using content analysis. To enhance the trustworthiness of findings, classroom observations were used for triangulation of data. Participants conceptualized homework feedback in three directions (i.e., teachers' feedback provided to students, students' feedback provided to teachers, and homework self-feedback), being teachers' monitoring of students' learning the purpose reported by most teachers. Participants also reported the types of homework feedback more frequently used in class (e.g., checking homework completion, checking homework on the board), and their perceived impact on students. Findings provide valuable information to deepen the understanding of the homework feedback process, which may help develop new avenues for future research.

Assessing Homework Problems in Children with ADHD: Validation of a Parent-Report Measure and Evaluation of Homework Performance Patterns.

PubMed

Langberg, Joshua M; Arnold, L Eugene; Flowers, Amanda M; Altaye, Mekibib; Epstein, Jeff N; Molina, Brooke S G

2010-03-01

The factor structure of a parent-report measure of child homework problems, the Homework Problems Checklist, was examined in a geographically and ethnically diverse sample of children with Attention-Deficit/Hyperactivity Disorder (ADHD). This measure was completed by the parents of 579 children ages 7.0-9.9 diagnosed with ADHD Combined Type as part of the Multimodal Treatment Study of Children with ADHD (MTA). Results replicated previous work showing two salient factors that measure homework completion behaviors (Factor I) and homework management behaviors (Factor II). This two-factor solution remained consistent when examined across child sex and ethnicity subgroups. Analysis of patterns revealed that homework problems are greater for children in higher grades and that children with ADHD and comorbid Learning Disabilities experience significantly more homework problems than children with ADHD alone. This study also replicated previous work showing that homework problems and ADHD inattentive symptoms are highly correlated whereas correlations between homework problems and hyperactivity and impulsivity are low to moderate. Implications of the findings for the assessment of homework problems in children with ADHD and for intervention are discussed.

Assessing Homework Problems in Children with ADHD: Validation of a Parent-Report Measure and Evaluation of Homework Performance Patterns

PubMed Central

Langberg, Joshua M.; Arnold, L. Eugene; Flowers, Amanda M.; Altaye, Mekibib; Epstein, Jeff N.; Molina, Brooke S.G.

2011-01-01

The factor structure of a parent-report measure of child homework problems, the Homework Problems Checklist, was examined in a geographically and ethnically diverse sample of children with Attention-Deficit/Hyperactivity Disorder (ADHD). This measure was completed by the parents of 579 children ages 7.0-9.9 diagnosed with ADHD Combined Type as part of the Multimodal Treatment Study of Children with ADHD (MTA). Results replicated previous work showing two salient factors that measure homework completion behaviors (Factor I) and homework management behaviors (Factor II). This two-factor solution remained consistent when examined across child sex and ethnicity subgroups. Analysis of patterns revealed that homework problems are greater for children in higher grades and that children with ADHD and comorbid Learning Disabilities experience significantly more homework problems than children with ADHD alone. This study also replicated previous work showing that homework problems and ADHD inattentive symptoms are highly correlated whereas correlations between homework problems and hyperactivity and impulsivity are low to moderate. Implications of the findings for the assessment of homework problems in children with ADHD and for intervention are discussed. PMID:21544228

Sedentary Behavior Is Independently Related to Fat Mass among Children and Adolescents in South China

PubMed Central

Xue, Hongmei; Tian, Guo; Duan, Ruonan; Quan, Liming; Zhao, Li; Yang, Min; Libuda, Lars; Muckelbauer, Rebecca; Cheng, Guo

2016-01-01

We aim to explore the independent associations of sedentary behaviors (SB) with body mass distribution among Chinese children. Data on the screen-based sedentary time (television viewing and computer use) and doing homework, physical activities and dietary intake of 1586 Chinese children (50.3% girls) aged 7–15 years were obtained through validated questionnaires. Skin-fold thickness, body height, and weight were measured to calculate percent body fat (%BF), fat mass index (FMI), and fat-free mass index (FFMI). Parental characteristics were collected by questionnaires. Among girls, time of SB (screen time or doing homework) was positively related to %BF, FMI, and FFMI (p < 0.03) after adjusting for maternal overweight, the average annual income of family, moderate-to-vigorous physical activity energy expenditure, and energy intake: Girls in the highest tertile of screen time/homework had 16.7%/23.3% higher relative FMI and 2.9%/2.9% higher relative FFMI than girls in the lowest tertile. Among boys, screen time was positively associated with FFMI (p < 0.003), but not related to %BF and FMI (p > 0.09), while time of doing homework was positively related to %BF and FMI (p = 0.03). Sedentary behaviors might be positively and independently related to fat mass among Chinese children, and were more pronounced in girls. PMID:27792134

Homework Helps, but Not Always. Lessons in Learning

ERIC Educational Resources Information Center

Canadian Council on Learning, 2009

2009-01-01

Few issues in education affect as many families as homework. Its near-universal place in formal schooling leaves few students and parents untouched. Yet the history of homework is characterized by debate about both its effectiveness and legitimacy. Attitudes toward homework move through cycles of enthusiasm and opposition. Homework is popular in…

Homework Emotion Management at the Secondary School Level: Antecedents and Homework Completion

ERIC Educational Resources Information Center

Xu, Jianzhong

2011-01-01

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…

Structural and Convergent Validity of the Homework Performance Questionnaire

ERIC Educational Resources Information Center

Pendergast, Laura L.; Watkins, Marley W.; Canivez, Gary L.

2014-01-01

Homework is a requirement for most school-age children, but research on the benefits and drawbacks of homework is limited by lack of psychometrically sound measurement of homework performance. This study examined the structural and convergent validity of scores from the newly developed Homework Performance Questionnaire -- Teacher Scale (HPQ-T).…

Increasing the Effectiveness of Homework for All Learners in the Inclusive Classroom

ERIC Educational Resources Information Center

Carr, Nicole Schrat

2013-01-01

This article discusses how teachers can increase the effectiveness of homework assignments for all learners. Homework, when designed and implemented properly, is a valuable tool for reinforcing learning. This essay provides a summary of educational research on homework, discusses the elements of effective homework, and suggests practical classroom…

Why Do Students Have Difficulties Completing Homework? The Need for Homework Management

ERIC Educational Resources Information Center

Xu, Jianzhong

2013-01-01

Homework is a common and widespread educational activity. Yet, as homework often takes place amidst the pull of more attractive and competing after-school activities, doing homework presents multiple challenges for many students, even for those students who find their assignments meaningful and interesting. In this article, I first examine five…

The effect of physical activity homework on physical activity among college students.

PubMed

Claxton, David; Wells, Gayle M

2009-03-01

This study examined the effect of using physical activity homework on physical activity levels of college students. Students in randomly assigned sections of a university health course were assigned 30 minutes of physical activity homework 3 days a week or no homework for 12 weeks. Participants completed self-reports of physical activity before the homework intervention and again at the conclusion of the 12 weeks of physical activity homework. Participants in all course sections reported significant increases in the number of days per week of moderate and vigorous physical activity. Participants in homework sections additionally showed significant increases in the days they engaged in muscular strength/endurance training and activities to manage weight. Participants in sections without homework showed a significant increase in the number of days engaged in flexibility training. Comparison of gain scores showed statistically significant increases by the homework group in the days they participated in activities designed to manage weight. Physical activity homework was deemed to be an effective method of increasing college students' levels of physical activity.

Regulation of Motivation: Predicting Students' Homework Motivation Management at the Secondary School Level

ERIC Educational Resources Information Center

Xu, Jianzhong

2014-01-01

This study examines models of variables posited to predict students' homework motivation management (HMM), based on survey data from 866 8th graders (61 classes) and 745 11th graders (46 classes) in the south-eastern USA. Most of the variance in HMM occurred at the student level, with parent education as the only significant predictor at the class…

The Effects of Clickers and Online Homework on Students' Achievement in General Chemistry

NASA Astrophysics Data System (ADS)

Gebru, Misganaw T.

Retention of an introductory general chemistry course material is vital for student success in future chemistry and chemistry-related courses. This study investigated the effects of clickers versus online homework on students' long-term content retention, examined the effectiveness of online homework versus no graded homework on students' achievement in a first-semester general chemistry course, and assessed students' attitudes toward the use of online homework. Students' data from the yearlong American Chemical Society General Chemistry (ACS GC97) exam, teacher-prepared final exams, and online surveys were analyzed to measure the effects of clickers and online homework on students' long-term content retention and performance, and to capture students' attitudes. A variety of methods including Welch ANOVA, independent samples t -test (Welch), Pearson's correlation, test of proportions, and Pearson's Chi-square test were used to analyze the data. The analyses indicated that the use of clickers or online homework did not significantly improve students' long-term content retention of general chemistry course material, that the use of online homework was more beneficial than, or at least as effective as no graded homework in improving students' performance, and students valued the fact that online homework provided immediate feedback. Additionally, results of this study revealed that greater numbers of students were retained in clicker and online homework classes than non-clicker, non-online homework classes and that various types of online homework systems used in general chemistry could impact student performance differently. Implications of the findings and future research directions were presented.

Health and Wellness After School.

ERIC Educational Resources Information Center

Kolbe, Grace C.; Berkin, Beverly

2000-01-01

Although after-school programs offer many activities--from cooking classes to computer technology, homework assistance, and sports--they also provide an effective environment for health education and wellness instruction, especially pregnancy prevention. Exemplary programs for middle- and high-schoolers in Palm Beach County, Florida, are…

Motivational profiles in high school students: Differences in behavioural and emotional homework engagement and academic achievement.

PubMed

Regueiro, Bibiana; Núñez, José C; Valle, Antonio; Piñeiro, Isabel; Rodríguez, Susana; Rosário, Pedro

2016-12-12

This work examined whether combinations of academic and non-academic goals generated different motivational profiles in high school students. Besides, differences in homework behavioural engagement (i.e. amount of homework, time spent in homework, homework time management), homework emotional engagement (i.e. homework anxiety) and academic achievement were analysed. Participants were 714 high school students (43.4% boys and 56.6% girls). The study of potential motivational profiles was conducted by latent profile analysis, and the differences between the motivational profiles regarding homework variables and academic achievement were analysed using multivariate analysis. The results indicate the existence of five groups of motivational profiles: a group of students with multiple goals, a group of unmotivated students, two groups of students with a predominance of learning goals and, finally, a group comprising students with a high fear of failure. Both the group with multiple goals and the learning goals-oriented groups reported to do more homework, spending more time on homework, making better use of that time and having a higher academic achievement than counterparts. The avoidance-failure group and the group with multiple goals showed higher levels of homework anxiety. Globally, these results provide support for a person-centred approach. © 2016 International Union of Psychological Science.

The effect of homework choices on achievement and intrinsic motivation

NASA Astrophysics Data System (ADS)

Christensen, Emily Fast

The purpose of this research was to test an intervention of choices in homework on the achievement and intrinsic motivation of seventh-grade science students at a middle school. The intervention was based on concepts from the cognitive evaluation theory of Edward L. Deci and Richard M. Ryan (1985). The subjects were sixteen heterogeneous classes of seventh-grade students, who were divided among four teachers. Two randomly chosen classes from each teacher received choices in their homework and the remaining two classes of each teacher received similar homework assignments without choices. Two hypotheses were developed for this study: (1) Seventh-grade science students given choices in their homework would show an increase in intrinsic motivation as measured on a motivation orientation measure, compared to students not given choices in their homework, and (2) Seventh-grade science students given choices in their homework would show an increase in achievement on an achievement measure, compared to students not given choices in their homework. Having choices in homework did not increase intrinsic motivation or achievement. However, students who did their homework did significantly better on the posttest, and students who were more intrinsically motivated did significantly better on the posttest. Just doing the homework was important for achievement, and intrinsic motivation was linked to achievement.

The Effect of Randomized Homework Contingencies on College Students' Daily Homework and Unit Exam Performance

ERIC Educational Resources Information Center

Galyon, Charles E.; Voils, Kyle L.; Blondin, Carolyn A.; Williams, Robert L.

2015-01-01

Students in an introductory educational psychology course submitted answers to daily homework questions for which they received credit either for percentage of questions answered in every homework assignment or for the accuracy of their answers to 10% of randomly selected questions. Potential credit was the same under both homework contingencies,…

Homework in Physical Education? A Review of Physical Education Homework Literature

ERIC Educational Resources Information Center

Hill, Kory

2018-01-01

The use of homework in physical education has not historically been a topic of intense study. Relatively few studies have been devoted to the topic, particularly when compared to the use of homework in classroom settings. Nonetheless, some physical educators have suggested the assignment of homework as a way to meet important objectives and…

Improving Homework Completion of Students through Tutored Study Hall

ERIC Educational Resources Information Center

Dicken, Kori S.; Foreman, Carol D.; Jensen, Robin L.; Sherwood, Justin A.

2008-01-01

The purpose of this study was to examine the effects of a guided study hall on homework completion. Two groups of students were analyzed in their homework completion rates. Homework completion rates of the students that participated in Site A were reviewed in their five core subjects, while the homework completion rates of the students at Site B…

Homework and Homework Hotlines: Views of Junior High School Students, Teachers, and Parents.

ERIC Educational Resources Information Center

Singh, Balwant

1987-01-01

Many telephone and video homework hotlines have sprung up during the 1980s, partly due to the educational reform movement. This study, which examined junior high student and teacher attitudes toward homework and an experimental homework hotline in Iowa, provides empirical data for other interested school districts. Includes four tables. (MLH)

Classwork and homework in early adolescence: The ecology of achievement.

PubMed

Leone, C M; Richards, H

1989-12-01

Recent studies have questioned whether the nation's educational system is adequately preparing children to function productively in today's society. To examine this issue, the present study utilized the Experience Sampling Method to investigate the amount of time young adolescents spent doing classwork and homework, their inner subjective experience while doing so, and their companions while doing homework. The relationship between these variables and students' academic performance was also examined. Results revealed that students spent only 15.5 hours per week engaged in school work and only 6 hours per week doing homework, with increased homework time associated with better academic achievement. In addition, students were found to complete homework primarily alone or in classes, although doing homework with their parents was associated with better academic performance. Lastly, students' affect was found to be relatively neutral when doing classwork, but comparatively more negative while doing homework, particularly when doing homework alone. The implications of these findings for understanding the socializing influence of school are discussed.

Measuring homework compliance in cognitive-behavioral therapy for adolescent depression: review, preliminary findings, and implications for theory and practice.

PubMed

Gaynor, Scott T; Lawrence, P Scott; Nelson-Gray, Rosemery O

2006-09-01

Despite the importance placed on completion of extra-session homework in cognitive-behavioral therapy (CBT), a review of the available literature suggests there is much about the nature of homework compliance that remains to be empirically evaluated. This is especially true among youth receiving CBT. The present study begins to address how best to measure homework compliance and offers a fine-grained, single-case analysis of homework compliance during acute treatment with depressed adolescents. The results demonstrate that 56% of homework assignments were completed. Also observed was substantial within-subject temporal variability in homework compliance and a tendency for compliance to decrease during the course of treatment. These data call into question the adequacy of any static aggregate measure of homework compliance and have implications for both researchers and clinicians.

Relationships between Executive Functioning and Homework Difficulties in Students with and without Autism Spectrum Disorder: An Analysis of Student- and Parent-Reports

ERIC Educational Resources Information Center

Endedijk, Hinke; Denessen, Eddie; Hendriks, Angelique W.

2011-01-01

Despite the fact that homework forms an important cornerstone of student development, many students fail to capitalize on the long-term benefits of doing homework. Several executive skills, including cognitive flexibility, monitoring and planning are suggested as prerequisites for the completion of homework. It follows that homework difficulties…

Improved Student Achievement Using Personalized Online Homework for a Course in Material and Energy Balances

ERIC Educational Resources Information Center

Liberatore, Matthew W.

2011-01-01

Personalized, online homework was used to supplement textbook homework, quizzes, and exams for one section of a course in material and energy balances. The objective of this study was to test the hypothesis that students using personalized, online homework earned better grades in the course. The online homework system asks the same questions of…

Investigating the Use of Mastery-Style Online Homework Exercises in Introductory Algebra-Based Mechanics in a Controlled Clinical Study

ERIC Educational Resources Information Center

Evans, William R.; Selen, Mats A.

2017-01-01

Homework in introductory physics represents an important part of a student's learning experience; therefore, choosing the manner in which homework is presented merits investigation. We performed three rounds of clinical trials comparing the effects of mastery-style homework vs. traditional-style homework with students in both algebra-based and…

Relationships of Attitudes toward Homework and Time Spent on Homework to Course Outcomes: The Case of Foreign Language Learning

ERIC Educational Resources Information Center

Chang, Charles B.; Wall, Daniel; Tare, Medha; Golonka, Ewa; Vatz, Karen

2014-01-01

In previous studies of homework in core academic subjects, positive student attitudes toward homework were linked to higher achievement, whereas time spent on homework showed an inconsistent relationship with achievement. This study examined the generalizability of these findings to foreign language learning by analyzing 2,342 adult students'…

The Effect of a Homework Grade Cap in an Introductory Finance Class

ERIC Educational Resources Information Center

Cannonier, Colin; Chen, Dennis; Smolira, Joe

2016-01-01

The authors used data collected from various sections of principles of finance classes at a private university to examine the effect of utilizing a homework grade cap policy. The results indicate that the homework grade cap policy increased the homework scores and that an increase in homework scores improved performance of the students on exams.…

Examining the Validity of the Homework Performance Questionnaire: Multi-Informant Assessment in Elementary and Middle School

ERIC Educational Resources Information Center

Power, Thomas J.; Watkins, Marley W.; Mautone, Jennifer A.; Walcott, Christy M.; Coutts, Michael J.; Sheridan, Susan M.

2015-01-01

Methods for measuring homework performance have been limited primarily to parent reports of homework deficits. The Homework Performance Questionnaire (HPQ) was developed to assess the homework functioning of students in Grades 1 to 8 from the perspective of both teachers and parents. The purpose of this study was to examine the factorial validity…

What Students Say about Homework--Views from a Secondary School Science Classroom in Trinidad and Tobago

ERIC Educational Resources Information Center

Maharaj-Sharma, Rawatee; Sharma, Amrit

2016-01-01

Students' experiences with homework started the moment they enter the schooling system, yet very little is known about how students view homework. In this work, science students' views of homework, and the factors or experiences that have influenced their views of homework are explored. The participants for this work were 34 secondary school…

Cognitive-behavioural therapy for heroin and cocaine use: Ecological momentary assessment of homework simplification and compliance.

PubMed

Willner-Reid, Jessica; Whitaker, Damiya; Epstein, David H; Phillips, Karran A; Pulaski, Amber R; Preston, Kenzie L; Willner, Paul

2016-09-01

The purpose of this study was to evaluate the effects of homework-task difficulty and electronic-diary reminders on written homework completion during cognitive-behavioural therapy (CBT) for addiction. Completion of homework is an important element in CBT that may affect outcome. All participants received all combinations of our two interventions in a factorial 2 × 2 counterbalanced Latin-square design. Methadone-maintained cocaine and heroin users were given homework between each of 12 weekly CBT sessions and carried electronic diaries that collected ecological momentary assessment (EMA) data on craving and exposure to drug-use triggers in four 3-week blocks assessing two levels of homework difficulty and prompted and unprompted homework. Neither simplified (picture-based) homework nor electronic reminders increased homework completion. In EMA reports, standard but not simplified homework seemed to buffer the craving that followed environmental exposure to drug cues. EMA recordings before and after the CBT intervention confirmed a decrease over time in craving for cocaine and heroin. These findings demonstrate the utility of EMA to assess treatment effects. However, the hypothesis that simplified homework would increase compliance was not supported. Our simplifications of homework assignments for cognitive-behavioural therapy were mostly ineffective, or even counterproductive, perhaps because they did not engage sufficient depth of processing or because they were perceived as too simplistic. Our reminder beeps for homework were mostly ineffective, or even counterproductive, suggesting that mobile electronic interventions for substance-use disorders may need to be more interactive. Published 2015. This article is a U.S. Government work and is in the public domain in the USA.

Incorporating Inquiry into Upper-Level Undergraduate Homework Assignments: The Mini-Journal

NASA Astrophysics Data System (ADS)

Whittington, Alan; Speck, Angela; Witzig, Stephen; Abell, Sandra

2010-05-01

The US National Science Education Standards (2000) state that science should be taught through inquiry. The five essential features of classroom inquiry are that the leaner (i) engages in scientifically oriented questions, (ii) gives priority to evidence in responding to questions, (iii) formulates explanations from evidence, (iv) connects explanations to scientific knowledge, and (v) communicates and justifies explanations. One difficulty in achieving this vision at the university level lies in the common perception that inquiry be fully open and unstructured, and that its implementation will be impractical due to time and material constraints. In an NSF-funded project, "CUES: Connecting Undergraduates to the Enterprise of Science," faculty developed new inquiry-based laboratory curriculum materials using a "mini-journal" approach, which is designed as an alternative to the cookbook laboratory and represents the way that scientists do science. Here we adapt this approach to a homework assignment in an upper-level Planetary Science class, and show that inquiry is achievable in this setting. Traditional homeworks in this class consisted of problem sets requiring algebraic manipulation, computation, and in most cases an appraisal of the result Longer questions are broken down into chunks worth 1 to 4 points. In contrast, the mini-journal is a short article that is modeled in the way that scientists do and report science. It includes a title, abstract, introduction (with clear statement of the problem to be tackled), a description of the methods, results (presented as both tables and graphs), a discussion (with suggestions for future work) and a list of cited work. Students devise their research questions and hypothesis from the paper based on a logical next step in the investigation. Guiding questions in the discussion can assist the students ("it would be interesting to evaluate the effect of ..."). Students submit their own minijournal, using the same journal-style format. A detailed grading rubric was supplied with the mini-journal, with credit given for formatting, accuracy of calculation, and quality of intepretation and discussion. In the examples we present, research is conducted via spreadsheet modeling, where the students develop their own spreadsheets. The key differences between the old and new formats include (i) the active participation of the students in defining the problem that they will pursue, (ii) the open-ended nature of the inquiry, such that students need to recognize when they have enough information to answer their question, (iii) presentation of results in graphical and tabular formats, and (iv) a written discussion of their findings. Based on detailed student and instructor feedback, our conclusions are: (i) Limited inquiry is achievable in upper-level science homework assignments, and is transferable to other topics and classes (ii) Students experience discomfort on being presented with an open-ended assignment, but like the freedom to define their own homework problem (iii) Students recognize that the reading, writing and critical thinking skills employed in the minijournal format increase their understanding (iv) Students suggest a combination of minijournal and traditional homework formats in this class, or replacing midterm exams with minijournals (v) Student written comments are far more useful than Likert scale responses in assessing instructional techniques and effectiveness

Key Aspects of a Computerized Statistics Course.

ERIC Educational Resources Information Center

Wells, Karin L.; Marsh, Lawrence C.

1997-01-01

Looks at ways in which computer-assisted instruction transforms three traditional aspects of college teaching: lectures are replaced with multimedia presentations; homework becomes electronic, with instant grading and detailed explanations; and traditional office hours are replaced with electronic mail, list-serv, and live screen interaction…

Promoting Homework Adherence in Cognitive-Behavioral Therapy for Adolescent Depression

PubMed Central

Jungbluth, Nathaniel J.; Shirk, Stephen R.

2012-01-01

Objective This study used prospective, observational methods to evaluate six features of therapist behavior as predictors of homework adherence in cognitive-behavioral therapy (CBT) for adolescent depression, with the goal of identifying therapist strategies with the potential to improve adolescent adherence. Therapist behaviors were expected to interact with initial levels of client resistance or adherence to predict subsequent homework completion. Method Participants were 50 referred adolescents (33 females, 54% ethnic minority) ages 14–18 (M=15.9) meeting diagnostic criteria for a depressive disorder, and without co-morbid psychotic disorder, bipolar disorder, autism spectrum disorder, intellectual disability, or concurrent treatments. Therapist homework-related behaviors were coded from audiotapes of Sessions 1 and 2 and used to predict adolescents’ homework adherence, coded from audiotapes of Sessions 2 and 3. Results Several therapist behaviors were predictive of subsequent homework adherence, particularly for initially resistant or non-adherent adolescents. Stronger homework rationale and greater time allocated to explaining homework in Session 1 predicted greater adherence at Session 2, particularly for initially resistant adolescents. Stronger rationale and eliciting reactions/troubleshooting obstacles in Session 2 predicted greater adherence at Session 3, particularly for adolescents who were less adherent to prior homework. Conclusions Strategies such as providing a strong rationale, allocating more time to assigning homework, and eliciting reactions/troubleshooting obstacles may be effective ways to bolster homework adherence among initially less engaged, depressed teens. PMID:23237021

Promoting homework adherence in cognitive-behavioral therapy for adolescent depression.

PubMed

Jungbluth, Nathaniel J; Shirk, Stephen R

2013-01-01

This study used prospective, observational methods to evaluate six features of therapist behavior as predictors of homework adherence in cognitive-behavioral therapy for adolescent depression, with the goal of identifying therapist strategies with the potential to improve adolescent adherence. Therapist behaviors were expected to interact with initial levels of client resistance or adherence to predict subsequent homework completion. Participants were 50 referred adolescents (33 female, 54% ethnic minority) ages 14 to 18 (M = 15.9) meeting diagnostic criteria for a depressive disorder, and without comorbid psychotic disorder, bipolar disorder, autism spectrum disorder, intellectual disability, or concurrent treatments. Therapist homework-related behaviors were coded from audiotapes of Sessions 1 and 2 and used to predict adolescents' homework adherence, coded from audiotapes of Sessions 2 and 3. Several therapist behaviors were predictive of subsequent homework adherence, particularly for initially resistant or nonadherent adolescents. Stronger homework rationale and greater time allocated to explaining homework in Session 1 predicted greater adherence at Session 2, particularly for initially resistant adolescents. Stronger rationale and eliciting reactions/troubleshooting obstacles in Session 2 predicted greater adherence at Session 3, particularly for adolescents who were less adherent to prior homework. Strategies such as providing a strong rationale, allocating more time to assigning homework, and eliciting reactions/troubleshooting obstacles may be effective ways to bolster homework adherence among initially less engaged, depressed teens.

Parents' conceptions of their homework involvement in elementary school.

PubMed

Cunha, Jennifer; Rosário, Pedro; Macedo, Lúcia; Nunes, Ana Rita; Fuentes, Sonia; Pinto, Ricardo; Suárez, Natalia

2015-01-01

Homework is a universal practice used in schools, and is commonly related to academic achievement. According to literature, parental homework involvement has positive and negative aspects, depending on parents’ behaviors. Assuming a phenomenographic perspective, this study examined 4th graders’ parents’ conceptions of their involvement in homework. With the purpose of mapping the parents’ various conceptions of homework involvement, 32 semi-structured interviews were conducted and analyzed. The results show that parents’ conceptions of homework involvement have a positive meaning, and focus primarily on the role played in the promotion of academic learning by (a) fostering their children’s autonomy, (b) exerting control over their learning, and (c) providing them with emotional encouragement (when children struggle with difficulties). Given that parents perceive their involvement in their children’s homework as important, it is necessary to promote parent-teacher collaboration and parent-training workshops to improve the quality of parental homework involvement.

Chameleon Effects in Homework Research: The Homework-Achievement Association Depends on the Measures Used and the Level of Analysis Chosen

ERIC Educational Resources Information Center

Trautwein, Ulrich; Schnyder, Inge; Niggli, Alois; Neumann, Marko; Ludtke, Oliver

2009-01-01

Using a data set specifically tailored to homework research, with a sample of 1275 students from 70 classes in Switzerland, the association between homework and achievement in French as a second language was tested at three levels (class level, between-student level, and within-student level). The strength and direction of the homework-achievement…

Towards Uncovering the Mysterious World of Math Homework

ERIC Educational Resources Information Center

Feng, Mingyu

2014-01-01

Homework has been a mysterious world to educators due to the fact that it is hard to collect data with regard to homework behaviors. Little is known about when a student works on homework, how long it takes him to complete the homework, how much time he spends on a problem and whether and where he has struggled, etc. Such information not only have…

Difference in Learning among Students Doing Pen-and-Paper Homework Compared to Web-Based Homework in an Introductory Statistics Course

ERIC Educational Resources Information Center

Jonsdottir, Anna Helga; Bjornsdottir, Audbjorg; Stefansson, Gunnar

2017-01-01

A repeated crossover experiment comparing learning among students handing in pen-and-paper homework (PPH) with students handing in web-based homework (WBH) has been conducted. The system used in the experiments, the tutor-web, has been used to deliver homework problems to thousands of students in mathematics and statistics over several years.…

A Survey of Homework Use, Experience of Barriers to Homework, and Attitudes about the Barriers to Homework among Couples and Family Therapists

ERIC Educational Resources Information Center

Dattilio, Frank M.; Kazantzis, Nikolaos; Shinkfield, Gregg; Carr, Amanda G.

2011-01-01

Homework is a therapeutic process that has strong theoretical and empirical basis, but existing research has focused on "compliance" rather than considering the broader and more clinically meaningful construct of "engagement." Absent in the literature is empirical study of the barriers to engagement or study of homework use among couple and family…

Just showing up is not enough: Homework adherence and outcome in cognitive-behavioral therapy for cocaine dependence

PubMed Central

Decker, Suzanne E.; Kiluk, Brian. D.; Frankforter, Tami; Babuscio, Theresa; Nich, Charla; Carroll, Kathleen M.

2017-01-01

Objective Homework in cognitive behavioral therapy (CBT) provides opportunities to practice skills. In prior studies, homework adherence was associated with improved outcome across a variety of disorders. Few studies have examined whether the relationship between homework adherence and outcome is maintained after treatment end or is independent of treatment attendance. Method This study combined data from four randomized clinical trials of CBT for cocaine dependence to examine relationships among homework adherence, participant variables, and cocaine use outcomes during treatment and at follow-up. The dataset included only participants who attended at least two CBT sessions to allow for assignment and return of homework (N = 158). Results Participants returned slightly less than half (41.1%) of assigned homework. Longitudinal random effects regression suggested a greater reduction in cocaine use during treatment and through 12 month follow-up for participants who completed half or more of assigned homework (3 way interaction F(2, 910.69) = 4.28, p = .01). In multiple linear regression, the percentage of homework adherence was associated with greater number of cocaine-negative urine toxicology screens during treatment, even when accounting for baseline cocaine use frequency and treatment attendance; at three-months follow-up, multiple logistic regression indicated homework adherence was associated with cocaine-negative urine toxicology screen, controlling for baseline cocaine use and treatment attendance. Conclusions These results extend findings from prior studies regarding the importance of homework adherence by demonstrating associations among homework and cocaine use outcomes during treatment and up to 12 months after, independent of treatment attendance and baseline cocaine use severity. PMID:27454780

Homework Adherence and Cognitive Behaviour Treatment Outcome for Children and Adolescents with Anxiety Disorders.

PubMed

Arendt, Kristian; Thastum, Mikael; Hougaard, Esben

2016-03-01

Homework assignments are considered an essential component for a successful outcome of cognitive behavioural therapy for youths with anxiety disorders. However, only two studies have examined the association between homework adherence and outcome of cognitive behavioural therapy for youths with anxiety disorders. The study examined the association between homework adherence and treatment outcome following a generic group cognitive behaviour treatment program (Cool Kids) for anxiety disordered youths and their parents. The treatment program was completed by 98 children and adolescents (ages 7-16). Homework adherence was measured as time spent doing homework assignments between each session, reported by youths as well as parents. Outcome criteria consisted of youth-reported anxiety symptoms and clinician rated severity of primary anxiety diagnosis at posttreatment and 3-month follow-up. Results did not support an association between homework adherence and treatment outcome when controlling for pretreatment severity. The study found no convincing evidence that homework adherence predicted outcome of cognitive behavioural therapy for youths with anxiety disorders. Reasons for divergent findings on homework adherence in cognitive behavioural therapy for youths compared to adults are discussed.

Investigating the use of mastery-style online homework exercises in introductory algebra-based mechanics in a controlled clinical study

NASA Astrophysics Data System (ADS)

Evans, William R.; Selen, Mats A.

2017-12-01

Homework in introductory physics represents an important part of a student's learning experience; therefore, choosing the manner in which homework is presented merits investigation. We performed three rounds of clinical trials comparing the effects of mastery-style homework vs traditional-style homework with students in both algebra-based and calculus-based introductory mechanics. Results indicate a benefit from mastery-style over traditional-style homework, principally for weaker students who are less familiar with the material being covered and on questions that are nearer transfer to the study materials.

Improving homework performance among children with ADHD: A randomized clinical trial.

PubMed

Merrill, Brittany M; Morrow, Anne S; Altszuler, Amy R; Macphee, Fiona L; Gnagy, Elizabeth M; Greiner, Andrew R; Coles, Erika K; Raiker, Joseph S; Coxe, Stefany; Pelham, William E

2017-02-01

Evidence indicates that children with Attention Deficit Hyperactivity Disorder (ADHD) experience acute and prolonged academic impairment and underachievement including marked difficulty with completing homework. This study is the first to examine the effects of behavioral, psychostimulant, and combined treatments on homework problems, which have been shown to predict academic performance longitudinally. Children with ADHD (ages 5-12, N = 75, 71% male, 83% Hispanic/Latino) and their families were randomly assigned to either behavioral treatment (homework-focused parent training and a daily report card; BPT + DRC) or a waitlist control group. Children also participated in a concurrent psychostimulant crossover trial conducted in a summer treatment program. Children's objective homework completion and accuracy were measured as well as parent-reported child homework behaviors and parenting skills. BPT + DRC had large effects on objective measures of homework completion and accuracy (Cohen's ds from 1.40 to 2.21, ps < .001). Other findings, including unimodal medication and incremental combined treatment benefits, were not significant. Behavioral treatment focused on homework problems results in clear benefits for children's homework completion and accuracy (the difference between passing and failing, on average), whereas long-acting stimulant medication resulted in limited and largely nonsignificant acute effects on homework performance. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Improving Homework Performance Among Children with ADHD: A Randomized Clinical Trial

PubMed Central

Merrill, Brittany M.; Morrow, Anne S.; Altszuler, Amy R.; Macphee, Fiona L.; Gnagy, Elizabeth M.; Greiner, Andrew R.; Coles, Erika K.; Raiker, Joseph S.; Coxe, Stefany; Pelham, William E.

2016-01-01

Objective Evidence indicates that children with Attention Deficit Hyperactivity Disorder (ADHD) experience acute and prolonged academic impairment and underachievement including marked difficulty with completing homework. This study is the first to examine the effects of behavioral, psychostimulant, and combined treatments on homework problems, which have been shown to predict academic performance longitudinally. Method Children with ADHD (ages 5-12, N = 75, 71% male, 83% Hispanic/Latino) and their families were randomly assigned to either behavioral treatment (homework-focused parent training and a daily report card; BPT+DRC) or a waitlist control group. Children also participated in a concurrent psychostimulant crossover trial conducted in a summer treatment program. Children's objective homework completion and accuracy were measured as well as parent-reported child homework behaviors and parenting skills. Results BPT+DRC had large effects on objective measures of homework completion and accuracy (Cohen's ds from 1.40, to 2.21, ps < .001). Other findings, including unimodal medication and incremental combined treatment benefits, were not significant. Conclusions Behavioral treatment focused on homework problems results in clear benefits for children's homework completion and accuracy (the difference between passing failing, on average) whereas long-acting stimulant medication resulted in limited and largely non-significant acute effects on homework performance. PMID:27618639

HI-TIE: The University, the High School, and Engineering

ERIC Educational Resources Information Center

Ward, Robert C.; Maxwell, Lee M.

1975-01-01

Describes four years experience at Colorado State University with courses introducing high school students to engineering, including a Fortran IV computer programming course in which tapings of actual campus classroom sessions, supplemented with homework assignments, class roles, quizzes, and examinations were used. Benefits of the transitional…

Averting the Homework Crisis.

ERIC Educational Resources Information Center

Glazer, Neil T.; Williams, Sharron

2001-01-01

Key ingredients for achieving academic success include being prepared, taking responsibility for one's learning, making an effort, and completing homework every day. At Shaker Heights (Ohio) Middle School, after-school programs (academic sessions, a homework center, a homework hotline, and a university tutorial program) help students complete…

Effects Of The Contingency For Homework Submission On Homework Submission And Quiz Performance In A College Course

PubMed Central

2005-01-01

Effects of the contingency for submission of homework assignments on the probability of assignment submission and on quiz grades were assessed in an undergraduate psychology course. Under an alternating treatments design, each student was assigned to a points condition for 5 of 10 quiz-related homework assignments corresponding to textbook chapters. Points were available for homework submission under this condition; points were not available under the no-points condition. The group-mean percentage of homework assignments submitted and quiz grades were higher for all chapters under the points condition than in the no-points condition. These findings, which were replicated in Experiment 2, demonstrate that homework submission was not maintained when the only consequences were instructor-provided feedback and expectation of improved quiz performance. PMID:15898476

Just showing up is not enough: Homework adherence and outcome in cognitive-behavioral therapy for cocaine dependence.

PubMed

Decker, Suzanne E; Kiluk, Brian D; Frankforter, Tami; Babuscio, Theresa; Nich, Charla; Carroll, Kathleen M

2016-10-01

Homework in cognitive-behavioral therapy (CBT) provides opportunities to practice skills. In prior studies, homework adherence was associated with improved outcome across a variety of disorders. Few studies have examined whether the relationship between homework adherence and outcome is maintained after treatment end or is independent of treatment attendance. This study combined data from 4 randomized clinical trials of CBT for cocaine dependence to examine relationships among homework adherence, participant variables, and cocaine use outcomes during treatment and at follow-up. The data set included only participants who attended at least 2 CBT sessions to allow for assignment and return of homework (N = 158). Participants returned slightly less than half (41.1%) of assigned homework. Longitudinal random effects regression suggested a greater reduction in cocaine use during treatment and through 12-month follow-up for participants who completed half or more of assigned homework (3-way interaction), F(2, 910.69) = 4.28, p = .01. In multiple linear regression, the percentage of homework adherence was associated with greater number of cocaine-negative urine toxicology screens during treatment, even when accounting for baseline cocaine use frequency and treatment attendance; at 3 months follow-up, multiple logistic regression indicated homework adherence was associated with cocaine-negative urine toxicology screen, controlling for baseline cocaine use and treatment attendance. These results extend findings from prior studies regarding the importance of homework adherence by demonstrating associations among homework and cocaine use outcomes during treatment and up to 12 months after, independent of treatment attendance and baseline cocaine use severity. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Making Homework Matter to Students

ERIC Educational Resources Information Center

Walk, Lee; Lassak, Marshall

2017-01-01

Two studies (Trautwein 2007 and Dettmers et al. 2010) show a positive correlation between high-quality homework and mathematics achievement. Students who completed their homework assignments scored better on assessments. However, these studies also showed no relationship between time spent on homework and resulting student achievement. This helped…

Materials Organization, Planning, and Homework Completion in Middle School Students with ADHD: Impact on Academic Performance.

PubMed

Langberg, Joshua M; Epstein, Jeffery N; Girio, Erin L; Becker, Stephen P; Vaughn, Aaron J; Altaye, Mekibib

2011-06-01

This study evaluated the homework functioning of middle school students with ADHD to determine what aspects are most predictive of school grades and the best source (e.g., parents or teachers) for obtaining this information. Students with ADHD in grades 5-8 ( N = 57) and their parents and teachers completed the Children's Organization Skills Scales (COSS) to measure materials organization, planning, and time-management, and parents completed the Homework Problems Checklist (HPC) to examine homework completion and homework materials management behaviors. Regression analyses revealed that parent-rated homework materials management and teacher-rated memory and materials management were the best predictors of school grades. These findings suggest that organization of materials is a critical component of the homework completion process for students with ADHD and an important target for intervention. Teachers were the best source of information regarding materials organization and planning, whereas parents were a valuable source of information for specific homework materials management problems.

Materials Organization, Planning, and Homework Completion in Middle School Students with ADHD: Impact on Academic Performance

PubMed Central

Langberg, Joshua M.; Epstein, Jeffery N.; Girio, Erin L.; Becker, Stephen P.; Vaughn, Aaron J.; Altaye, Mekibib

2013-01-01

This study evaluated the homework functioning of middle school students with ADHD to determine what aspects are most predictive of school grades and the best source (e.g., parents or teachers) for obtaining this information. Students with ADHD in grades 5–8 (N = 57) and their parents and teachers completed the Children’s Organization Skills Scales (COSS) to measure materials organization, planning, and time-management, and parents completed the Homework Problems Checklist (HPC) to examine homework completion and homework materials management behaviors. Regression analyses revealed that parent-rated homework materials management and teacher-rated memory and materials management were the best predictors of school grades. These findings suggest that organization of materials is a critical component of the homework completion process for students with ADHD and an important target for intervention. Teachers were the best source of information regarding materials organization and planning, whereas parents were a valuable source of information for specific homework materials management problems. PMID:23577045

A taxonomy for homework used by mental health case managers when working with individuals diagnosed with severe mental illness.

PubMed

Kelly, Peter J; Deane, Frank P; King, Robert; Kazantzis, Nikolaos; Crowe, Trevor P

2007-12-01

A survey was completed by 122 case managers describing the types of homework assignments commonly used with individuals diagnosed with severe mental illness (SMI). Homework types were categorized using a 12-item homework description taxonomy and in relation to the 22 domains of the Camberwell Assessment of Need (CAN). Case managers predominately reported using behaviourally based homework tasks such as scheduling activities and the development of personal hygiene skills. Homework focused on CAN areas of need in relation to Company, Psychological Distress, Psychotic Symptoms and Daytime Activities. The applications of the taxonomy for both researchers and case managers are discussed.

Homework schedule: an important factor associated with shorter sleep duration among Chinese school-aged children.

PubMed

Li, Shenghui; Yang, Qian; Chen, Zhe; Jin, Xingming; Jiang, Fan; Shen, Xiaoming

2014-09-03

This study was designed to examine the hypothesis that homework schedule has adverse impacts on Chinese children's sleep-wake habits and sleep duration. A random sample of 19,299 children aged 5.08 to 11.99 years old participated in a large, cross-sectional survey. A parent-administered questionnaire was completed to quantify children's homework schedule and sleep behaviors. Generally, it was demonstrated that more homework schedule was significantly associated with later bedtime, later wake time, and shorter sleep duration. Among all sleep variables, bedtime and sleep duration during weekdays appeared to be most affected by homework schedule, especially homework schedule during weekdays.

Homework Involvement and Academic Achievement of Native and Immigrant Students

PubMed Central

Suárez, Natalia; Regueiro, Bibiana; Epstein, Joyce L.; Piñeiro, Isabel; Díaz, Sara M.; Valle, Antonio

2016-01-01

Homework is a debated issue in society and its relationship with academic achievement has been deeply studied in the last years. Nowadays, schools are multicultural stages in which students from different cultures and ethnicities work together. In this sense, the present study aims to compare homework involvement and academic achievement in a sample of native and immigrant students, as well as to study immigrant students’ relationship between homework involvement and Math achievement. The sample included 1328 students, 10–16 years old from Spanish families (85.6%) or immigrant students or students of immigrant origin (14.4%) from South America, Europe, Africa, and Asia. The study was developed considering three informants: elementary and secondary students, their parents and their teachers. Results showed higher involvement in homework in native students than in immigrant. Between immigrants students, those who are more involved in homework have better academic achievement in Math at secondary grades. There weren’t found gender differences on homework involvement, but age differences were reported. Immigrant students are less involved in homework at secondary grades that students in elementary grades. The study highlights the relevance of homework involvement in academic achievement in immigrant students. PMID:27757097

Homework Involvement and Academic Achievement of Native and Immigrant Students.

PubMed

Suárez, Natalia; Regueiro, Bibiana; Epstein, Joyce L; Piñeiro, Isabel; Díaz, Sara M; Valle, Antonio

2016-01-01

Homework is a debated issue in society and its relationship with academic achievement has been deeply studied in the last years. Nowadays, schools are multicultural stages in which students from different cultures and ethnicities work together. In this sense, the present study aims to compare homework involvement and academic achievement in a sample of native and immigrant students, as well as to study immigrant students' relationship between homework involvement and Math achievement. The sample included 1328 students, 10-16 years old from Spanish families (85.6%) or immigrant students or students of immigrant origin (14.4%) from South America, Europe, Africa, and Asia. The study was developed considering three informants: elementary and secondary students, their parents and their teachers. Results showed higher involvement in homework in native students than in immigrant. Between immigrants students, those who are more involved in homework have better academic achievement in Math at secondary grades. There weren't found gender differences on homework involvement, but age differences were reported. Immigrant students are less involved in homework at secondary grades that students in elementary grades. The study highlights the relevance of homework involvement in academic achievement in immigrant students.

Measuring Homework Completion in Behavioral Activation

ERIC Educational Resources Information Center

Busch, Andrew M.; Uebelacker, Lisa A.; Kalibatseva, Zornitsa; Miller, Ivan W.

2010-01-01

The aim of this study was to develop and validate an observer-based coding system for the characterization and completion of homework assignments during Behavioral Activation (BA). Existing measures of homework completion are generally unsophisticated, and there is no current measure of homework completion designed to capture the particularities…

Conceptualizing "Homework" in Flipped Mathematics Classes

ERIC Educational Resources Information Center

de Araujo, Zandra; Otten, Samuel; Birisci, Salih

2017-01-01

Flipped instruction is becoming more common in the United States, particularly in mathematics classes. One of the defining characteristics of this increasingly popular instructional format is the homework teachers assign. In contrast to traditional mathematics classes in which homework consists of problem sets, homework in flipped classes often…

Primary Teachers Opinion about Homework

ERIC Educational Resources Information Center

Matei, Stefania; Ciasca, Liliana

2015-01-01

Homework assignments trigger various perceptions and attitudes in students, parents or teachers: some overestimate them, others reject them, some do it with pleasure and to others they cause tears. Literature indicates both benefits and disadvantages of homework. In Romania, at primary level, homework is a systematic practice. The explanation is…

Como Ayudarle a su Hijo con la Tarea Escolar: Una guia para padres de alumnos de escuela primaria y secundaria (Helping Your Child with Homework: For Parents of Elementary and Junior High School-Aged Children).

ERIC Educational Resources Information Center

Paulu, Nancy, Ed.; Perkinson, Kathryn, Ed.

This Spanish-language booklet is designed to provide parents of elementary and junior high school students with an understanding of the purpose and nature of homework along with suggestions for helping their children complete homework assignments successfully. Following a discussion of why teachers assign homework, how homework can help children…

Developing Compressed Beginning and Intermediate Algebra Courses

ERIC Educational Resources Information Center

Walker, Sylvia E.

2017-01-01

The purpose of this project was two-fold. First, it would provide an opportunity for students to complete the developmental math course sequence more quickly, thereby enabling students to proceed to a college-level mathematics course sooner. To accomplish this, the classroom was designed with computer-assisted homework courses that blended…

The Role of Homework in Cognitive-Behavioral Therapy for Cocaine Dependence

ERIC Educational Resources Information Center

Gonzalez, Vivian M.; Schmitz, Joy M.; DeLaune, Katherine A.

2006-01-01

This study examines the effect of homework compliance on treatment outcome in 123 participants receiving cognitive-behavioral therapy (CBT) for cocaine dependence. Regression analyses revealed a significant relationship between homework compliance and cocaine use that was moderated by readiness to change. Homework compliance predicted less cocaine…

Motivating Students to Do Homework

ERIC Educational Resources Information Center

Kontur, Frederick J.; Terry, Nathan B.

2014-01-01

How do you motivate students to do their homework? Some instructors make students' homework scores a significant percentage of the final course grade. In that case, how much course credit is required? Some instructors do not grade homework at all, instead relying on students' intrinsic motivation to learn the course material. Will this actually…

The Power Hour of Homework Survey.

ERIC Educational Resources Information Center

1991

This booklet describes the Power Hour of Homework program for elementary school through secondary school students, including tips on implementing the program at home (i.e., checking homework, talking to the teacher, determining the correct amount of homework time for individual students) and survey responses to questions from parents and students.…

Homework Practices of English and Non-English-Speaking Parents

ERIC Educational Resources Information Center

Thelamour, Barbara; Jacobs, D'Andrea L.

2014-01-01

This study compared the homework practices of English-speaking and non-English-speaking parents. Using a national data set of 7,992 students across ages and ethnicities, the frequency and type of homework practices were investigated. Statistical analysis revealed significant (though small) differences between the overall homework practices between…

Examining Associations among ADHD, Homework Behavior, and Reading Comprehension: A Twin Study

ERIC Educational Resources Information Center

Little, Callie W.; Hart, Sara A.; Schatschneider, Christopher; Taylor, Jeanette

2016-01-01

Previous literature has indicated an important association between reading comprehension and both attention-deficit/hyperactivity disorder (ADHD) and homework habits. This investigation sought to extend previous knowledge by providing information about how ADHD and homework behavior (i.e., completing homework regularly) may jointly influence…

The Role of Parental Attitudes in Children's Motivation toward Homework Assignments

ERIC Educational Resources Information Center

Madjar, Nir; Shklar, Nitzan; Moshe, Limor

2016-01-01

Completing homework assignments is part of students' daily routine. Because this task is embedded within the home environment, parents play an important role in homework-related attitudes and behaviors. Recent findings have demonstrated that effort and cognitive engagement while doing homework are better proximal predictors of positive outcomes…

Developing Self-Regulation Skills: The Important Role of Homework

ERIC Educational Resources Information Center

Ramdass, Darshanand; Zimmerman, Barry J.

2011-01-01

The article evaluates the relationship between homework and self-regulation from the elementary grades to college. It reveals that quality measures of homework such as managing distractions, self-efficacy and perceived responsibility for learning, setting goals, self-refection, managing time, and setting a place for homework completion are more…

Self-Regulation of Mathematics Homework Behavior: An Empirical Investigation

ERIC Educational Resources Information Center

Xu, Jianzhong; Du, Jianxia; Fan, Xitao

2017-01-01

The authors examined self-regulation of mathematics homework behavior (i.e., mathematics homework management). The participants consisted of 796 eighth-grade students (46 classes) in China. Multilevel results showed that mathematics homework management was positively associated with value belief at the class and individual level. At the individual…

An Examination of Latino Students' Homework Routines

ERIC Educational Resources Information Center

Martinez, Sylvia

2011-01-01

Homework appears to be positively associated with better student outcomes. Although some researchers have explored the connection between time spent on homework and minority student achievement, few have examined the homework routines of Latino youth. Interviews with Latino high school students show that they have some difficulty completing daily…

Homework Variety: A Way To Educational Excellence.

ERIC Educational Resources Information Center

Foyle, Harvey C.

Variety in homework is one way to achieve educational excellence in social studies. The twin social studies goals of teaching basic knowledge and teaching reasoning/critical thinking skills are accomplished by providing variety. In accordance with Lee and Pratt's homework taxonomy, homework can be placed under one of the following: preparation,…

Family Help and Homework Management Reported by Middle School Students.

ERIC Educational Resources Information Center

Xu, Jianzhong; Corno, Lyn

2003-01-01

This study drew on survey data from 121 urban middle school students to define features of homework management. Findings indicated that arranging the environment and controlling emotions related systematically to family help with homework. Homework management indices were unrelated to standardized achievement test scores. Findings generated…

Motivating Students to Do Homework

NASA Astrophysics Data System (ADS)

Kontur, Frederick J.; Terry, Nathan B.

2014-05-01

How do you motivate students to do their homework? Some instructors make students' homework scores a significant percentage of the final course grade. In that case, how much course credit is required? Some instructors do not grade homework at all, instead relying on students' intrinsic motivation to learn the course material. Will this actually work? Some instructors might motivate students by having quiz and/or exam problems closely match the assigned homework problems. In this article, we report on the effectiveness of grade incentives, homework-based quiz problems, and intrinsic motivation for 16 semesters of introductory mechanics and introductory electricity and magnetism (E&M) courses at the United States Air Force Academy (USAFA) between fall 2008 and spring 2012.

Measuring homework completion in behavioral activation.

PubMed

Busch, Andrew M; Uebelacker, Lisa A; Kalibatseva, Zornitsa; Miller, Ivan W

2010-07-01

The aim of this study was to develop and validate an observer-based coding system for the characterization and completion of homework assignments during Behavioral Activation (BA). Existing measures of homework completion are generally unsophisticated, and there is no current measure of homework completion designed to capture the particularities of BA. The tested scale sought to capture the type of assignment, realm of functioning targeted, extent of completion, and assignment difficulty. Homework assignments were drawn from 12 (mean age = 48, 83% female) clients in two trials of a 10-session BA manual targeting treatment-resistant depression in primary care. The two coders demonstrated acceptable or better reliability on most codes, and unreliable codes were dropped from the proposed scale. In addition, correlations between homework completion and outcome were strong, providing some support for construct validity. Ultimately, this line of research aims to develop a user-friendly, reliable measure of BA homework completion that can be completed by a therapist during session.

Do therapeutic homework assignments address areas of need for individuals with severe mental illness?

PubMed

Kelly, Peter J; Deane, Frank P

2011-04-01

The current study explores the types of homework assignments used in a recovery orientated case management approach. It also examines the relationship between the types of homework used and the clients' area of need as rated on the CANSAS. There were 129 client and mental health case manager dyads that participated in the study. Written copies of all homework assignments administered during the 12-month research period were collected (N = 1,054). The homework assignments were categorised according to the 'type' and the 'need domain addressed by the task'. The majority of these tasks were behavioural in nature. On a group level homework tended to broadly address areas of need for clients in the study. Only 2 of the 1,054 homework assignments administered directly addressed areas of Intimate Relationships or Sexual Expression. The importance of addressing Intimate Relationship and Sexual Expression within mental health case management is discussed.

Implementation of phased-array homework: Assessment and focused understanding

NASA Astrophysics Data System (ADS)

Godshall, Stacy H.

2012-02-01

Students demonstrate different levels of understanding of material which often coincide with how diligent the students are with their daily preparation for class. Having students attempt homework problems prior to class enables them to be better prepared to ask specific questions about concepts and to perform on exams, as well as to develop as self learners. This paper will introduce "phased-array homework" that is a flexible system of assigning homework. In addition, this paper discusses resources for students that provide a scaffold for completing this type of homework. As the name of the homework system implies, phased-array homework (PAH) allows an instructor to shape and steer student understanding in much the same way that a phased-array antenna allows for the shaping and steering of a transmitted electromagnetic signal to yield its subsequent effective radiation pattern. Implementation method and results will be presented as well as student perspective on the system.

Overcoming the research-to-practice gap: A randomized trial with two brief homework and organization interventions for students with ADHD as implemented by school mental health providers.

PubMed

Langberg, Joshua M; Dvorsky, Melissa R; Molitor, Stephen J; Bourchtein, Elizaveta; Eddy, Laura D; Smith, Zoe R; Oddo, Lauren E; Eadeh, Hana-May

2018-01-01

To evaluate the effectiveness of 2 brief school-based interventions targeting the homework problems of adolescents with attention-deficit/hyperactivity disorder (ADHD)-the Homework, Organization, and Planning Skills (HOPS) intervention and the Completing Homework by Improving Efficiency and Focus (CHIEF) intervention, as implemented by school mental health providers during the school day. A secondary goal was to use moderator analyses to identify student characteristics that may differentially predict intervention response. Two-hundred and eighty middle school students with ADHD were randomized to the HOPS or CHIEF interventions or to waitlist, and parent and teacher ratings were collected pre, post, and at a 6-month follow-up. Both interventions were implemented with fidelity by school mental health providers. Participants were pulled from elective periods and sessions averaged less than 20 min. Participants in HOPS and CHIEF demonstrated significantly greater improvements in comparison with waitlist on parent ratings of homework problems and organizational skills and effect sizes were large. HOPS participants also demonstrated moderate effect size improvements on materials management and organized action behaviors according to teachers. HOPS participants made significantly greater improvements in parent- and teacher-rated use of organized actions in comparison with CHIEF, but not on measures of homework problems. Moderation analyses revealed that participants with more severe psychopathology and behavioral dysregulation did significantly better with the HOPS intervention as compared to the CHIEF intervention. Brief school-based interventions implemented by school providers can be effective. This type of service delivery model may facilitate overcoming the oft cited research-to-practice gap. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Students' Emotions during Homework: Structures, Self-Concept Antecedents, and Achievement Outcomes

ERIC Educational Resources Information Center

Goetz, Thomas; Nett, Ulrike E.; Martiny, Sarah E.; Hall, Nathan C.; Pekrun, Reinhard; Dettmers, Swantje; Trautwein, Ulrich

2012-01-01

In the present study (N = 553; 8th and 11th grade students; 52% female) we investigated students' enjoyment, pride, anxiety, anger, and boredom while completing homework (homework emotions), and contrasted these emotions with those experienced during class (classroom emotions). Both homework emotions and classroom emotions were assessed separately…

Dilemma: How Do You Get Students To Complete Their Homework?

ERIC Educational Resources Information Center

NEA Today, 2001

2001-01-01

Presents tips from teachers on how to encourage students to do their homework in a thorough and timely manner. Tips include: pizza lunches for students who turn in all their homework; extra time outside for students who complete their homework and maintain appropriate behavior; and an accountability checklist that students must sign regarding…

What Is Homework For? Hong Kong Primary School Teachers' Homework Conceptions

ERIC Educational Resources Information Center

Tam, Vicky C.; Chan, Raymond M. C.

2016-01-01

It is generally agreed that student homework has the potential to extend learning beyond the classroom. Teachers play a crucial role in the design and implementation of these assignments. Their beliefs and perceptions are important factors in determining the type and load of homework. This mixed methods study focuses on teachers' homework…

From the Secondary Section: Questioning Homework

ERIC Educational Resources Information Center

Haas, Kay Parks

2008-01-01

The issue of homework has been a hot topic, with many educators professing strong views about the practices that should be adopted. Alfie Kohn claims that the practice of assigning homework has negligible effects on student achievement and, because students dread it, homework can actually lead to a lack of interest in learning. Yet, the research…

Rethinking Homework

ERIC Educational Resources Information Center

Kohn, Alfie

2007-01-01

The default policy in almost all schools is to assign homework on a regular basis. Alfie Kohn argues that this would make sense only if the homework is beneficial--which it usually is not. He proposes that we re-evaluate the quantity and quality of such assignments and help teachers to rethink the tendency to give homework even when it seems…

Homework in Secondary Classrooms: Making It Relevant and Respectful

ERIC Educational Resources Information Center

Fisher, Douglas; Lapp, Diane; Frey, Nancy

2011-01-01

In this article, the authors focus on homework as an adjunct for learning in secondary school classrooms. Four types of students are profiled, with detail on how the students respond to homework assignments when they do not understand the content. The authors then review three changes in homework practices that can engage students, including…

The Effects of Clickers and Online Homework on Students' Achievement in General Chemistry

ERIC Educational Resources Information Center

Gebru, Misganaw T.

2012-01-01

Retention of an introductory general chemistry course material is vital for student success in future chemistry and chemistry-related courses. This study investigated the effects of clickers versus online homework on students' long-term content retention, examined the effectiveness of online homework versus no graded homework on…

Promising Homework Practices: Teachers' Perspectives on Making Homework Work for Newcomer Immigrant Students

ERIC Educational Resources Information Center

Bang, Hee Jin

2012-01-01

This study examines the homework practices of eight teachers working in a high school designed to serve newcomer immigrant students. Individual structured interviews were conducted in which teachers working in an innovative setting explained their purposes of assigning homework, their beliefs about factors affecting their students' homework…

29 CFR 530.4 - Terms and conditions for the issuance of individual homeworker certificates.

Code of Federal Regulations, 2011 CFR

2011-07-01

... the applicant employer authorizing the employment of a particular worker in industrial homework in a... home; and (2)(i) Was engaged in industrial homework in the particular industry for which the... shall not be applied; or (ii) Is engaged in industrial homework under the supervision of a State...

Homework and Mathematics Achievement in Hong Kong: Evidence from the TIMSS 2003

ERIC Educational Resources Information Center

Zhu, Yan; Leung, Frederick Koon Shing

2012-01-01

Though it is generally believed that doing homework promotes better learning, no consensus has been achieved concerning its importance and relevance to students' achievement. The historical up-and-down status of public attitudes toward homework indicates that understanding about the role of homework in students' learning is far from comprehensive…

29 CFR 530.4 - Terms and conditions for the issuance of individual homeworker certificates.

Code of Federal Regulations, 2012 CFR

2012-07-01

... the applicant employer authorizing the employment of a particular worker in industrial homework in a... home; and (2)(i) Was engaged in industrial homework in the particular industry for which the... shall not be applied; or (ii) Is engaged in industrial homework under the supervision of a State...

29 CFR 530.4 - Terms and conditions for the issuance of individual homeworker certificates.

Code of Federal Regulations, 2013 CFR

2013-07-01

... the applicant employer authorizing the employment of a particular worker in industrial homework in a... home; and (2)(i) Was engaged in industrial homework in the particular industry for which the... shall not be applied; or (ii) Is engaged in industrial homework under the supervision of a State...

Towards a Theory of Mathematics Homework as a Social Practice

ERIC Educational Resources Information Center

Landers, Mara G.

2013-01-01

This article presents a theoretical conceptualization of mathematics homework as a social practice. Rather than considering homework as a task or an artifact, this approach frames homework in terms of the social contexts in which students participate and how students participate in those contexts. This perspective has long been suggested by…

29 CFR 530.4 - Terms and conditions for the issuance of individual homeworker certificates.

Code of Federal Regulations, 2014 CFR

2014-07-01

... the applicant employer authorizing the employment of a particular worker in industrial homework in a... home; and (2)(i) Was engaged in industrial homework in the particular industry for which the... shall not be applied; or (ii) Is engaged in industrial homework under the supervision of a State...

English Homework: What Makes Sense?

ERIC Educational Resources Information Center

Büchel, Laura Loder

2016-01-01

The purpose of this article is to persuade English as a foreign language (EFL) teachers and teacher trainers that homework is indeed beneficial by presenting multiple examples of high-quality homework assignments, as Dettmers et al. (2010) found in mathematics. The argument here is that it is not the time spent on homework that matters in early…

Meaningful and Maladaptive Homework Practices: The Role of Self-Efficacy and Self-Regulation

ERIC Educational Resources Information Center

Bembenutty, Hefer

2011-01-01

This article examines the role of self-regulation of learning on assigned homework. The findings reveal positive relationships between homework activities and self-efficacy, responsibility for learning, and delay of gratification. This review shows a positive relationship between homework and a range of self-regulation skills that facilitates…

The Impact of Background Radio and Television on High School Students' Homework Performance.

ERIC Educational Resources Information Center

Pool, Marina M.; Koolstra, Cees M.; van der Voort, Tom H. A.

2003-01-01

Examines the impact of background media on Dutch students' performance and time spent on paper-and-pencil and memorization homework assignments. Notes that doing homework combined with watching a soap opera interfered with students' performance on both types of assignments. Indicates that music in the background left homework performance…

Parent Involvement in Homework: A Research Synthesis

ERIC Educational Resources Information Center

Patall, Erika A.; Cooper, Harris; Robinson, Jorgianne Civey

2008-01-01

New emphasis is being placed on the importance of parent involvement in children's education. In a synthesis of research on the effects of parent involvement in homework, a meta-analysis of 14 studies that manipulated parent training for homework involvement reveals that training parents to be involved in their child's homework results in (a)…

Does d-cycloserine facilitate the effects of homework compliance on social anxiety symptom reduction?

PubMed

Roque, Andres D; Rosenfield, David; Smits, Jasper A J; Simon, Naomi; Otto, Michael W; Marques, Luana; Pollack, Mark H; Hofmann, Stefan G; Meuret, Alicia E

2018-01-01

Prior studies examining the effect of d-cycloserine (DCS) on homework compliance and outcome in cognitive-behavior therapy (CBT) have yielded mixed results. The aim of this study was to investigate whether DCS facilitates the effects of homework compliance on symptom reduction in a large-scale study for social anxiety disorder (SAD). 169 participants with generalized SAD received DCS or pill placebo during 12-session exposure-based group CBT. Improvements in social anxiety were assessed by independent raters at each session using the Liebowitz social anxiety scale (LSAS). Controlling for LSAS at the previous session, and irrespective of treatment condition, greater homework compliance in the week prior related to lower LSAS at the next session. However, DCS did not moderate the effect of homework compliance and LSAS, LSAS on homework compliance, or the overall augmenting effect of DCS on homework compliance. Furthermore, LSAS levels were not predictive of homework compliance in the following week. The findings support the general benefits of homework compliance on outcome, but not a DCS-augmenting effect. The comparably small number of DCS-enhanced sessions in this study could be one reason for the failure to find a facilitating effect of DCS. Copyright © 2017. Published by Elsevier Ltd.

The Impact of Adding Online Homework Assignments to an Introduction to Physical Geology Class

NASA Astrophysics Data System (ADS)

Brevik, Eric C.

2017-04-01

As instructors we are constantly looking for ways to improve student performance in the classroom. In an attempt to improve student performance in my GEOL 105 - Introduction to Physical Geology class, I added online homework assignments from the Pearson Mastering Geology program beginning in the Fall semester of 2014. There were several anticipated advantages to the online homework approach. If a student is struggling with a question they can get hints that don't tell them the answer, but are designed to stimulate their thinking and lead them towards the correct answer. The students also know immediately after submitting their answers which questions they got right and which were wrong, and they can go back to the wrong answers and try to determine the correct answer so they know what it is. This gives them much more rapid feedback than traditional paper homework, all of which makes this a more student-centered approach to learning. It is also my hope that the students find the online homework more interesting and interactive than paper-based homework, which I hope in turn will stimulate the students to be more likely to do the homework and take it seriously while also having some fun while doing it. As of the end of Fall semester 2016, I had been using the online homework assignments in my classes for three years. Therefore, I analyzed student performance in the three years prior to adopting the online homework and compared it to performance over the three years since adopting online homework. In the three years prior to adopting the online homework, the average grade in my classes was 73.8%; afterwards the average grade was 81.3%, for an improvement of 7.5% on average. Most of that improvement was in average test scores, which increased by 6.3% (67.4% prior to 73.6% after). The online homework did not improve the performance of the top students, but it did improve the performance of the other students. Prior to adopting the online homework, grade distribution in the class was 15% A (90-100% scores), 32% B (80-90%), 19% C (70-80%), 19% D (60-79%), and 15% F (<60%). After adopting the online homework, the grade distribution was 13% A, 48% B, 24% C, 13% D, and 2% F. Therefore, students who either passed the class but didn't excel or who struggled with the class prior to online homework adoption saw improvements in their performance, while students who showed truly outstanding performance remained constant. Test grades showed a similar trend. The average test scores for those who received an A in the class were 88.0% prior to and 88.6% after adopting the online homework, while test averages for students who received less than an A were 63.9% prior to and 71.4% (7.5% improvement) after adopting the online homework. I am always making small changes to my classes in an effort to improve them, but the only major change made to the class over the time period covered in this study was replacing paper homework assignments (which were not graded) with the online homework assignments. In addition, there was no statistical difference in scores in the Introduction to Physical Geology Laboratory over the same period (87.8% average before adoption, 85.7% after adoption). Students are required to take the lecture and laboratory at the same time, so the student populations were identical. The online homework applied to the lecture, where grades improved, but not to the laboratory, where grades remained consistent. Therefore, it was concluded that the addition of online homework to the Introduction to Physical Geology class had a strong positive effect on student scores. While students who would excel regardless of the format (those who received A grades) showed the same performance under both class formats, those who fell farther down the grade scale showed significant improvement with the use of the online homework assignments. Acknowledgement The integration of online homework assignments into the Introduction to Physical Geology class was funded by a Summer Faculty Fellowship from the North Dakota Space Grant Consortium.

Case Managers' Attitudes toward the Use of Homework for People Diagnosed with a Severe Psychiatric Disability

ERIC Educational Resources Information Center

Kelly, Peter J.; Deane, Frank P.; Kazantzis, Nikolaos; Crowe, Trevor P.

2007-01-01

The study examined mental health case managers' attitudes toward the use of homework and explored the relationship between clinician attitudes and systematic homework administration practices. A survey examining attitudes toward the use of homework was completed by 122 Australian mental health case managers. Case managers who held more positive…

The Effects of Group Coaching on the Homework Problems Experienced by Secondary Students with and without Disabilities

ERIC Educational Resources Information Center

Merriman, Donald; Codding, Robin S.; Tryon, Georgiana Shick; Minami, Takuya

2016-01-01

Research on the effectiveness of homework provides ample evidence that homework has a positive effect on learning, particularly for secondary students. Unfortunately, the rate of consistent homework completion for students, with and without disabilities, is low. This study used a between-groups design to examine the differential effectiveness of…

Benefits of Completing Homework for Students with Different Aptitudes in an Introductory Electricity and Magnetism Course

ERIC Educational Resources Information Center

Kontur, F.?J.; de La Harpe, K.; Terry, N.?B.

2015-01-01

We examine how student aptitudes impact how much students learn from doing graded online and written homework in an introductory electricity and magnetism course. Our analysis examines the correlation between successful homework completion rates and exam performance as well as how changes in homework completion correlate with changes in exam…

An Investigation of Online Homework: Required or Not Required?

ERIC Educational Resources Information Center

Wooten, Tommy; Dillard-Eggers, Jane

2013-01-01

In our research we investigate the use of online homework in principles of accounting classes where some classes required online homework while other classes did not. Users of online homework, compared to nonusers, had a higher grade point average and earned a higher grade in class. On average, both required and not-required users rated the online…

Homework Involvement and Functions: Perceptions of Hong Kong Chinese Primary School Students and Parents

ERIC Educational Resources Information Center

Tam, Vicky C. W.; Chan, Raymond M. C.

2011-01-01

This study examines the perceptions of Chinese students and parents in Hong Kong on homework involvement, assignment type and homework functions. The relationships of homework perceptions to student and parent attributes are also assessed. The sample includes 1393 pairs of students and their parents from 36 primary schools in Hong Kong. Findings…

The Impact of an Online Homework Management System on Student Performance and Course Satisfaction in Introductory Financial Accounting

ERIC Educational Resources Information Center

Fratto, Victoria; Sava, Magda Gabriela; Krivacek, Gregory J.

2016-01-01

Educators in all disciplines are searching for effective educational technologies that help students learn. One technology that has evolved is the online homework management system. The online homework management system permits professors to use the Internet to assign homework problems that students can complete online. Since this system is…

What Keeps Chinese Students Motivated in Doing Math Homework? An Empirical Investigation

ERIC Educational Resources Information Center

Yang, Fuyi; Xu, Jianzhong; Tan, Heping; Liang, Ningjian

2016-01-01

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).…

Making the Most of Going over Homework

ERIC Educational Resources Information Center

Otten, Samuel; Cirillo, Michelle; Herbel-Eisenmann, Beth A.

2015-01-01

According to two studies of middle school and high school mathematics classrooms, 15 to 20 percent of class time tends to be spent reviewing homework (Grouws et al. 2010; Otten, Herbel-Eisenmann, and Cirillo 2012). So how can class time spent going over homework (GOHW) provide students with rich opportunities to learn from their homework? What are…

A Review of Homework Literature as a Precursor to Practitioner-Led Doctoral Research in a Primary School

ERIC Educational Resources Information Center

Rudman, Nicholas Paul Charles

2014-01-01

Homework in the primary school is a subject much debated by teachers, parents and pupils. This paper offers a brief critique of key issues in the current homework debate with particular reference to research literature, theoretical perspectives, educational policy and other professional publications. Consequently, a discourse between homework in…

A Simple, Low-Cost, Data-Logging Pendulum Built from a Computer Mouse

ERIC Educational Resources Information Center

Gintautas, Vadas; Hubler, Alfred

2009-01-01

Lessons and homework problems involving a pendulum are often a big part of introductory physics classes and laboratory courses from high school to undergraduate levels. Although laboratory equipment for pendulum experiments is commercially available, it is often expensive and may not be affordable for teachers on fixed budgets, particularly in…

Innovative Teaching: An Empirical Study of Computer-Aided Instruction in Quantitative Business Courses

ERIC Educational Resources Information Center

Gonul, Fusun F.; Solano, Roger A.

2013-01-01

We investigate business undergraduate mathematics-based courses in a blended environment of online assignments and exams and offline lectures, and report the impact on academic performance of factors such as classroom attendance, web-based course supplements, and homework. We present results from both ordinary least squares and fixed effects,…

Thinking Statistically in Writing: Journals and Discussion Boards in an Introductory Statistics Course

ERIC Educational Resources Information Center

Theoret, Julie M.; Luna, Andrea

2009-01-01

This action research combined qualitative and quantitative techniques to investigate two different types of writing assignments in an introductory undergraduate statistics course. The assignments were written in response to the same set of prompts but in two different ways: homework journal assignments or initial posts to a computer discussion…

Competing Language Ideologies in a Bilingual/Bicultural After-School Program in Southern California

ERIC Educational Resources Information Center

Pastor, Ana Maria Relano

2008-01-01

This article looks at the competing language ideologies that preschool children negotiate in "Mi Clase Magica" (MCM), a Spanish-English bilingual/bicultural after-school program in San Diego. It examines children's language choice in interactions with peers and adults taking place at computer and "tareas" (homework) activities.…

Studying the Effectiveness of Online Homework for Different Skill Levels in a College Algebra Course

ERIC Educational Resources Information Center

Mathai, Elizabeth; Olsen, Darlene

2013-01-01

A comparison of the performance on the final exam for subpopulations of students in College Algebra was used to assess the effectiveness of online homework. Data was collected for two small groups of students, one with traditional paper homework and the other with online homework. The groups of students were further classified by incoming skill…

Homework: Voices from EFL Teachers and Learners

ERIC Educational Resources Information Center

Amiryousefi, Mohammad

2016-01-01

Previous studies have mainly focused on homework in courses such as math and physics with little attention to homework in EFL (English as a foreign language) classes. The main purpose of the study reported in this paper was to give a voice to both EFL teachers and learners with regard to English homework. To this end, 8 EFL teachers and 19 EFL…

Thoughtful Homework or Busy Work: Impact on Student Academic Success

ERIC Educational Resources Information Center

Tokarski, Jennifer E.

2011-01-01

Over the years the amount of homework and what kind of homework students are completing on a nightly basis has changed dramatically. From the early 1900s when homework was abolished because it was considered a violation of child labor laws to today when after No Child Left Behind was enacted in 2002, the focus has moved to evaluating academic…

Homework Tips for Parents = Consejos para los padres sobre la tarea escola.

ERIC Educational Resources Information Center

Department of Education, Washington, DC. Office of Intergovernmental and Interagency Affairs.

Homework has been a part of students' lives since the beginning of formal school in the United States; the push for increased homework has increased, fueled by rising academic standards. Noting that parents involved can have either a positive or a negative influence on the value of homework, this booklet, in both English and Spanish, offers…

The Effects of Online Homework on First Year Pre-Service Science Teachers' Learning Achievements of Introductory Organic Chemistry

ERIC Educational Resources Information Center

Ratniyom, Jadsada; Boonphadung, Suttipong; Unnanantn, Thassanant

2016-01-01

This study examined the effects of the introductory organic chemistry online homework on first year pre-service science teachers' learning achievements. The online homework was created using a web-based Google form in order to enhance the pre-service science teachers' learning achievements. The steps for constructing online homework were…

Helping Your Child with Homework: For Parents of Children in Elementary through Middle School.

ERIC Educational Resources Information Center

Department of Education, Washington, DC. Office of Intergovernmental and Interagency Affairs.

Homework is an opportunity for children to learn and for families to be involved with their children's education, but helping children with homework is not always easy. This booklet is designed to provide parents of elementary and middle grades students with an understanding of the purpose and nature of homework and offers suggestions for helping…

Homework Policy and Student Choice: Findings from a Montessori Charter School

ERIC Educational Resources Information Center

Scott, Catherine M.; Glaze, Nelda

2017-01-01

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…

The Effects of Parental Use of Learning-Style Preference Strategies on Parent and Student Attitudes toward Homework Assistance and Student Academic Self-Perception

ERIC Educational Resources Information Center

Ewings, Stacy

2012-01-01

This study examined parent attitudes when assisting with elementary school students' homework, comparing parents who used learning-style preference strategies with parents who used traditional homework strategies. The study also examined the attitudes toward homework and the academic self-perception of elementary students. Teachers often expect…

Supporting Homework Compliance in Cognitive Behavioural Therapy: Essential Features of Mobile Apps

PubMed Central

Tang, Wei

2017-01-01

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. PMID:28596145

Homework system development with the intention of supporting Saudi Arabia's vision 2030

NASA Astrophysics Data System (ADS)

Elgimari, Atifa; Alshahrani, Shafya; Al-shehri, Amal

2017-10-01

This paper suggests a web-based homework system. The suggested homework system can serve targeted students with ages of 7-11 years old. By using the suggested homework system, hard copies of homeworks were replaced by soft copies. Parents were involved in the education process electronically. It is expected to participate in applying Saudi Arabia's Vision 2030, specially in the education sector, where it considers the primary education is its foundation stone, as the success of the Vision depends in large assess on reforms in the education system generating a better basis for employment of young Saudis.

Patterns of behavior in online homework for introductory physics

NASA Astrophysics Data System (ADS)

Fredericks, Colin

Student activity in online homework was obtained from courses in physics in 2003 and 2005. This data was analyzed through a variety of methods, including principal component analysis, Pearson's r correlation, and comparison to performance measures such as detailed exam scores. Through this analysis it was determined which measured homework behaviors were associated with high exam scores and course grades. It was also determined that homework problems requiring analysis can have an impact on certain types of exam problems where traditional homework does not. Suggestions are given for future research and possible use of these methods in other contexts.

When Is Homework Worth the Time?: Evaluating the Association between Homework and Achievement in High School Science and Math

ERIC Educational Resources Information Center

Maltese, Adam V.; Tai, Robert H.; Fan, Xitao

2012-01-01

Even with the history of debate over the merits of homework, there are significant gaps in the research record regarding its benefit to students. The focus of this study is on the association between time spent on homework and academic performance in science and math by assessing survey and transcript data from two nationally representative…

Homework Interventions for Children with Attention and Learning Problems: Where Is the "Home" in "Homework?"

ERIC Educational Resources Information Center

Sheridan, Susan M.

2009-01-01

Homework is a reality in the lives of most American school children. At its best, homework is a highly useful and appropriate strategy. At its worst, it can wreak havoc in the lives of many children and families who fail to master behavioral and environmental routines that create conditions and patterns conducive for optimal performance. Thus,…

Effects of Requiring Students to Meet High Expectation Levels within an On-Line Homework Environment

ERIC Educational Resources Information Center

Weber, William J., Jr.

2010-01-01

On-line homework is becoming a larger part of mathematics classrooms each year. Thus, ways to maximize the effectiveness of on-line homework for both students and teachers must be investigated. This study sought to provide one possible answer to this aim, by requiring students to achieve at least 50% for any on-line homework assignment in order to…

Overcoming the Research-to-Practice Gap: A Randomized Trial with Two Brief Homework and Organization Interventions for Students with ADHD as Implemented by School Mental Health Providers

ERIC Educational Resources Information Center

Langberg, Joshua M.; Dvorsky, Melissa R.; Molitor, Stephen J.; Bourchtein, Elizaveta; Eddy, Laura D.; Smith, Zoe R.; Oddo, Lauren E.; Eadeh, Hana-May

2017-01-01

Objective: To evaluate the effectiveness of 2 brief school-based interventions targeting the homework problems of adolescents with attention-deficit/hyperactivity disorder (ADHD)--the Homework, Organization, and Planning Skills (HOPS) intervention and the Completing Homework by Improving Efficiency and Focus (CHIEF) intervention, as implemented by…

Homework Policy Review: A Case Study of A Public School in the Western Cape Province

ERIC Educational Resources Information Center

Pfeiffer, Verbra

2018-01-01

A key concern today is the question of homework in our nation's public schools. In this study, an investigation was conducted with the first no-homework policy, which has been introduced in one of the primary schools in the Western Cape. This study seeks to determine whether a no-homework policy will validate a positive or negative effect on…

Homework Hotline Questionnaires: For Parents (Elementary Schools); for Junior High School Students; for High School Students; Homework Hotline Questionnaire for Educators.

ERIC Educational Resources Information Center

Singh, Balwant

Four questionnaires, designed to measure attitudes toward a proposed homework hotline, are included in this document. There are versions for parents of students in grades 4 to 6, for junior high school students, for high school students, and for educators. The items concern student characteristics, desirable parental role in helping with homework,…

Connecting Homework Effectiveness with Montessori Practice

ERIC Educational Resources Information Center

Bagby, Janet; Sulak, Tracey

2015-01-01

This article examines recent educational research on the effectiveness of homework in improving achievement. The definition we have chosen to use for homework is any assignment intended to be completed during nonschool hours.

Homework "Dose," Type, and Helpfulness as Predictors of Clinical Outcomes in Prolonged Exposure for PTSD.

PubMed

Cooper, Andrew A; Kline, Alexander C; Graham, Belinda; Bedard-Gilligan, Michele; Mello, Patricia G; Feeny, Norah C; Zoellner, Lori A

2017-03-01

Homework is often viewed as central to prolonged exposure (PE) for posttraumatic stress disorder (PTSD), but its relationship with treatment outcome is not well understood. We evaluated homework type, dose, and patients' perceptions of helpfulness as predictors of symptom change and posttreatment outcomes in PE. Patients with chronic PTSD received PE in a randomized clinical trial. Independent evaluators assessed PTSD severity at pre- and posttreatment. Patients reported homework adherence and perceived helpfulness at the beginning of each session, separately for in vivo and imaginal exposure assignments. These variables were examined as predictors of change in PTSD symptoms, PTSD remission, and good end-state functioning (GESF; low PTSD, depression, and anxiety) at posttreatment. Higher imaginal homework adherence predicted greater symptom improvement between sessions and across treatment, as well as twice the odds of achieving remission and GESF. Patients who were at least moderately adherent to imaginal homework assignments (two or more times a week) reported more symptom gains than those who were least adherent but did not differ from those who were most adherent. In vivo adherence was not consistently associated with better outcome, perhaps due to heterogeneity in form and function of weekly assignments. Higher ratings of helpfulness of both types of homework predicted greater symptom improvement from pre- to posttreatment and between sessions. Overall, imaginal exposure homework may complement in-session exposures by enhancing key change processes, though perfect adherence is not necessary. Patients' perceptions of helpfulness may reflect buy-in or perceived match between homework completion and functional impairment. Clinically, in addition to targeting adherence to homework assignments, querying about perceived helpfulness and adjusting assignments appropriately may help augment clinical gains. Copyright © 2016. Published by Elsevier Ltd.

The relationship between mathematical problem-solving skills and self-regulated learning through homework behaviours, motivation, and metacognition

NASA Astrophysics Data System (ADS)

Çiğdem Özcan, Zeynep

2016-04-01

Studies highlight that using appropriate strategies during problem solving is important to improve problem-solving skills and draw attention to the fact that using these skills is an important part of students' self-regulated learning ability. Studies on this matter view the self-regulated learning ability as key to improving problem-solving skills. The aim of this study is to investigate the relationship between mathematical problem-solving skills and the three dimensions of self-regulated learning (motivation, metacognition, and behaviour), and whether this relationship is of a predictive nature. The sample of this study consists of 323 students from two public secondary schools in Istanbul. In this study, the mathematics homework behaviour scale was administered to measure students' homework behaviours. For metacognition measurements, the mathematics metacognition skills test for students was administered to measure offline mathematical metacognitive skills, and the metacognitive experience scale was used to measure the online mathematical metacognitive experience. The internal and external motivational scales used in the Programme for International Student Assessment (PISA) test were administered to measure motivation. A hierarchic regression analysis was conducted to determine the relationship between the dependent and independent variables in the study. Based on the findings, a model was formed in which 24% of the total variance in students' mathematical problem-solving skills is explained by the three sub-dimensions of the self-regulated learning model: internal motivation (13%), willingness to do homework (7%), and post-problem retrospective metacognitive experience (4%).

Multidimensional assessment of homework: an analysis of students with ADHD.

PubMed

Mautone, Jennifer A; Marshall, Stephen A; Costigan, Tracy E; Clarke, Angela T; Power, Thomas J

2012-10-01

Homework can have beneficial effects for students; however, it presents challenges, particularly for students with attention problems. Although effective homework interventions exist, intervention development and evaluation has been hampered by the lack of psychometrically sound measures. The primary purpose of this study was to evaluate the construct validity of the Homework Performance Questionnaire (HPQ), Parent and Teacher Versions, in a sample of children with ADHD. A secondary purpose was to examine variations in homework performance as a function of individual characteristics, such as academic achievement, quality of the family-school relationship, and child's diagnostic status. The sample included 91 children (34% female) with ADHD in Grades 2 to 6. Measures included parent and teacher ratings of homework performance and the quality of the parent-teacher relationship as well as direct assessment of child academic achievement and homework performance (i.e., samples of completed assignments). Correlational analyses were used to examine construct validity, and ANOVAs were used to evaluate group differences. Each factor of the HPQ had a significant relationship with other measures of relevant constructs. There were no significant differences in homework performance between groups for ADHD subtype, medication status, or comorbidity, with the exception of learning disability. Children with ADHD and learning disabilities had significantly lower teacher ratings of academic competence. Results of the present study suggest that HPQ scores may be used to make valid inferences about the homework performance of children with attention problems. These rating scales may be helpful in progress monitoring and evaluating intervention effectiveness.

The Big App: New York's Libraries Take Homework Help Mobile--With a Little Help from Their Friends

ERIC Educational Resources Information Center

Braun, Linda W.

2010-01-01

HomeworkNYC Apps is a suite of tools designed to provide around-the-clock help to the estimated 1.3 million children and teens served by the libraries of New York City. Aimed at being a one-stop shop for all things homework related, the HomeworkNYC website offers access to library catalogs and databases, browsable subject guides, and even…

Homework as a Family Literacy Practice: What Counts as Best Practices for Children Deemed as High Risk for Academic Failure Due to Socioeconomic Status

ERIC Educational Resources Information Center

Fox, Kathy R.

2016-01-01

Homework is a constant yet often controversial practice in homes and other settings. This study set out to determine answers to the question: "What practices were used to support children with homework in families deemed as at risk due to low socioeconomic factors?" Homework was examined as a common practice that routinely took place in…

Student Perceptions of Online Homework Use for Formative Assessment of Learning in Organic Chemistry.

PubMed

Richards-Babb, Michelle; Curtis, Reagan; Georgieva, Zomitsa; Penn, John H

2015-11-10

Use of online homework as a formative assessment tool for organic chemistry coursework was examined. Student perceptions of online homework in terms of (i) its ranking relative to other course aspects, (ii) their learning of organic chemistry, and (iii) whether it improved their study habits and how students used it as a learning tool were investigated. Our students perceived the online homework as one of the more useful course aspects for learning organic chemistry content. We found a moderate and statistically significant correlation between online homework performance and final grade. Gender as a variable was ruled out since significant gender differences in overall attitude toward online homework use and course success rates were not found. Our students expressed relatively positive attitudes toward use of online homework with a majority indicating improved study habits (e.g., study in a more consistent manner). Our students used a variety of resources to remediate incorrect responses (e.g., class materials, general online materials, and help from others). However, 39% of our students admitted to guessing at times, instead of working to remediate incorrect responses. In large enrollment organic chemistry courses, online homework may act to bridge the student-instructor gap by providing students with a supportive mechanism for regulated learning of content.

Introduction to Computational Physics for Undergraduates

NASA Astrophysics Data System (ADS)

Zubairi, Omair; Weber, Fridolin

2018-03-01

This is an introductory textbook on computational methods and techniques intended for undergraduates at the sophomore or junior level in the fields of science, mathematics, and engineering. It provides an introduction to programming languages such as FORTRAN 90/95/2000 and covers numerical techniques such as differentiation, integration, root finding, and data fitting. The textbook also entails the use of the Linux/Unix operating system and other relevant software such as plotting programs, text editors, and mark up languages such as LaTeX. It includes multiple homework assignments.

Comparison of Effectiveness of Computer Graded vs Instructor Graded Homework Assignments in an Elementary Spanish Course: A Comparative Study at Two Undergraduate Institutions

DTIC Science & Technology

2012-03-07

technology, that being the instructor-graded versus computer-graded activities. In essence, the study came to be about how diverse student bodies reacted...terms of student body and academic offerings, Metropolitan State College of Denver (Metro State) is a unique institution in Colorado and the United...slate of baccalaureate degree offerings. Metro State’s student body of over 24,000 is an exemplar of diversity. The institution admits students via a

Homework for Parents -- Your Child's Back-To-School Health Checklist

MedlinePlus

... Health & Safety Tips Campaigns Share this! EmergencyCareForYou » Health & Safety Tips » Homework for Parents — Your Child's Back-To-School Health Checklist Homework for Parents — Your Child's Back- ...

Enhancing homework adherence of Chinese older adults: A case study using Instrumental Reminiscence Intervention.

PubMed

Lou, Vivian Wei Qun; Au, Judith Wing Nam; Choy, Jacky Chak Pui

2016-10-01

The present study aimed to examine effective clinical strategies that facilitate homework adherence among Chinese older adults who participated in group therapy using Instrumental Reminiscence Intervention (IRI) to reduce depressive symptoms. Examination was based on IRI for 15 groups of older adults, with four to eight participants in each group. Homework assignment was included as a core component of the intervention in each session, except the first session. Particular emphasis was put on both homework design and assignment strategies. Two effective strategies were developed. The first was the development of a tactic card as a tool for homework content and assignment. The second strategy was interventionist training. Clinical examples are used to illustrate how these strategies can enhance homework adherence in a Chinese context. The two clinical strategies were found to be effective in enhancing homework adherence among Chinese older participants in a group therapy setting. These strategies are recommended for use in group clinical settings for Chinese participants. Geriatr Gerontol Int 2016; 16: 1153-1160. © 2015 Japan Geriatrics Society.

Does d-Cycloserine Augmentation of CBT Improve Therapeutic Homework Compliance for Pediatric Obsessive-Compulsive Disorder?

PubMed

Park, Jennifer M; Small, Brent J; Geller, Daniel A; Murphy, Tanya K; Lewin, Adam B; Storch, Eric A

2014-07-01

Clinical studies in adults and children with obsessive-compulsive disorder (OCD) have shown that d-cycloserine (DCS) can improve treatment response by enhancing fear extinction learning during exposure-based psychotherapy. Some have hypothesized that improved treatment response is a function of increased compliance and engagement in therapeutic homework tasks, a core component of behavioral treatment. The present study examined the relationship between DCS augmented cognitive-behavioral therapy (CBT) and homework compliance in a double-blind, placebo controlled trial with 30 youth with OCD. All children received 10 CBT sessions, the last seven of which included exposure and response prevention paired with DCS or placebo dosed 1 h before the session started. Results suggested that DCS augmented CBT did not predict improved homework compliance over the course of treatment, relative to the placebo augmented CBT group. However, when groups were collapsed, homework compliance was directly associated with treatment outcome. These findings suggest that while DCS may not increase homework compliance over time, more generally, homework compliance is an integral part of pediatric OCD treatment outcome.

Does d-Cycloserine Augmentation of CBT Improve Therapeutic Homework Compliance for Pediatric Obsessive–Compulsive Disorder?

PubMed Central

Park, Jennifer M.; Small, Brent J.; Geller, Daniel A.; Murphy, Tanya K.; Lewin, Adam B.; Storch, Eric A.

2014-01-01

Clinical studies in adults and children with obsessive–compulsive disorder (OCD) have shown that d-cycloserine (DCS) can improve treatment response by enhancing fear extinction learning during exposure-based psychotherapy. Some have hypothesized that improved treatment response is a function of increased compliance and engagement in therapeutic homework tasks, a core component of behavioral treatment. The present study examined the relationship between DCS augmented cognitive-behavioral therapy (CBT) and homework compliance in a double-blind, placebo controlled trial with 30 youth with OCD. All children received 10 CBT sessions, the last seven of which included exposure and response prevention paired with DCS or placebo dosed 1 h before the session started. Results suggested that DCS augmented CBT did not predict improved homework compliance over the course of treatment, relative to the placebo augmented CBT group. However, when groups were collapsed, homework compliance was directly associated with treatment outcome. These findings suggest that while DCS may not increase homework compliance over time, more generally, homework compliance is an integral part of pediatric OCD treatment outcome. PMID:24999301

Experience with Online and Open-Web Exams

ERIC Educational Resources Information Center

Gehringer, Edward F.; Peddycord, Barry W., III

2013-01-01

As homework and other aspects of education migrate to a computer-based format, on-paper exams are beginning to seem like an anachronism. Online delivery is attractive, but comes with a myriad of implications not apparent at first glance. It affects the kinds of questions that can be asked and complicates administration of the exam, but it may make…

Well-planning programs give students field-like experience

DOE Office of Scientific and Technical Information (OSTI.GOV)

Sifferman, T.R.; Chapman, L.

1983-01-01

The University of Tulsa recently was given a package of computer well planning and drilling programs that will enable petroleum engineering students to gain valuable experience in designing well programs while still in school. Comprehensive homework assignments are now given in areas of drilling fluids programing, hydraulics, directional wells and surveying. Additional programs are scheduled for next semester.

Providing Formative Assessment to Students Solving Multipath Engineering Problems with Complex Arrangements of Interacting Parts: An Intelligent Tutor Approach

ERIC Educational Resources Information Center

Steif, Paul S.; Fu, Luoting; Kara, Levent Burak

2016-01-01

Problems faced by engineering students involve multiple pathways to solution. Students rarely receive effective formative feedback on handwritten homework. This paper examines the potential for computer-based formative assessment of student solutions to multipath engineering problems. In particular, an intelligent tutor approach is adopted and…

Computer Managed Instruction Homework Modules for Calculus I.

ERIC Educational Resources Information Center

Goodman-Petrushka, Sharon; Roitberg, Yael

This booklet contains 11 modules (290 multiple-choice items) designed for use in the first course of a three-course calculus sequence using the textbook "Calculus with Analytic Geometry" (Dennis G. Zill). In each module, relevant sections of the textbook are identified for users. It can, however, be used in conjunction with any calculus textbook.…

HOME COMPUTER USE AND THE DEVELOPMENT OF HUMAN CAPITAL*

PubMed Central

Malamud, Ofer; Pop-Eleches, Cristian

2012-01-01

This paper uses a regression discontinuity design to estimate the effect of home computers on child and adolescent outcomes by exploiting a voucher program in Romania. Our main results indicate that home computers have both positive and negative effects on the development of human capital. Children who won a voucher to purchase a computer had significantly lower school grades but show improved computer skills. There is also some evidence that winning a voucher increased cognitive skills, as measured by Raven’s Progressive Matrices. We do not find much evidence for an effect on non-cognitive outcomes. Parental rules regarding homework and computer use attenuate the effects of computer ownership, suggesting that parental monitoring and supervision may be important mediating factors. PMID:22719135

Supporting Homework Compliance in Cognitive Behavioural Therapy: Essential Features of Mobile Apps.

PubMed

Tang, Wei; Kreindler, David

2017-06-08

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. ©Wei Tang, David Kreindler. Originally published in JMIR Mental Health (http://mental.jmir.org), 08.06.2017.

The relation among sleep duration, homework burden, and sleep hygiene in chinese school-aged children.

PubMed

Sun, Wan-Qi; Spruyt, Karen; Chen, Wen-Juan; Jiang, Yan-Rui; Schonfeld, David; Adams, Ryan; Tseng, Chia-Huei; Shen, Xiao-Ming; Jiang, Fan

2014-09-03

Insufficient sleep in school-aged children is common in modern society, with homework burden being a potential risk factor. The aim of this article is to explore the effect of sleep hygiene on the association between homework and sleep duration. Children filled out the Chinese version of the Adolescent Sleep Hygiene Scale, and parents filled out a sociodemographic questionnaire. The final sample included 363 boys and 371 girls with a mean age of 10.82 ± 0.38 years. Children with more homework went to bed later and slept less. Better sleep hygiene was associated with earlier bedtimes and longer sleep duration. Findings suggest that homework burden had a larger effect on sleep duration than sleep hygiene. Fifth-grade children in Shanghai have an excessive homework burden, which overwrites the benefit of sleep hygiene on sleep duration.

[English as a foreign language (EFL) homework diaries: evaluating gains and constraints for self-regulated learning and achievement].

PubMed

Rosário, Pedro; Mourão, Rosa; Trigo, Luisa; Suárez, Natalia; Fernández, Estrella; Tuero-Herrero, Ellián

2011-11-01

Although homework completion is said to be rather important to achievement, nowadays there is a growing concern of educators about the increasing number of students who do not engage properly on doing the homework tasks and the subsequent impact on school failure rates. Focusing on English as a Foreign Language (EFL) and using a sample of 591 Portuguese fifth and sixth graders, the present study analyses the role played by a number of homework variables on students' achievement (proximal and distal), and their mediating role on the use of self-regulated learning strategies and perceived self-efficacy in the domain. Data confirm the indirect effect of homework on school achievement, by means of the referred cognitive and motivational variables (use of self-regulated learning strategies and self-efficacy). These findings are further discussed in order to highlight the significant role homework completion can play on fighting school failure.

Homework for Parents -- Your Child's Back-To-School Health Checklist

MedlinePlus

... Tips Share this! Home » Health Tips » Child Emergencies Homework for Parents — Your Child's Back-To-School Health ... do to protect themselves. READ IN CHILD EMERGENCIES Homework for Parents — Your Child's Back-To-School Health ...

Assessing Children's Homework Performance: Development of Multi-Dimensional, Multi-Informant Rating Scales.

PubMed

Power, Thomas J; Dombrowski, Stefan C; Watkins, Marley W; Mautone, Jennifer A; Eagle, John W

2007-06-01

Efforts to develop interventions to improve homework performance have been impeded by limitations in the measurement of homework performance. This study was conducted to develop rating scales for assessing homework performance among students in elementary and middle school. Items on the scales were intended to assess student strengths as well as deficits in homework performance. The sample included 163 students attending two school districts in the Northeast. Parents completed the 36-item Homework Performance Questionnaire - Parent Scale (HPQ-PS). Teachers completed the 22-item teacher scale (HPQ-TS) for each student for whom the HPQ-PS had been completed. A common factor analysis with principal axis extraction and promax rotation was used to analyze the findings. The results of the factor analysis of the HPQ-PS revealed three salient and meaningful factors: student task orientation/efficiency, student competence, and teacher support. The factor analysis of the HPQ-TS uncovered two salient and substantive factors: student responsibility and student competence. The findings of this study suggest that the HPQ is a promising set of measures for assessing student homework functioning and contextual factors that may influence performance. Directions for future research are presented.

Assessing Children’s Homework Performance: Development of Multi-Dimensional, Multi-Informant Rating Scales

PubMed Central

Power, Thomas J.; Dombrowski, Stefan C.; Watkins, Marley W.; Mautone, Jennifer A.; Eagle, John W.

2007-01-01

Efforts to develop interventions to improve homework performance have been impeded by limitations in the measurement of homework performance. This study was conducted to develop rating scales for assessing homework performance among students in elementary and middle school. Items on the scales were intended to assess student strengths as well as deficits in homework performance. The sample included 163 students attending two school districts in the Northeast. Parents completed the 36-item Homework Performance Questionnaire – Parent Scale (HPQ-PS). Teachers completed the 22-item teacher scale (HPQ-TS) for each student for whom the HPQ-PS had been completed. A common factor analysis with principal axis extraction and promax rotation was used to analyze the findings. The results of the factor analysis of the HPQ-PS revealed three salient and meaningful factors: student task orientation/efficiency, student competence, and teacher support. The factor analysis of the HPQ-TS uncovered two salient and substantive factors: student responsibility and student competence. The findings of this study suggest that the HPQ is a promising set of measures for assessing student homework functioning and contextual factors that may influence performance. Directions for future research are presented. PMID:18516211

Making Online Homework Work

ERIC Educational Resources Information Center

Lunsford, M. Leigh; Pendergrass, Marcus

2016-01-01

Online homework systems, which deliver homework assignments to students and provide real-time feedback on their responses, have the potential to increase student learning in college mathematics classes. However, current research on their effectiveness is inconclusive, with some studies showing gains in student achievement, whereas others report…

A point contingency for homework submission in the graduate school classroom.

PubMed

Rehfeldt, Ruth Anne; Walker, Brooke; Garcia, Yors; Lovett, Sadie; Filipiak, Stephen

2010-01-01

We explored the effects of points versus no points on the submission of homework assignments and quiz performance in a graduate-level course. Students were more likely to submit homework assignments during points weeks, but quiz scores were relatively unaffected.

29 CFR 525.15 - Industrial homework.

Code of Federal Regulations, 2010 CFR

2010-07-01

... Regulations Relating to Labor (Continued) WAGE AND HOUR DIVISION, DEPARTMENT OF LABOR REGULATIONS EMPLOYMENT OF WORKERS WITH DISABILITIES UNDER SPECIAL CERTIFICATES § 525.15 Industrial homework. (a) Where the... other types of employers, special rules apply to the employment of homeworkers in the following...

Como ayudar a su hijo con la tarea escolar: Para los padres con ninos en la primaria y la secundaria (Helping Your Child with Homework: For Parents of Children in Elementary through Middle School).

ERIC Educational Resources Information Center

Department of Education, Washington, DC. Office of Intergovernmental and Interagency Affairs.

Homework is an opportunity for children to learn and for families to be involved with their children's education, but helping children with homework is not always easy. This Spanish-language booklet is designed to provide parents of elementary and middle grades students with an understanding of the purpose and nature of homework and offers…

RESULTS OF COMPUTATIONS MADE FOR DASA-USNRDL FALLOUT SYMPOSIUM

DOE Office of Scientific and Technical Information (OSTI.GOV)

Read, R.; Wagner, L.; Moorehead, E.

1962-11-01

The regression techniques introduced by the Civil Defense Research Project for estimating fallout particle deposition coordinates, their standard ellipses, and isointensity contours have been applied to some of the homework problems assigned for the DASA-USNRDL Fallout Symposium. The results are reported and the estimates are contrasted with estimates based on the assumption that winds are invariant with time. (auth).

Practice Makes Progress? Homework Assignments and Outcome in Treatment of Cocaine Dependence

PubMed Central

Carroll, Kathleen M.; Nich, Charla; Ball, Samuel A.

2008-01-01

The relationship between treatment outcome and the extent to which participants completed homework assignments was evaluated among 60 cocaine-dependent individuals assigned to cognitive–behavioral therapy (CBT). Homework was assigned in 72% of all sessions and initiated by participants in 48% of the sessions in which it was assigned. Completion of homework was unrelated to participants' baseline characteristics and several indicators of treatment compliance. Participants who completed more homework assignments demonstrated significantly greater increases in the quantity and quality of their coping skills and used significantly less cocaine during treatment and through a 1-year follow-up. These data suggest that the extent to which participants are willing to complete extrasession assignments may be an important mediator of response to CBT. PMID:16173864

Homework assignments in couple and family therapy.

PubMed

Dattilio, Frank M

2002-05-01

Homework has been cited as an integral part of a number of theoretical orientations and therapy formats; unfortunately, very little has been written about its use with couples and families. This is despite the fact that many couple and family therapists espouse the use of homework or out-of-session assignments in order to help the effects of therapy jell. This article reviews some of the empirical literature on homework assignments and their effectiveness in the domain of therapy for families and couples. It also highlights the effectiveness of and the need for out-of-session assignments in treatment. A case illustration is used to demonstrate how homework assignments may be used as a significant change agent in couple and family treatment. Copyright 2002 Wiley Periodicals, Inc.

Age and Gender Differences in Adolescents' Homework Experiences

ERIC Educational Resources Information Center

Kackar, Hayal Z.; Shumow, Lee; Schmidt, Jennifer A.; Grzetich, Janel

2011-01-01

Extant data collected through the Experience Sampling Method were analyzed to describe adolescents' subjective experiences of homework. Analyses explored age and gender differences in the time adolescents spend doing homework, and the situational variations (location and companions) in adolescents' reported concentration, effort, interest,…

45 CFR 261.60 - What hours of participation may a State report for a work-eligible individual?

Code of Federal Regulations, 2012 CFR

2012-10-01

... Verification Plan. (e) A State may count supervised homework time and up to one hour of unsupervised homework time for each hour of class time. Total homework time counted for participation cannot exceed the hours...

29 CFR 525.15 - Industrial homework.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 29 Labor 3 2013-07-01 2013-07-01 false Industrial homework. 525.15 Section 525.15 Labor Regulations Relating to Labor (Continued) WAGE AND HOUR DIVISION, DEPARTMENT OF LABOR REGULATIONS EMPLOYMENT OF WORKERS WITH DISABILITIES UNDER SPECIAL CERTIFICATES § 525.15 Industrial homework. (a) Where the...

29 CFR 525.15 - Industrial homework.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 29 Labor 3 2011-07-01 2011-07-01 false Industrial homework. 525.15 Section 525.15 Labor Regulations Relating to Labor (Continued) WAGE AND HOUR DIVISION, DEPARTMENT OF LABOR REGULATIONS EMPLOYMENT OF WORKERS WITH DISABILITIES UNDER SPECIAL CERTIFICATES § 525.15 Industrial homework. (a) Where the...

29 CFR 525.15 - Industrial homework.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 29 Labor 3 2014-07-01 2014-07-01 false Industrial homework. 525.15 Section 525.15 Labor Regulations Relating to Labor (Continued) WAGE AND HOUR DIVISION, DEPARTMENT OF LABOR REGULATIONS EMPLOYMENT OF WORKERS WITH DISABILITIES UNDER SPECIAL CERTIFICATES § 525.15 Industrial homework. (a) Where the...

45 CFR 261.60 - What hours of participation may a State report for a work-eligible individual?

Code of Federal Regulations, 2014 CFR

2014-10-01

... Verification Plan. (e) A State may count supervised homework time and up to one hour of unsupervised homework time for each hour of class time. Total homework time counted for participation cannot exceed the hours...

29 CFR 525.15 - Industrial homework.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 29 Labor 3 2012-07-01 2012-07-01 false Industrial homework. 525.15 Section 525.15 Labor Regulations Relating to Labor (Continued) WAGE AND HOUR DIVISION, DEPARTMENT OF LABOR REGULATIONS EMPLOYMENT OF WORKERS WITH DISABILITIES UNDER SPECIAL CERTIFICATES § 525.15 Industrial homework. (a) Where the...

Students' Reflections on Mathematics Homework Feedback

ERIC Educational Resources Information Center

Landers, Mara; Reinholz, Daniel

2015-01-01

Homework is considered an important aspect of learning mathematics, but little research has considered how students utilize feedback as part of the homework process. This mixed methods, quasi-experimental study examines how community college students in a developmental intermediate algebra course participated in a feedback reflection activity…

Parental modelling of mathematical affect: self-efficacy and emotional arousal

NASA Astrophysics Data System (ADS)

Bartley, Sarah R.; Ingram, Naomi

2017-12-01

This study explored the relationship between parents' mathematics self-efficacy and emotional arousal to mathematics and their 12- and 13-year-old children's mathematics self-efficacy and emotional arousal to mathematics. Parental modelling of affective relationships during homework was a focus. Eighty-four parent and child pairings from seven schools in New Zealand were examined using embedded design methodology. No significant correlations were found when the parents' mathematics self-efficacy and emotional arousal to mathematics were compared with the children's mathematics self-efficacy and emotional arousal to mathematics. However, the parents' level of emotional arousal to mathematics was found to have affected their willingness to assist with mathematics homework. For those parents who assisted, a significant positive correlation was found between their mathematics self-efficacy and their children's emotional arousal to mathematics. Parents who did assist were generally reported as being calm, and used techniques associated with positive engagement. Fathers were calmer and more likely to express readiness to assist with mathematics homework than mothers. A further significant positive correlation was found between fathers' emotional arousal to mathematics and children's mathematics self-efficacy. Implications from the study suggest directions for future research.

Homework compliance counts in cognitive-behavioral therapy.

PubMed

Lebeau, Richard T; Davies, Carolyn D; Culver, Najwa C; Craske, Michelle G

2013-01-01

Prior research has demonstrated that there is some association between treatment engagement and treatment outcome in behavioral therapy for anxiety disorders. However, many of these investigations have been limited by weak measurement of treatment engagement variables, failure to control for potentially important baseline variables, and failure to consider various treatment engagement variables simultaneously. The purpose of the present study is to examine the relationship between two treatment engagement variables (treatment expectancy and homework compliance) and the extent to which they predict improvement from cognitive-behavioral therapy (CBT) for anxiety disorders. 84 adults with a DSM-IV-defined principal anxiety disorder took part in up to 12 sessions of CBT or acceptance and commitment therapy. Pre- and post-treatment disorder severity was assessed using clinical severity ratings from a semi-structured diagnostic interview. Participants made ratings of treatment expectancy after the first session. Homework compliance was assessed each session by the treating clinician. Contrary to hypotheses, treatment expectancy and homework compliance were poorly correlated. Regression analyses revealed that homework compliance, but not treatment expectancy, predicted a significant portion of the variance in treatment outcome (10%). The present research suggests that although treatment expectation and homework compliance likely represent unique constructs of treatment engagement, homework compliance may be the more important treatment engagement variable for outcomes. The present research suggests that improvement of homework compliance has the potential to be a highly practical and effective way to improve clinical outcomes in CBT targeting anxiety disorders.

Incorporating Inquiry into Upper-Level Homework Assignments: The Mini-Journal

NASA Astrophysics Data System (ADS)

Whittington, A. G.; Speck, A. K.; Witzig, S. B.; Abell, S. K.

2009-12-01

The U.S. National Science Education Standards provide guidelines for teaching science through inquiry, where students actively develop their understanding of science by combining scientific knowledge with reasoning and thinking skills. Inquiry activities include reading scientific literature, generating hypotheses, designing and carrying out investigations, interpreting data, and formulating conclusions. Inquiry-based instruction emphasizes questions, evidence, and explanation, the essential features of inquiry. As part of an NSF-funded project, “CUES: Connecting Undergraduates to the Enterprise of Science,” new inquiry-based homework materials were developed for two upper-level classes at the University of Missouri: Geochemistry (required for Geology majors), and Solar System Science (open to seniors and graduate students, co-taught and cross-listed between Geology and Physics & Astronomy). We engage students in inquiry-based learning by presenting homework exercises as “mini-journal” articles that follow the format of a scientific journal article, including a title, authors, abstract, introduction, methods, results, discussion and citations to peer-reviewed literature. The mini-journal provides a scaffold and serves as a springboard for students to develop and carry out their own follow-up investigation. They then present their findings in the form of their own mini-journal. Mini-journals replace traditional homework problem sets with a format that more directly reflects and encourages scientific practice. Students are engaged in inquiry-based homework which encompass doing, thinking, and communicating, while the minijournal allows the instructor to contain lines of inquiry within the limits posed by available resources. In the examples we present, research is conducted via spreadsheet modeling, where the students develop their own spreadsheets. The key differences between the old and new formats include (i) the active participation of the students in defining the problem that they will pursue, (ii) the open-ended nature of the inquiry, such that students need to recognize when they have enough information to answer their question, (iii) presentation of results in graphical and tabular formats, and (iv) a written discussion of their findings. We present both the rationale for and concept of using mini-journal homeworks, and provide specific examples we are currently employing in classes. In addition, we explore the challenges (real and perceived) and successes associated with implementing such a technique, and examine student feedback comparing mini-journal and traditional homework formats from the same classes.

Assessing Online Homework in First-Semester Calculus

ERIC Educational Resources Information Center

Callahan, Jason T.

2016-01-01

This paper describes and assesses the implementation of online homework in a first-semester calculus course. Comparing sections of the course before implementation to those after, we find statistically significant improvements in retention rates, measures of student engagement, and participation on homework. We do not, however, find statistically…

Middle School Teachers' Perceptions Regarding the Motivation and Effectiveness of Homework

ERIC Educational Resources Information Center

Snead, Donald; Burris, Kathleen G.

2016-01-01

The purpose of this study was to understand middle school teachers' perspectives on the role of homework. Approximately 118 middle school teachers volunteered to complete open-ended surveys describing their perceptions regarding the effectiveness of homework. Qualitative analysis revealed teachers identified several instructional and…

Costs and Benefits of Family Involvement in Homework

ERIC Educational Resources Information Center

Van Voorhis, Frances Landis

2011-01-01

Homework represents one research-based instructional strategy linked to student achievement. However, challenges abound with its current practice. This paper presents the results of three 2-year longitudinal interventions of the Teachers Involve Parents in Schoolwork (TIPS) homework program in elementary mathematics, middle school language arts,…

Homework in Physical Education: Benefits and Implementation

ERIC Educational Resources Information Center

Novak, Benjamin Edward; Lynott, Francis John, III.

2015-01-01

This article identifies homework as an underutilized strategy in physical education. It reviews the benefits associated with the use of homework in the physical education setting, and provides guidelines for the effective implementation of this strategy. The guidelines include practical application examples and define structured active homework…

Homework Involvement among Hong Kong Primary School Students

ERIC Educational Resources Information Center

Tam, Vicky C. W.

2009-01-01

One component of the curriculum reform in Hong Kong focuses on the use of homework in consolidating learning, deepening understanding and constructing knowledge. This study examines the profile of Hong Kong primary school students' homework involvement, and investigates the relationships between time involvement and academic attributes, namely…

One-Size-Doesn't-Fit-All Homework

ERIC Educational Resources Information Center

Vatterott, Cathy

2017-01-01

At one elementary school in Massachusetts, students are actually excited about homework. In this article, Cathy Vatterott and educators from Vinal Elementary School explain how--and why--they have made the shift to individualized homework, "a methodical, standards-based approach that starts with big ideas and enduring understandings from the…

29 CFR 530.8 - Preservation of individual homeworker certificates.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 29 Labor 3 2010-07-01 2010-07-01 false Preservation of individual homeworker certificates. 530.8 Section 530.8 Labor Regulations Relating to Labor (Continued) WAGE AND HOUR DIVISION, DEPARTMENT OF LABOR REGULATIONS EMPLOYMENT OF HOMEWORKERS IN CERTAIN INDUSTRIES General § 530.8 Preservation of individual...

Homework Stress: Construct Validation of a Measure

ERIC Educational Resources Information Center

Katz, Idit; Buzukashvili, Tamara; Feingold, Liat

2012-01-01

This article presents 2 studies aimed at validating a measure of stress experienced by children and parents around the issue of homework, applying Benson's program of validation (Benson, 1998). Study 1 provides external validity of the measure by supporting hypothesized relations between stress around homework and students' and parents' positive…

A Purposeful Understanding of Homework

ERIC Educational Resources Information Center

Phares, Tim

2017-01-01

There has been a long standing debate over the purpose of homework; it has been a topic for educational reform, discussed in educational debates, and looked at as a means to improve student achievement (Foyle & Bailey, 1986; Gill & Schlossman, 2003; Xu, 2005; Fisher & Frey, 2008). Homework can cause frustration for students and…

Catholic Elementary School Teachers' Lived Experiences Regarding Homework: A Phenomenological Investigation

ERIC Educational Resources Information Center

Wick, John E.

2017-01-01

This phenomenological investigation examined the perceptions of Catholic elementary school teachers and their homework practices within a suburban Catholic school in California. The purpose of this study was to understand the lived experiences of Catholic school teachers regarding the standard practice of assigning homework to elementary school…

Self-Graded Homework: Some Empirical Tests of Efficacy

ERIC Educational Resources Information Center

Simkin, Mark; Stiver, Debra

2016-01-01

Allowing students to grade their own homework promises many advantages. But can students perform such grading tasks honestly and accurately? Also, do such assessments vary by gender? To answer these questions, the authors analyzed the homework scores of 266 students in seven introductory programming classes. The statistical results were favorable…

Gendered Responses to Online Homework Use in General Chemistry

ERIC Educational Resources Information Center

Richards-Babb, Michelle; Jackson, Jennifer Kasi

2011-01-01

Online homework assignments have been shown to enhance student performance. Our research on gendered responses to these assignments adds new and useful information. We investigated differences between male and female students' responses to online homework in large-enrollment general chemistry courses. Replacing in class quizzes with online…

Good Apple Homework Helper.

ERIC Educational Resources Information Center

Cipriano, Jeri S.

This book, designed for students in grades 4 to 6, provides advice to help them do homework independently and successfully. Part 1, "Developing Good Habits," presents exercises and tips on organization and time management, including a self-inventory of homework habits, assistance in goal setting, and designing a personal schedule. Part 2, "Getting…

Promoting Homework Independence for Students with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Hampshire, Patricia Korzekwa; Butera, Gretchen D.; Dustin, Timothy J.

2014-01-01

For students with autism, homework time may be especially challenging due to problems in self-organization and difficulties generalizing skills from one setting to another. Although often problematic, homework can provide a valuable context for teaching organizational skills that become essential as students become more independent. By learning to…

Homework Plans: A Tool for Promoting Independence

ERIC Educational Resources Information Center

Hampshire, Patricia K.; Butera, Gretchen D.; Hourcade, Jack J.

2014-01-01

The authors of this article discuss a well-acknowledged fact in the world of education--for many students, parents, and teachers, the word "homework" elicits feelings of dread. Although homework is common in most educational settings, not all students benefit from this learning tool, especially without careful planning and forethought.…

Middle School Students' Perceptions Regarding the Motivation and Effectiveness of Homework

ERIC Educational Resources Information Center

Burriss, Kathleen G.; Snead, Donald

2017-01-01

The purpose of this study was to understand students' perspectives on the role of homework. Middle school students (N = 506) volunteered to complete open-ended surveys describing their perceptions regarding the effectiveness of homework. Qualitative analysis revealed that students identified several instructional and noninstructional reasons for…

Gamification and Web-Based Homework

ERIC Educational Resources Information Center

Goehle, Geoff

2013-01-01

In this paper we demonstrate how video game mechanics can be used to help improve student engagement with online mathematics homework. Specifically, we integrate two common video game systems, levels and achievements, with the online homework program "WeBWorK." We describe the key features of the implementation of these systems and…

A Labour of Love: Mothers, Emotional Capital and Homework

ERIC Educational Resources Information Center

Hutchison, Kirsten

2012-01-01

This paper develops a new analysis of homework by building on feminist scholarship which documents the invisible labour done by women in support of their children's education. While numerous studies have examined the relationship between homework and achievement, little attention has been paid to the largely gendered and potentially stressful…

Algebra Homework: A Sandwich!

ERIC Educational Resources Information Center

Jackson, D. Bruce

2014-01-01

At a time when the debate continues over whether homework is overused, optional, or essential or favors well-off students over those with little home support, teachers must understand ways in which effective homework strategies can help narrow the achievement gap. Vatterott (2009, p. 94) argues convincingly that the "old paradigm" of…

Parental Involvement in Primary Children's Homework in Hong Kong

ERIC Educational Resources Information Center

Tam, Vicky C.; Chan, Raymond M.

2009-01-01

This study draws upon an ecological perspective to examine parental involvement in homework and its relationship with primary school children's educational outcomes within the Chinese sociocultural context of Hong Kong. Data were collected using homework diaries and questionnaires administered to 1,309 pairs of students and parents spanning all…

Resolving Struggling Learners' Homework Difficulties: Working with Elementary School Learners and Parents

ERIC Educational Resources Information Center

Margolis, Howard

2005-01-01

Struggling learners and their parents often are exasperated by homework. They find it difficult, frustrating, and laborious, producing resistance, slipshod work, stress at home, and conflicts between struggling learners, parents, and school personnel. The author (1) identifies several causes of struggling learners' homework difficulties, (2)…

Designing Homework to Mediate Executive Functioning Deficits in Students with Disabilities

ERIC Educational Resources Information Center

Stockall, Nancy

2017-01-01

Designing homework to mediate executive functioning disorders of students with disabilities is critical to their future academic success. The article explains and defines different executive functions of the brain and how these impact students' ability to benefit from homework assignments. Specific strategies are provided for designing…

Homework Hotlines: Recommendations for Successful Practice

ERIC Educational Resources Information Center

Reach, Kelle; Cooper, Harris

2004-01-01

It is common for students to have difficulty completing homework in a timely and accurate manner. Many school districts and organizations offer homework hotlines to help students complete assignments. However, educators lack a clear description of what is necessary to establish and maintain an effective hotline. This article addresses four issues…

Enhancing Mathematics Achievement of Elementary School Students through Homework Assignments Enriched with Metacognitive Questions

ERIC Educational Resources Information Center

Özcan, Zeynep Çigdem; Erktin, Emine

2015-01-01

Metacognitive enrichment has become an important component of modern mathematics instruction. This study investigates the effect of homework assignments enriched with metacognitive questions on students' mathematics achievement and homework behaviors. A quasi-experimental design with pre- and post-test measures and two groups (experimental and…

Does High School Homework Increase Academic Achievement?

ERIC Educational Resources Information Center

Kalenkoski, Charlene Marie; Pabilonia, Sabrina Wulff

2017-01-01

Although previous research has shown that homework improves students' academic achievement, the majority of these studies use data on students' homework time from retrospective questionnaires, which may be less accurate than time-diary data. We use data from the combined Child Development Supplement (CDS) and the Transition to Adulthood Survey…

Multiple Goals and Homework Involvement in Elementary School Students.

PubMed

Valle, Antonio; Pan, Irene; Núñez, José C; Rodríguez, Susana; Rosário, Pedro; Regueiro, Bibiana

2015-10-27

This work arises from the need to investigate the role of motivational variables in homework involvement and academic achievement of elementary school students. The aims of this study are twofold: identifying the different combinations of student academic goals and analyzing the differences in homework involvement and academic achievement. The sample was composed of 535 fourth-, fifth- and sixth-grade elementary school students, between the ages of 9 and 13 years old. Findings showed three groups with different motivational profiles: a group of students with high multiple goals, another group with a learning goal orientation and a third group defined by a low multiple goals profile. Focusing on the differences between groups, it was observed that the amount of time doing homework was not associated with any motivational profile. Nevertheless, the differences were statistically significant between the motivational groups in the amount of homework (F(2, 530) = 42.59; p < .001; ηp 2 = .138), in the management of time spent on homework (F(2, 530) = 33.08; p < .001; ηp 2 = .111), and in academic achievement (F(2, 530) = 33.99; p < .001; ηp 2 = .114). The effect size was large for the amount of homework performed and was also relatively large in the case of management of time and academic achievement.

Large-scale visualization projects for teaching software engineering.

PubMed

Müller, Christoph; Reina, Guido; Burch, Michael; Weiskopf, Daniel

2012-01-01

The University of Stuttgart's software engineering major complements the traditional computer science major with more practice-oriented education. Two-semester software projects in various application areas offered by the university's different computer science institutes are a successful building block in the curriculum. With this realistic, complex project setting, students experience the practice of software engineering, including software development processes, technologies, and soft skills. In particular, visualization-based projects are popular with students. Such projects offer them the opportunity to gain profound knowledge that would hardly be possible with only regular lectures and homework assignments.

The effect of the flipped model on achievement in an introductory college physics course

NASA Astrophysics Data System (ADS)

Winter, Joshua Brian

The flipped or inverted classroom model is one in which the time and place for traditional lecture and homework are reversed. Traditional lecture is replaced by online videos assigned as homework. This frees up time in class to be spent with more student centered activities such as discussion based concept questions and group problem solving. While growing in popularity, research on the effectiveness of this format is sparse. In this quasi-experimental study, two sections of an introductory algebra-based college physics course were examined over a five week period. Each section was taught with either the traditional or flipped model and physics knowledge achieved was compared using independent samples t-tests on both the instructor's unit exam and the Mechanics Baseline Test pre/posttest normalized gain. Results indicated that there was no statistically significant difference between the flipped model and the traditional lecture format. Avenues for further research are discussed.

Academic motivation, self-concept, engagement, and performance in high school: key processes from a longitudinal perspective.

PubMed

Green, Jasmine; Liem, Gregory Arief D; Martin, Andrew J; Colmar, Susan; Marsh, Herbert W; McInerney, Dennis

2012-10-01

The study tested three theoretically/conceptually hypothesized longitudinal models of academic processes leading to academic performance. Based on a longitudinal sample of 1866 high-school students across two consecutive years of high school (Time 1 and Time 2), the model with the most superior heuristic value demonstrated: (a) academic motivation and self-concept positively predicted attitudes toward school; (b) attitudes toward school positively predicted class participation and homework completion and negatively predicted absenteeism; and (c) class participation and homework completion positively predicted test performance whilst absenteeism negatively predicted test performance. Taken together, these findings provide support for the relevance of the self-system model and, particularly, the importance of examining the dynamic relationships amongst engagement factors of the model. The study highlights implications for educational and psychological theory, measurement, and intervention. Copyright © 2012 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Parental Expectations and Child Screen and Academic Sedentary Behaviors in China.

PubMed

Li, Miao; Xue, Hong; Wang, Weidong; Wang, Youfa

2017-05-01

This study examined sociodemographic patterns of parental expectations for academic performance, terminal degree, and future occupation for middle school students in China, and how these expectations influence students' screen-based and academic-related sedentary behaviors through parenting control practices. Based on data collected in 2013-2014 from 19,487 Chinese middle school students, bivariate logistic regressions tested associations between sociodemographic variables and parental expectations; structural equation models tested associations between parental expectations and students' self-reported daily time on TV/Internet/homework, with parental controls as potential mediators. Analyses were performed in October 2015. Chinese students spent 0.96 (SD=1.44) hours/day on TV, 0.56 (SD=1.20) on Internet use, and 2.79 (SD=2.07) on homework. Girls spent more hours/day on homework (2.98 [SD=2.07] vs 2.62 [SD=2.04]) than boys but less on TV (0.90 [SD=1.37] vs 1.02 [SD=1.50]) and Internet (0.42 [SD=0.98] vs 0.69 [SD=1.36]). More than 30% of students were expected by parents to reach the top five of their class, almost 90% were expected to earn a college degree or higher, and >80% were expected to have a professional occupation. Students in rural areas, with siblings, and with lower parental SES tended to bear lower parental expectations. Children experiencing higher parental expectations spent more time on homework but less time on TV/Internet, partially explained by stricter parental homework and screen control. High parental expectations suppress screen use but promote academic-related sedentary behaviors for Chinese children. Interventions should attend to academic-related sedentary behaviors and call for broader policies addressing sociocultural factors fueling high parental expectations. Published by Elsevier Inc.

Parent attendance and homework adherence predict response to a family-school intervention for children with ADHD

PubMed Central

Clarke, Angela T.; Marshall, Stephen A.; Mautone, Jennifer A.; Soffer, Stephen L.; Jones, Heather A.; Costigan, Tracy E.; Patterson, Anwar; Jawad, Abbas F.; Power, Thomas J.

2013-01-01

Objective This study examined the relative contribution of two dimensions of parent engagement, attendance and homework adherence, to parent and child treatment response and explored whether early engagement was a stronger predictor of outcomes than later engagement. Method The sample consisted of parents of participants (n = 92; M age 9.4 years, SD = 1.27; 67% male; 69% White) in a 12-session evidence-based family-school intervention for children with ADHD. Attendance was assessed using clinician records, and homework adherence was measured by rating permanent products. Outcomes included parent and teacher ratings of family involvement in education, parenting practices, and child functioning. Results Accounting for the contributions of baseline scores and attendance, homework adherence was a significant predictor of parental self-efficacy, the parent-teacher relationship, parenting through positive involvement, and the child’s inattention to homework and homework productivity. Accounting for the contribution of baseline scores and homework adherence, attendance was a significant predictor of one outcome, the child’s academic productivity. Early homework adherence appeared to be more predictive of outcomes than later adherence, whereas attendance did not predict outcomes during either half of treatment. Conclusions These results indicate that, even in the context of evidence-based practice, it is the extent to which parents actively engage with treatment, rather than the number of sessions they attend, that is most important in predicting intervention response. Because attendance is limited as an index of engagement and a predictor of outcomes, increased efforts to develop interventions to promote parent adherence to behavioral interventions for children are warranted. PMID:23688140

Parent attendance and homework adherence predict response to a family-school intervention for children with ADHD.

PubMed

Clarke, Angela T; Marshall, Stephen A; Mautone, Jennifer A; Soffer, Stephen L; Jones, Heather A; Costigan, Tracy E; Patterson, Anwar; Jawad, Abbas F; Power, Thomas J

2015-01-01

This study examined the relative contribution of two dimensions of parent engagement, attendance and homework adherence, to parent and child treatment response and explored whether early engagement was a stronger predictor of outcomes than later engagement. The sample consisted of parents of participants (n = 92; M age = 9.4 years, SD = 1.27; 67% male, 69% White) in a 12-session evidence-based family-school intervention for children with attention-deficit/hyperactivity disorder. Attendance was assessed using clinician records, and homework adherence was measured by rating permanent products. Outcomes included parent and teacher ratings of family involvement in education, parenting practices, and child functioning. Accounting for the contributions of baseline scores and attendance, homework adherence was a significant predictor of parental self-efficacy, the parent-teacher relationship, parenting through positive involvement, and the child's inattention to homework and homework productivity. Accounting for the contribution of baseline scores and homework adherence, attendance was a significant predictor of one outcome, the child's academic productivity. Early homework adherence appeared to be more predictive of outcomes than later adherence, whereas attendance did not predict outcomes during either half of treatment. These results indicate that, even in the context of evidence-based practice, it is the extent to which parents actively engage with treatment, rather than the number of sessions they attend, that is most important in predicting intervention response. Because attendance is limited as an index of engagement and a predictor of outcomes, increased efforts to develop interventions to promote parent adherence to behavioral interventions for children are warranted.

Written Computer-Mediated Requests for Help by French-Speaking Students: An Analysis of Their Forms and Functions

ERIC Educational Resources Information Center

Puustinen, Minna; Bernicot, Josie; Bert-Erboul, Alain

2011-01-01

The present study regarded the self-regulated vs. not-self-regulated function and the indirect vs. direct (i.e., polite vs. impolite) linguistic form of middle school students' requests for help. Natural data (149 requests were sent via an online homework-help forum by French-speaking seventh to ninth graders) was used. Nearly 60% of the requests…

Using Web-Based Homework to Teach Principles of Microeconomics: A Preliminary Investigation

ERIC Educational Resources Information Center

Mitchell, Jeannette C.; Mitchell, Johanna E.

2017-01-01

This study evaluates an interactive web-based homework designed to increase student understanding in a principles of microeconomics course. Employing concepts from Action Research, the preliminary investigation was undertaken based on assumptions about the efficacy of online educational resources. Do students who do well on online homework improve…

Therapist Directiveness and Client Reactance in the Administration of Homework in Therapy with College Students

ERIC Educational Resources Information Center

Branagan, William Tyler; Swanbrow Becker, Martin A.

2018-01-01

The present study used an analog design with three vignettes portraying homework administrations at three levels of therapist directiveness (low, medium, and high) and the Therapeutic Reactance Scale to measure participant reactance. Participants (N = 436) read the vignettes and completed the Homework Completion Scale (HCS), Counseling…

Giving University Students Incentives to Do Homework Improves Their Performance

ERIC Educational Resources Information Center

Radhakrishnan, Phanikiran; Lam, Dianne; Ho, Geoffrey

2009-01-01

Past research has focused on either the positive influence of incentives on homework completion (Cullen, Cullen, Hayhow, & Plouffe, 1975) or the positive influence of homework completion on academic performance (Cooper, Robinson, & Patall, 2006). Our study is one of the first to integrate these two streams of research to examine whether higher…

Homework and Academic Achievement: A Meta-Analytic Review of Research

ERIC Educational Resources Information Center

Bas, Gökhan; Sentürk, Cihad; Cigerci, Fatih Mehmet

2017-01-01

The main purpose of this study was to determine the effect of homework assignments on students' academic achievement. This meta-analysis sought an answer to the research question: "What kind of effect does homework assignment have on students' academic achievement levels?" In this research, meta-analysis was adopted to determine the…

Homework and Achievement: Using Smartpen Technology to Find the Connection

ERIC Educational Resources Information Center

Rawson, Kevin; Stahovich, Thomas F.; Mayer, Richard E.

2017-01-01

There is a long history of research efforts aimed at understanding the relationship between homework activity and academic achievement. While some self-report inventories involving homework activity have been useful for predicting academic performance, self-reported measures may be limited or even problematic. Here, we employ a novel method for…

Helping Your Students with Homework: A Guide for Teachers.

ERIC Educational Resources Information Center

Paulu, Nancy; Darby, Linda B., Ed.

This guide for elementary and secondary teachers discusses 18 tips for creating meaningful homework assignments that students will complete. Following introductory sections that explore hurdles to homework, the guide details the following tips: (1) lay out expectations early in the school year; (2) create assignments with a purpose; (3) make sure…

Errors and Allegations about Research on Homework

ERIC Educational Resources Information Center

Marzano, Robert J.; Pickering, Debra J.

2007-01-01

This article provides a response to Kohn's article entitled "Abusing Research: The Study of Homework and Other Examples" that appeared in the September 2006 issue of the "Kappan." There Kohn asserted that many of those who conduct research on homework and report on that research misrepresent research findings. He specifically mentioned a set of…

29 CFR 516.31 - Industrial homeworkers.

Code of Federal Regulations, 2011 CFR

2011-07-01

... homeworker and homeworker, as used in this section, mean any employee employed or suffered or permitted to... goods for an employer who suffers or permits such production, regardless of the source (whether obtained...): (1) With respect to each lot of work: (i) Date on which work is given out to worker, or begun by...

Pencil-Free Homework: Worth Considering?

ERIC Educational Resources Information Center

Forster, Colin

2016-01-01

After spending most of the day in school, children are typically given additional assignments to be completed at home. The author and colleagues developed a series of science homework tasks for use in primary schools. The difference with these homework tasks, however, was that they were pencil-free: no blank spaces for the children to fill in and…

How Parental Support during Homework Contributes to Helpless Behaviors among Struggling Readers

ERIC Educational Resources Information Center

Orkin, Melissa; May, Sidney; Wolf, Maryanne

2017-01-01

This research investigated the influence of parental practices on helpless behaviors of struggling readers during homework tasks. Parents (N = 36) of elementary students reported on their children's helpless behaviors, such as task avoidance and negative affect, during homework assignments, and on the nature and frequency of their support.…

Diabetes Treatment as "Homework": Consequences for Household Knowledge and Health Practices in Rural Uganda

ERIC Educational Resources Information Center

Nielsen, Jannie; Bahendeka, Silver K.; Bygbjerg, Ib C.; Meyrowitsch, Dan W.; Whyte, Susan R.

2016-01-01

Background: Health professionals assign diabetes patients "homework" in that they give them instructions on how to manage diabetes, recognizing that most diabetes care takes place in the home setting. We studied how homework is practiced and whether knowledge and behavioral practices related to diabetes self-management diffuse from…

Adolescents' Homework Performance in Mathematics and Science: Personal Factors and Teaching Practices

ERIC Educational Resources Information Center

Fernández-Alonso, Rubén; Suárez-Álvarez, Javier; Muñiz, José

2015-01-01

Classical educational research provides empirical evidence of the positive effect of doing homework on academic results. Nonetheless, when this effect is analyzed in detail there are inconsistent, and in some cases, contradictory results. The central aim of this study was to systematically investigate the effect of homework on performance of…

Does Parental Homework Involvement Mediate the Relationship between Family Background and Educational Outcomes?

ERIC Educational Resources Information Center

Dumont, Hanna; Trautwein, Ulrich; Ludtke, Oliver; Neumann, Marko; Niggli, Alois; Schnyder, Inge

2012-01-01

This research examines whether parental homework involvement mediates the relationship between family background and educational outcomes such as academic achievement and academic self-concept. Data from two studies in which grade 8 students (N = 1274 and N = 1911) described their parents' involvement in the homework process were reanalyzed via…

Homework, Motivation, and Academic Achievement in a College Genetics Course

ERIC Educational Resources Information Center

Planchard, Matthew; Daniel, Kristy L.; Maroo, Jill; Mishra, Chandrani; McLean, Tim

2015-01-01

We conducted a mixed methods study in an upper-level genetics course exploring the relationships between student motivation, homework completion, and academic achievement at the college level. We used data from an open-ended questionnaire, homework grades and completion reports, and exam scores. We used these data sources to measure self-perceived…

Increasing Parental Involvement in Speech-Sound Remediation

ERIC Educational Resources Information Center

Roberts, Micah Renee Ferguson

2014-01-01

Speech therapy homework is a key component of a successful speech therapy program, increasing carryover of learned speech sounds. Poor return rate of homework assigned, with a lack of parental involvement, is a problem. The purpose of this project study was to examine what may increase parental participation in speech therapy homework. Guided by…

Conceptualizing Patient Barriers to Nonadherence with Homework Assignments

ERIC Educational Resources Information Center

Kazantzis, Nikolaos; Shinkfield, Gregg

2007-01-01

Nonadherence with homework assignments and, by implication, "barriers" to homework assignments are a frequent occurrence in the practice of standard cognitive therapy (Beck, A. T., Rush, A. J., Shaw, B. F., Emery, G. (1979). "Cognitive therapy of depression." New York: The Guilford Press). The clinical examples in this article illustrate some of…

Evaluation of a Brief Homework Assignment Designed to Reduce Citation Problems

ERIC Educational Resources Information Center

Schuetze, Pamela

2004-01-01

I evaluated a brief homework assignment designed to reduce citation problems in research-based term papers. Students in 2 developmental psychology classes received a brief presentation and handout defining plagiarism with tips on how to cite sources to avoid plagiarizing. In addition, students in 1 class completed 2 brief homework assignments in…

Night Shift: Ideas and Strategies for Homework. Pathfinder 20. A CILT Series for Language Teachers.

ERIC Educational Resources Information Center

Buckland, David; Short, Mike

A variety of ideas and strategies for homework assignments that can be stimulating and useful to second language learners are presented. Underlying principles are that homework can: give control; develop confidence; promote creativity; support differentiation by task and outcome; encourage pupil independence; support parent-school communication;…

Grading Homework to Emphasize Problem-Solving Process Skills

ERIC Educational Resources Information Center

Harper, Kathleen A.

2012-01-01

This article describes a grading approach that encourages students to employ particular problem-solving skills. Some strengths of this method, called "process-based grading," are that it is easy to implement, requires minimal time to grade, and can be used in conjunction with either an online homework delivery system or paper-based homework.

Evidence on the Effectiveness of On-Line Homework

ERIC Educational Resources Information Center

Dillard-Eggers, Jane; Wooten, Tommy; Childs, Brad; Coker, John

2008-01-01

The purpose of this research is to evaluate the impact and effectiveness of on-line homework in principles of accounting classes. We surveyed students to determine their degree of satisfaction with on-line homework and their perceptions about its effectiveness in enhancing their learning. We also gathered data to determine the extent of online…

Student-Created Homework Problems Based on YouTube Videos

ERIC Educational Resources Information Center

Liberatore, Matthew W.; Marr, David W. M.; Herring, Andrew M.; Way, J. Douglas

2013-01-01

Inspired by YouTube videos, students created homework problems as part of a class project. The project has been successful at different parts of the semester and demonstrated learning of course concepts. These new problems were implemented both in class and as part of homework assignments without significant changes. Examples from a material and…

The Relationship between Homework and Performance in an Introductory Operations Management Course.

ERIC Educational Resources Information Center

Peters, Michael; Kethley, Bryan; Bullington, Kimball

2002-01-01

Homework of 142 students in an operations management was graded and performance on a multiple-choice test was compared to that of 188 without graded homework. The treatment group had lower overall scores. Grading did not affect performance on quantitative questions but had a significant effect on nonquantitative questions. (SK)

A Comparison of Web-Based and Paper-and-Pencil Homework on Student Performance in College Algebra

ERIC Educational Resources Information Center

Hauk, Shandy; Powers, Robert A.; Segalla, Angelo

2015-01-01

College algebra fulfills general education requirements at many colleges in the United States. The study reported here investigated differences in mathematics achievement between undergraduates in college algebra classes using one of two homework methods: "WeBWorK," an open-source system for web-based homework, or traditional…

Homework Policies and Guidelines. Turning the Tide: An Agenda for Excellence in Pennsylvania Public Schools.

ERIC Educational Resources Information Center

Pennsylvania State Dept. of Education, Harrisburg.

For homework to be effective, a clear, written policy should be developed that considers local needs, sound educational theories, and current research. This handbook is intended to assist school districts, particularly in Pennsylvania, in planning, developing, and implementing homework policies and guidelines. The booklet first briefly reviews the…

Predicting Student Success via Online Homework Usage

ERIC Educational Resources Information Center

Bowman, Charles R.; Gulacar, Ozcan; King, Daniel B.

2014-01-01

With the amount of data available through an online homework system about students' study habits, it stands to reason that such systems can be used to identify likely student outcomes. A study was conducted to see how student usage of an online chemistry homework system (OWL) correlated with student success in a general chemistry course. Online…

Using Student-Generated Instructional Materials in an e-Homework Platform

ERIC Educational Resources Information Center

Zurcher, Danielle M.; Phadke, Sameer; Coppola, Brian P.; McNeil, Anne J.

2016-01-01

Feedback-driven online homework systems provide students with a comprehensive set of practice questions that can accompany and enhance other instructional resources. However, the available e-homework systems do not contain content that aligns well with our course objectives, provide too few questions in key areas, and use assessment format(s) that…

Homework, Homework Everywhere: Indian Parents' Involvement with Their Children's Homework

ERIC Educational Resources Information Center

Thirumurthy, Vidya

2014-01-01

Parents play a key role in children's academic success. In this article, the author describes a sample of India's middle- and working-class parents' involvement in children's academic activities and the nature of support they provide for their children. In each case, everyday activities at home, often replicating school-based activities, indicated…

Homework Emotion Regulation Scale: Confirming the Factor Structure with High School Students

ERIC Educational Resources Information Center

Xu, Jianzhong; Fan, Xitao; Du, Jianxia

2017-01-01

The current investigation studied psychometric properties of the Homework Emotion Regulation Scale (HERS) for math homework, with 915 tenth graders from China. Confirmatory factor analyses (CFAs) supported the presence of two separate yet related subscales for the HERS: Emotion Management and Cognitive Reappraisal. The latent factor means for both…

Favorite Counseling and Therapy Homework Assignments: Leading Therapists Share Their Most Creative Strategies.

ERIC Educational Resources Information Center

Rosenthal, Howard G., Ed.

The underlying concept of this publication is that homework, which is merely a specific type of therapy technique, can be helpful to counselors and educators. It contains ideas from psychiatrists; psychologists; counselors; social workers; and family therapists who use homework techniques to enhance therapy with adults, children, and adolescents;…

Who Benefits from Homework Assignments?

ERIC Educational Resources Information Center

Ronning, Marte

2011-01-01

Using Dutch data on pupils in elementary school this paper is the first empirical study to analyze whether assigning homework has a heterogeneous impact on pupil achievement. Addressing potential biases by using a difference-in-difference approach, I find that the test score gap is larger in classes where everybody gets homework than in classes…

Online Homework Effectiveness for Underprepared and Repeating College Algebra Students

ERIC Educational Resources Information Center

Brewer, David Shane; Becker, Kurt

2010-01-01

This research compared the effectiveness, in terms of mathematical achievement, of online homework to textbook homework over an entire semester for 145 students enrolled in multiple sections of college algebra at a large community college. A quasi-experimental, posttest design was used to analyze the effect on mathematical achievement, as measured…

Teachers' Feedback on Homework, Homework-Related Behaviors, and Academic Achievement

ERIC Educational Resources Information Center

Núñez, José Carlos; Suárez, Natalia; Rosário, Pedro; Vallejo, Guillermo; Cerezo, Rebeca; Valle, António

2015-01-01

The authors intended to (a) identify the association between gender or grade level and teachers' homework (HW) feedback and (b) examine the relationship between teachers' HW feedback, HW-related behaviors (e.g., amount of HW completed), and academic achievement. Four hundred fifty-four students (Grades 5-12) participated in this study. The results…

Long duration of stressful homework as a potential obesogenic factor in children: a QUALITY study.

PubMed

Michaud, Isabelle; Chaput, Jean-Philippe; O'Loughlin, Jennifer; Tremblay, Angelo; Mathieu, Marie-Eve

2015-04-01

To examine for the first time whether stressful mental tasks are associated with an unfavorable anthropometric profile in children. A cross-sectional analysis was undertaken in 511 children. A complete anthropometric profile was assessed, and children reported their homework duration and the presence/absence of stress related to schoolwork. Accelerometers and questionnaires provided the other profile of lifestyle components. Homework duration was not related to adiposity indicators in children not stressed by schoolwork. In boys stressed by schoolwork, significantly higher total and trunk body fat percentages were obtained in the high versus low duration of homework group. No difference in adiposity indicators was present in boys not stressed by schoolwork and in girls. A reduced activity level and an increased screen time partly mediated the relationship between homework and anthropometric profiles. Boys with a high workload of homework, when combined with the presence of schoolwork-related stress, have unfavorable adiposity indicators. This study suggests that more attention should be paid to stressful mental work as a potent risk factor for obesity. © 2015 The Obesity Society.

One Method for Inhibiting the Copying of Online Homework

NASA Astrophysics Data System (ADS)

Busch, Hauke

2017-10-01

Over the last several years online homework solutions have become ever more accessible to students. This is due in part to programs like Yahoo Answers, Chegg, publisher solution manuals, and other web resources that are readily available online. The student can easily search any physics homework problem posted on the web in a matter of seconds and have the solution. The results of this are an apparent increase in students copying the answers without solving the problem, which may lead to an increase in homework scores but a reduction in exam scores and an overall lower grade in the class. A secondary effect that may be observed is that tutoring centers, recitations, and supplemental instructor sessions have reduced student attendance. Some might say that the readily available solutions for homework systems such as MasteringPhysics (MP), WebAssign, etc. have greatly diminished them as a teaching tool, and for grading and assessing students' performance in a course. It is the purpose of this paper to offer a possible solution for preventing students from potentially copying online homework solutions.

Early Identification of Student Performance and Effort Using an Online Homework System: A Pilot Study

NASA Astrophysics Data System (ADS)

Perdian, David C.

2013-10-01

Two distinct student groups, in terms of academic performance, were identified early in the semester as either being under-performing students or over-performing students using an online homework system. The students who are identified as under-performing received, on average, lower grades than their fellow students but spent more time completing the homework assignments. These students are great candidates for targeted advertisement of student resources such as tutoring services. The students who are identified in the over-performing student population received higher grades than their fellow students, but spent less time completing the homework assignments. These students are great candidates for honors programs, independent research projects, and peer-tutoring programs. Incorporating these evaluation criteria to online homework systems will allow instructors to quickly identify students in these academic student populations.

EFFECTS OF HOMEWORK COMPLIANCE ON COGNITIVE-BEHAVIORAL THERAPY WITH D-CYCLOSERINE AUGMENTATION FOR CHILDREN WITH OBSESSIVE COMPULSIVE DISORDER.

PubMed

Olatunji, Bunmi O; Rosenfield, David; Monzani, Benedetta; Krebs, Georgina; Heyman, Isobel; Turner, Cynthia; Isomura, Kayoko; Mataix-Cols, David

2015-12-01

The present study examined the effects of homework compliance on outcome from cognitive behavioral therapy (CBT) for children with obsessive-compulsive disorder (OCD) and the extent to which these effects differ as a function of augmentation of CBT with D-cycloserine (DCS). Twenty-seven youth with OCD were randomized to either 50 mg DCS or placebo (PBO) administered immediately after each of 10 CBT sessions, primarily consisting of exposure and ritual prevention (ERP). Independent evaluators assessed OCD severity using the Children's Yale-Brown Obsessive-Compulsive Scale (CY-BOCS) at the start of each session. Compliance with between-session ERP assignments was also assessed at the start of each session using the Patient ERP Adherence Scale (PEAS). Greater homework compliance between the previous session and the current session was related to lower CY-BOCS at the current session. However, the relation between homework compliance and CY-BOCS varied by treatment condition. Higher homework compliance was related to lower CY-BOCS for participants in the DCS condition, but not for participants in the PBO condition. Furthermore, participants receiving DCS were estimated to have significantly lower CY-BOCS than those given PBO among those with the highest levels of homework compliance. DCS may more effectively facilitate the effects of CBT for youth with OCD when patients are compliant with prescribed homework. Theoretical and clinical implications are discussed. © 2015 Wiley Periodicals, Inc.

Raising Children's Self-Efficacy through Parental Involvement in Homework

ERIC Educational Resources Information Center

Williams, Keith; Swift, Jennifer; Williams, Hefin; Van Daal, Victor

2017-01-01

Background: This paper is a qualitative evaluation of a small-scale pilot study that attempted to generate parental involvement in children's learning. It used problem-solving mathematics homework in order to raise the children's self-efficacy, or, put another way, the child's belief that success lies in their own hands. Purpose: Homework is often…

How Big Is That? Reporting the Effect Size and Cost of ASSISTments in the Maine Homework Efficacy Study

ERIC Educational Resources Information Center

Roschelle, Jeremy; Murphy, Robert; Feng, Mingyu; Bakia, Marianne

2017-01-01

In a rigorous evaluation of ASSISTments as an online homework support conducted in the state of Maine, SRI International reported that "the intervention significantly increased student scores on an end-of-the-year standardized mathematics assessment as compared with a control group that continued with existing homework practices."…

Time Spent on Homework, Mathematics Anxiety and Mathematics Achievement: Evidence from a US Sample

ERIC Educational Resources Information Center

Cheema, Jehanzeb R.; Sheridan, Kimberly

2015-01-01

This study investigated the effect of time spent on homework and mathematics anxiety on mathematics achievement. Data from a nationally representative US sample consisting of 4,978 cases was used to predict mathematics achievement from time spent on homework and mathematics anxiety while controlling for demographic differences such as gender,…

Incorporating a Healthy Reimbursable Snack in an Afterschool Homework Program for Middle School Students: A Case Study

ERIC Educational Resources Information Center

Nanney, Marilyn S.; Olaleye, Temitope M.; Wang, Qi

2012-01-01

Background: This study tested the feasibility and acceptability of adding a reimbursable snack that meets the Institute of Medicine nutrition recommendations to an afterschool homework program for middle school students. Methods: Snack menu was developed and administered to students attending an afterschool homework program over 12 weeks. In…

Everything You Need To Know about Math Homework. A Desk Reference for Students and Parents. Fourth to Sixth Grades. Scholastic Homework Reference Series.

ERIC Educational Resources Information Center

Zeman, Anne; Kelly, Kate

This book is written to answer commonly asked homework questions of fourth, fifth, and sixth graders. Included are facts, charts, definitions, explanations, examples, and illustrations. Topics include ancient number systems; decimal system; math symbols; addition; subtraction; multiplication; division; fractions; estimation; averages; properties;…

The Role of Homework in Student Learning Outcomes: Evidence from a Field Experiment

ERIC Educational Resources Information Center

Grodner, Andrew; Rupp, Nicholas G.

2013-01-01

In this article, the authors describe a field experiment in the classroom where principles of micro-economics students are randomly assigned into homework-required and not-required groups. The authors find that homework plays an important role in student learning, especially so for students who initially perform poorly in the course. Students in…

"Most Won't Do It!" Examining Homework as a Structure for Learning in a Diverse Middle School

ERIC Educational Resources Information Center

Bennett, Cory A.

2017-01-01

Much attention is placed on helping students develop as complex and creative thinkers, yet many classrooms continue to use learning structures without examining their effectiveness. This is often the case with homework. Research findings on the effectiveness of homework are mixed, and few studies have examined students' and educators' perspectives…

Analysis of the Effects of Online Homework on the Achievement, Persistence, and Attitude of Developmental Mathematics Students

ERIC Educational Resources Information Center

Barnsley, Amy Elizabeth

2014-01-01

This dissertation summarizes a study of the use of online homework with developmental mathematics students at the University of Alaska Fairbanks. To address the problem of high failure rates in developmental mathematics courses this study investigated the relationship between online homework and academic achievement, persistence, and attitude.…

Homework Management Scale: Confirming the Factor Structure with Middle School Students in China

ERIC Educational Resources Information Center

Xu, Jianzhong; Fan, Xitao; Du, Jianxia

2015-01-01

This study presents a psychometric evaluation of the Homework Management Scale (HMS) for mathematics, consisting of five subscales for measuring homework management strategies. Confirmatory factor analyses were conducted with a sample of middle school students (N = 796). Results indicated that the factor structure of the Chinese version of the HMS…

How Does the "Digital Generation" Get Help on Their Mathematics Homework?

ERIC Educational Resources Information Center

van de Sande, Carla; Boggess, May; Hart-Weber, Catherine

2013-01-01

Homework is a daily activity for at least twelve years of most students' school experience, and every assignment requires the time, energy, and emotional engagement of all those involved. Traditionally, students seeking homework help could refer to their class notes and textbooks, or ask their friends, tutors, and, perhaps, as last resort, their…

Secondary Science Homework and Instructional Methodologies: An Investigation of the Alignment of Homework Assignments and Teachers' Self-Professed Instructional Methodology

ERIC Educational Resources Information Center

Lucas, Paul M.

2009-01-01

This study utilized a mixed-method design in order to investigate the alignment of secondary science teachers' instructional methodologies and their homework designs. Surveys were distributed to educators from a Center for Ocean Sciences Excellence Education (COSEE) database. Coding rubrics were developed to categorize the participants' responses…

School Location, Student Achievement, and Homework Management Reported by Middle School Students

ERIC Educational Resources Information Center

Xu, Jianzhong

2009-01-01

The aim of this study was to examine whether student achievement and school location may influence a range of homework management strategies. The participants were 633 rural and urban students in Grade 8. These homework management strategies include: (a) setting an appropriate work environment, (b) managing time, (c) handling distraction, (d)…

Homework in the 21st Century: The Antiquated and Ineffectual Implementation of a Time Honored Educational Strategy

ERIC Educational Resources Information Center

Simplicio, Joseph S. C.

2005-01-01

Homework had been a mainstay teacher strategy since education first began. When used properly, study after study show that homework, from the elementary through the university level, is an effective method for reinforcing educational learning goals. Studies that include original research, surveys, interviews, and literature reviews, conducted by…

Effects of Radical Raceway on Homework Completion and Accuracy in a Ninth-Grade Social Studies Inclusion Class

ERIC Educational Resources Information Center

Houser, Derek; Maheady, Larry; Pomerantz, David; Jabot, Michael

2015-01-01

Homework is a commonly used and occasionally controversial teaching practice in our public schools (Center for Public Education, 2007). Meta-analyses indicate that homework has positive effects on student learning that are moderated by age, subject area, and student characteristics (Hattie in Visible learning, Routledge, New York, 2009).…

Nonacademic Effects of Homework in Privileged, High-Performing High Schools

ERIC Educational Resources Information Center

Galloway, Mollie; Conner, Jerusha; Pope, Denise

2013-01-01

This study used survey data to examine relations among homework, student well-being, and behavioral engagement in a sample of 4,317 students from 10 high-performing high schools in upper middle class communities. Results indicated that students in these schools average more than 3 hr of homework per night. Students who did more hours of homework…

Collaboration of Students and Faculty Creating a Web-Site Based for Homework.

ERIC Educational Resources Information Center

Packard, Abbot L.; Holmes, Glen A.

This paper chronicles the building of a student based Web site method of quickly getting homework graded and back to the students with feedback. A Web site-supported statistics class offers an opportunity for students to check answers, get immediate feedback, and submit homework. A web-based support system should provide assistant for students of…

Enhancing Mathematics Teachers' Knowledge of Students' Thinking from Assessing and Analyzing Misconceptions in Homework

ERIC Educational Resources Information Center

An, Shuhua; Wu, Zhonghe

2012-01-01

This study focuses on teacher learning of student thinking through grading homework, assessing and analyzing misconceptions. The data were collected from 10 teachers at fifth-eighth grade levels in the USA. The results show that assessing and analyzing misconceptions from grading homework is an important approach to acquiring knowledge of…

Increasing the on-Task Homework Behavior of Youth with Behavior Disorders Using Functional Behavioral Assessment

ERIC Educational Resources Information Center

Hawkins, Renee O.; Axelrod, Michael I.

2008-01-01

Research has shown a positive correlation between time spent on homework and learning. However, students often engage in off-task behaviors to escape the demands of homework. Youth with emotional or behavioral disorders (EBD) are especially likely to engage in off-task behaviors. Effective interventions to increase on-task behavior during homework…

One Method for Inhibiting the Copying of Online Homework

ERIC Educational Resources Information Center

Busch, Hauke

2017-01-01

Over the last several years online homework solutions have become ever more accessible to students. This is due in part to programs like Yahoo Answers, Chegg, publisher solution manuals, and other web resources that are readily available online. The student can easily search any physics homework problem posted on the web in a matter of seconds and…

The Effects of Online Homework on Achievement and Self-Efficacy of College Algebra Students

ERIC Educational Resources Information Center

Brewer, David Shane

2009-01-01

This study compared the effectiveness, in terms of mathematical achievement and mathematics self-efficacy, of online homework to textbook homework over an entire semester for 145 students enrolled in multiple sections of college algebra at a large community college. A quasi-experimental, posttest design was used to analyze the effect on…

A Family Math Program To Increase Parent Participation in Math Homework in a Primary Multi-Age Classroom.

ERIC Educational Resources Information Center

Hradnansky, Terre A.

This practicum was designed to increase parental involvement and parental support in the area of interactive mathematics homework by helping parents to better understand their role and responsibilities towards helping their child with the interactive math homework that reinforces the curriculum. Family math meetings were offered and follow-up…

The Goldilocks Dilemma: Homework Policy Creating a Culture Where Simply Good Is Just Not Good Enough

ERIC Educational Resources Information Center

Watkins, Paul J.; Stevens, David W.

2013-01-01

Throughout the decades of educational reform cycles, the value of homework has proven either meaningful or meaningless depending on the reforming framework. Questions about homework as simply busy work or knowledge work, mere content distraction or content extension, ambivalence toward importance, or discipline of character all cloud any…

6th, 7th and 8th Graders' Attitudes towards Online Homework Assignment Sites

ERIC Educational Resources Information Center

Altun, Eralp

2008-01-01

This study has pedagogical implications in view of rapidly growing technological development and widespread use of the Internet in instruction. The spread of online homework sites with highly commercial aims has opened a new research area regarding the structure, aim and the significant role of homework in education. Particularly, the changes in…

The Role of Online Homework in Low-Enrollment College Introductory Physics Courses

ERIC Educational Resources Information Center

Lazarova, Krassi

2015-01-01

Studying physics for nonphysics majors at college level is usually a process of learning new problem-solving skills and sometimes seems a frustrating experience. In an attempt to provide students with more learning resources, online homework was required to supplement the instruction. This study reveals the role of the online homework assignments…

Results of a Survey about Homework and Homework Hotlines for Elementary School Students.

ERIC Educational Resources Information Center

Singh, Bulwant

Reported are responses of fourth-, fifth-, and sixth-grade students, their parents and teachers to a survey conducted to determine the need for a homework hotline. Discussion is based on data from 379 randomly selected parents of students in intermediate elementary grades of 21 elementary schools, 333 elementary school teachers, and 392 randomly…

The Theory of Planned Behaviour as a Framework for Understanding Parental Experiences with Homework

ERIC Educational Resources Information Center

McGregor, Sharon A.; Knoll, Monja A.

2015-01-01

Research into parental homework-related experiences has predominantly focused on parental attitudes to homework. This research has shown that parental attitudes can affect the formation of attitudes in children and subsequently their academic success. Most research has focused on a secondary school context, but there is still a lack of knowledge…

Villain or Savior? The American Discourse on Homework, 1850-2003

ERIC Educational Resources Information Center

Gill, Brian P.; Schlossman, Steven L.

2004-01-01

This article examines homework's place in American K-12 schooling over the last century and draws three main conclusions. First, homework has always aroused strong passions pro and con. Second, despite prominent press reports to the contrary in the early 20th century and again today, the best evidence suggests that most parents have consistently…

The Impact of Differentiated Reading Homework Assignments on Students' Attitudes toward Homework, Motivation to Read, Interest in Reading, and Reading Achievement

ERIC Educational Resources Information Center

Hickerson, Danielle

2012-01-01

Previous research has indicated that there is no relationship between traditional homework completion and academic achievement among elementary grade students. Yet, elementary school teachers continue to utilize this practice. The purpose of this quantitative study was to investigate the relationship between nontraditional, differentiated reading…

Mastery-style homework exercises in introductory physics courses: Implementation matters

NASA Astrophysics Data System (ADS)

Gutmann, Brianne; Gladding, Gary; Lundsgaard, Morten; Stelzer, Timothy

2018-06-01

Encouraged by positive clinical results at the University of Illinois, mastery-style homework was integrated into a large semester-long preparatory physics course via an online homework system that used narrated animated video solutions as correctives. This paper discusses the impact and evolution of the homework in its first two years. The first iteration revealed that students were frustrated and did not engage with the system in an effective way. Intending to reduce that frustration and quell negative behavior, the mastery requirement was relaxed, transfer between versions was reduced, and the addition of a direct discussion with students about the homework were implemented in its second year. The results showed that details of implementation can substantially affect students' behavior; large and statistically significant effects were observed as a reduction in frustration (with self-identified "frustrated" students dropping from 60% in 2014 to 30% in 2015) and improvement in performance (average student mastery rate of 59% to 69%).

Networked Instructional Chemistry: Using Technology To Teach Chemistry

NASA Astrophysics Data System (ADS)

Smith, Stanley; Stovall, Iris

1996-10-01

Networked multimedia microcomputers provide new ways to help students learn chemistry and to help instructors manage the learning environment. This technology is used to replace some traditional laboratory work, collect on-line experimental data, enhance lectures and quiz sections with multimedia presentations, provide prelaboratory training for beginning nonchemistry- major organic laboratory, provide electronic homework for organic chemistry students, give graduate students access to real NMR data for analysis, and provide access to molecular modeling tools. The integration of all of these activities into an active learning environment is made possible by a client-server network of hundreds of computers. This requires not only instructional software but also classroom and course management software, computers, networking, and room management. Combining computer-based work with traditional course material is made possible with software management tools that allow the instructor to monitor the progress of each student and make available an on-line gradebook so students can see their grades and class standing. This client-server based system extends the capabilities of the earlier mainframe-based PLATO system, which was used for instructional computing. This paper outlines the components of a technology center used to support over 5,000 students per semester.

Burnout in medical residents: a study based on the job demands-resources model.

PubMed

Zis, Panagiotis; Anagnostopoulos, Fotios; Sykioti, Panagiota

2014-01-01

Burnout is a prolonged response to chronic emotional and interpersonal stressors on the job. The purpose of our cross-sectional study was to estimate the burnout rates among medical residents in the largest Greek hospital in 2012 and identify factors associated with it, based on the job demands-resources model (JD-R). Job demands were examined via a 17-item questionnaire assessing 4 characteristics (emotional demands, intellectual demands, workload, and home-work demands' interface) and job resources were measured via a 14-item questionnaire assessing 4 characteristics (autonomy, opportunities for professional development, support from colleagues, and supervisor's support). The Maslach Burnout Inventory (MBI) was used to measure burnout. Of the 290 eligible residents, 90.7% responded. In total 14.4% of the residents were found to experience burnout. Multiple logistic regression analysis revealed that each increased point in the JD-R questionnaire score regarding home-work interface was associated with an increase in the odds of burnout by 25.5%. Conversely, each increased point for autonomy, opportunities in professional development, and each extra resident per specialist were associated with a decrease in the odds of burnout by 37.1%, 39.4%, and 59.0%, respectively. Burnout among medical residents is associated with home-work interface, autonomy, professional development, and resident to specialist ratio.

The Impact of Implementing Web Homework in Second-Semester Calculus

ERIC Educational Resources Information Center

LaRose, P. Gavin

2010-01-01

In this study we examine the introduction of on-line homework to a Calculus II course as a replacement for ungraded pencil-and-paper homework assignments. We consider how this had an impact on students' performance in the course, on student behavior in completing the assigned work, and on student attitudes toward it. We find that students working…

Same Homework, New Plan: How to Help Your Disorganized Kid Sit Down and Get It Done

ERIC Educational Resources Information Center

Hoyle, Sally G.

2005-01-01

This book offers easy-to-follow steps that busy parents can readily implement to decrease homework meltdowns and help kids achieve their academic potential. Written for all parents of kids ages 7 to 16--regardless of whether the problem is a homework power struggle, ADHD, unidentified giftedness, or something else--this book shows parents the…

Buying in and Checking out: Identity Development and Meaning Making in the Practice of Mathematics Homework

ERIC Educational Resources Information Center

Landers, Mara

2013-01-01

This paper presents findings from an ethnographic study of the role and meaning ofmathematics homework in the lives ofmiddle school students. The study conceptualizes and examines homework as a social practice, with a focus on how students make meaning out of their experiences and the role of identity development in meaning making. Specifically,…

Student Perceptions of Online Homework Use for Formative Assessment of Learning in Organic Chemistry

ERIC Educational Resources Information Center

Richards-Babb, Michelle; Curtis, Reagan; Georgieva, Zornitsa; Penn, John H.

2015-01-01

Use of online homework as a formative assessment tool for organic chemistry coursework was examined. Student perceptions of online homework in terms of (i) its ranking relative to other course aspects, (ii) their learning of organic chemistry, and (iii) whether it improved their study habits and how students used it as a learning tool were…

Homework and Primary-School Students' Academic Achievement in Latin America

ERIC Educational Resources Information Center

Murillo, F. Javier; Martinez-Garrido, Cynthia

2014-01-01

This paper explores teachers' habits (1) in terms of setting homework for their students and (2) in terms of building on homework in the classroom. Based on data collected in UNESCO's Second Regional Comparative and Explanatory Study (SERCE), the sample size of this analysis is about 200,000 Primary Grade 3 and 6 students in 16 Latin American…

A Phenomenological Study of Homework from the Perspectives of Elementary Special Education Teachers of Students with Learning Disabilities

ERIC Educational Resources Information Center

Bennis, Candace L.

2011-01-01

Research has shown that students with learning disabilities often do not complete or submit their homework, which may lead to failing grades. The intent of this research was to examine the perceptions of elementary special teachers on assigning appropriate homework for these students. The purpose of this phenomenological study was to investigate…

Improving Homework Compliance in Career Counseling with a Behavioral Activation Functional Assessment Procedure: A Pilot Study

ERIC Educational Resources Information Center

Baruch, David E.; Kanter, Jonathan W.; Bowe, William M.; Pfennig, Sherri L.

2011-01-01

Behavioral activation has emerged as a widely used treatment for depression in a number of health care settings due to its concrete, straightforward emphasis on out-of-session client homework, but it lacks explicit guidelines for identifying and overcoming barriers that interfere with homework completion. The purpose of this pilot study was to…

Improving Homework Completion and Motivation of Middle School Students through Behavior Modification, Graphing, and Parent Communication

ERIC Educational Resources Information Center

Hein, Dawn L.; Wimer, Sandra L.

2007-01-01

An action research project report was complete to discuss how homework completion and motivation is an ongoing issue and debate within the public schools. This is especially true in the middle school setting. The teacher researchers of this project chose to conduct a study in order to increase homework completion and motivation of middle school…

The Effect of Distributed Practice in Undergraduate Statistics Homework Sets: A Randomized Trial

ERIC Educational Resources Information Center

Crissinger, Bryan R.

2015-01-01

Most homework sets in statistics courses are constructed so that students concentrate or "mass" their practice on a certain topic in one problem set. Distributed practice homework sets include review problems in each set so that practice on a topic is distributed across problem sets. There is a body of research that points to the…

Family homework and school-based sex education: delaying early adolescents' sexual behavior.

PubMed

Grossman, Jennifer M; Frye, Alice; Charmaraman, Linda; Erkut, Sumru

2013-11-01

Early sexual activity can undermine adolescents' future school success and health outcomes. The purpose of this study was to assess the role of a family homework component of a comprehensive sex education intervention in delaying sexual initiation for early adolescents and to explore what social and contextual factors prevent adolescents from completing these family homework activities. This mixed methods study included 6th- and 7th-grade survey responses from 706 students at 11 middle school schools receiving a sex education intervention, as well as interviews from a subset of 33, 7th-grade students from the larger sample. Adolescents who completed more family homework assignments were less likely to have vaginal intercourse in 7th grade than those who completed fewer assignments, after controlling for self-reports of having had vaginal intercourse in 6th grade and demographic variables. Participants' explanations for not completing assignments included personal, curriculum, and family-based reasons. Family homework activities designed to increase family communication about sexual issues can delay sex among early adolescents and contribute to school-based sex education programs. Successful sex education programs must identify and address barriers to family homework completion. © 2013, American School Health Association.

Web Based Homework for CAPA in General Education Astronomy Courses

NASA Astrophysics Data System (ADS)

Robertson, T. H.

2002-12-01

Qualitative questions in astronomy have been developed to operate under the CAPA web-based homework system. Multiple versions of similar questions and software randomization are used to create different homework sets for each student. The questions are grouped by concept and subject to create more challenging activities from relatively simple questions. These questions have been used for three semesters in five sections of ASTRO 100 which enrolled a total of 500 students over the past two years. Student surveys consistently indicate that they like the system and believe that it helps them to learn. Cognitive measures in the form of exam and course grades do not demonstrate statistically significant improvement in sections which have used the new homework system. This is due in part to a conscious effort to create exam questions which focus on content understanding and not memorization and the persistent student habit of studying for exams by memorizing homework. Differences have been identified between female and male students in terms of completion rates and performance on homework, quiz and exam scores. This work was supported in part by funding from the George and Frances Ball Fund for Academic Excellence and the 21st Century Fund for Faculty Development.

Chronic homework in emerging borderlands of healthcare.

PubMed

Mattingly, Cheryl; Grøn, Lone; Meinert, Lotte

2011-09-01

The task of caring for those with chronic illnesses has gained a new centrality in health care at a global level. We introduce the concept of "chronic homework" to offer a critical reflection on the treatment of chronic illnesses in three quite different national and local contexts: Uganda, Denmark, and the United States. A major challenge for clinicians, patients, and family caregivers is how to navigate the task of moving health care from clinic to home. By "chronic homework," we refer to the work patients and families are expected to carry out in their home contexts as part of the treatment of chronic conditions. Families and patients spend time receiving training by clinical experts in the various tasks they are to do at home. While this "colonization" of the popular domain could easily be understood from a Foucauldian perspective as yet another emerging mode of governmentality, this a conceptualization can oversimplify the way specific practices of homework are re-imagined and redirected by patients and significant others in their home surroundings. In light of this re-invention of homework in local home contexts, we foreground another conceptual trope, describing chronic homework as a borderland practice.

The Role of Homework and Skill Acquisition in the Outcome of Group Cognitive Therapy for Depression - Republished Article.

PubMed

Neimeyer, Robert A; Feixas, Guillem

2016-09-01

Despite the crucial role typically accorded to between-session self-help assignments in cognitive therapy of depression, the actual impact of homework assignment on therapy outcome has received little empirical attention. The present study evaluated the effect of homework by assigning 63 carefully diagnosed unipolar depressives to one of two otherwise identical 10-week cognitive therapy conditions, only one of which utilized weekly homework assignments. As predicted, assignment to the homework condition predicted more substantial improvement in symptomatic features of depression as rated by an independent clinician at therapy termination, although this effect was not maintained at six month follow-up. However, a post-therapy assessment of skill acquisition in completing the core cognitive restructuring technique did predict self-rated maintenance of treatment gains six months later, irrespective of the treatment condition to which the subject had been assigned. Taken together, these findings reinforce the value of homework in improving treatment response during the active treatment phase of cognitive therapy for depression, and the importance of skill acquisition in promoting maintenance of treatment gams once therapy has ended. Copyright © 2016 Elsevier Ltd. All rights reserved.

Portrait of a Digital Native: Are Digital-Age Students Fundamentally Different from the Rest of Us?

ERIC Educational Resources Information Center

McHale, Tom

2005-01-01

Meredith Fear sits in her room doing her homework. Books are scattered about, and a computer monitor glows before her. She is working on two Word documents and has four Web sites open. She checks her school e-mail account, her Bloglines news aggregator, and Furls of an online article for her independent study. She quickly transitions from this to…

Strategies for teaching pathology to graduate students and allied health professionals.

PubMed

Fenderson, Bruce A

2005-02-01

Pathology is an essential course for many students in the biomedical sciences and allied health professions. These students learn the language of pathology and medicine, develop an appreciation for mechanisms of disease, and understand the close relationship between basic research and clinical medicine. We have developed 3 pathology courses to meet the needs of our undergraduates, graduate students, and allied health professionals. Through experience, we have settled on an approach to teaching pathology that takes into account the diverse educational backgrounds of these students. Educational resources such as assigned reading, online homework, lectures, and review sessions are carefully balanced to adjust course difficulty. Common features of our pathology curricula include a web-based computer laboratory and review sessions on the basis of selected pathology images and open-ended study questions. Lectures, computer-guided homework, and review sessions provide the core educational content for undergraduates. Graduate students, using the same computer program and review material, rely more heavily on assigned reading for core educational content. Our experience adapting a pathology curriculum to the needs of divergent groups of students suggests a general strategy for monitoring course difficulty. We hypothesize that course difficulty is proportional to the information density of specific learning resources (eg, lecture or textbook) multiplied by the weight of those learning resources placed on examinations. This formula allows educators to match the difficulty of a course with the educational needs of students, and provides a useful tool for longitudinal studies of curriculum reform.

Longitudinal Evaluation of the Importance of Homework Assignment Completion for the Academic Performance of Middle School Students with ADHD

PubMed Central

Langberg, Joshua M.; Dvorsky, Melissa R.; Molitor, Stephen J.; Bourchtein, Elizaveta; Eddy, Laura D.; Smith, Zoe; Schultz, Brandon K.; Evans, Steven W.

2016-01-01

The primary goal of this study was to longitudinally evaluate the homework assignment completion patterns of middle school age adolescents with ADHD, their associations with academic performance, and malleable predictors of homework assignment completion. Analyses were conducted on a sample of 104 middle school students comprehensively diagnosed with ADHD and followed for 18 months. Multiple teachers for each student provided information about the percentage of homework assignments turned in at five separate timepoints and school grades were collected quarterly. Results showed that agreement between teachers with respect to students’ assignment completion was high, with an intraclass correlation of .879 at baseline. Students with ADHD were turning in an average of 12% fewer assignments each academic quarter in comparison to teacher-reported classroom averages. Regression analyses revealed a robust association between the percentage of assignments turned in at baseline and school grades 18 months later, even after controlling for baseline grades, achievement (reading and math), intelligence, family income, and race. Cross-lag analyses demonstrated that the association between assignment completion and grades was reciprocal, with assignment completion negatively impacting grades and low grades in turn being associated with decreased future homework completion. Parent ratings of homework materials management abilities at baseline significantly predicted the percentage of assignments turned in as reported by teachers 18 months later. These findings demonstrate that homework assignment completion problems are persistent across time and an important intervention target for adolescents with ADHD. PMID:26931065

Gas dynamics. Second edition

DOE Office of Scientific and Technical Information (OSTI.GOV)

John, J.E.A.

1984-01-01

The book treats the basic fundamentals of compressible flow and gas dynamics using a wide breadth of topical coverage. It emphasizes the clear, logical development of basic theory and applies theory to real engineering systems. New in this edition is a complete changeover from English units to SI units. New charts for computing flows containing conical shock waves and expanded tables for isentropic flow and normal shocks are featured. The text emphasizes one dimensional and internal flow, and contains: improved illustrations; many new homework problems; examples and problems involving current applications; and new Mollier diagrams for computing real gas effects.

Developing Responsibility for Completing and Handing in Daily Homework Assignments for Students in Grades Three, Four, and Five.

ERIC Educational Resources Information Center

Shepard, Joan M.

This practicum was designed to increase responsibility for completing and handing in homework among students in grades three, four, and five in a mid-Atlantic school district. Of a total of 128 students in these grades, 28 were identified to learn strategies to aid in completing homework. Nine solution strategies were employed: (1) provide…

The Effect of Reducing the Weight of Homework Assignments on the Mathematics Achievement of Upper Level High School Students

ERIC Educational Resources Information Center

Ortiz, Craig R.

2017-01-01

Homework varies widely in importance among both teachers and students, as well as in subject areas. In mathematics, it is generally expected that it plays a critical role in students' understanding of mathematics and will be assigned daily. However, it is also understood that whether students take homework seriously can be difficult to ascertain.…

Everything You Need To Know about American History Homework. A Desk Reference for Students and Parents. Scholastic Homework Reference Series.

ERIC Educational Resources Information Center

Zeman, Anne; Kelly, Kate

A volume in the Scholastic Homework Reference Series, this document provides fourth to sixth grade students and their parents with the information they need to complete U.S. history assignments. With the help of Dial-A-Teacher, which has operated a telephone helpline since 1979, this American history reference guide presents easy-to-understand…

A Comparison of the Usage of Tablet PC, Lecture Capture, and Online Homework in an Introductory Chemistry Course

ERIC Educational Resources Information Center

Revell, Kevin D.

2014-01-01

Three emerging technologies were used in a large introductory chemistry class: a tablet PC, a lecture capture and replay software program, and an online homework program. At the end of the semester, student usage of the lecture replay and online homework systems was compared to course performance as measured by course grade and by a standardized…

Evaluating Student Response to WeBWorK, a Web-Based Homework Delivery and Grading System

ERIC Educational Resources Information Center

Roth, Vicki; Ivanchenko, Volodymyr; Record, Nicholas

2008-01-01

As the use of web-based homework delivery and checking systems expands, we have greater need to evaluate how students engage with these systems and how changes in the systems influence student behavior. Reported here is the assessment of WeBWorK, an open-source web-based homework program used largely in postsecondary math and science courses, with…

Developing Web-Oriented Homework System to Assess Students' Introductory Physics Course Performance and Compare to Paper-Based Peer Homework

ERIC Educational Resources Information Center

Demirci, Neset

2006-01-01

The World Wide Web influences education and our lives in many ways. Nowadays, Web-based homework has been becoming widespread practice in physics courses and some other courses as well. Although are some disputes whether this is an encouraging or risky development for student learning, there is limited research assessing the pedagogical effect of…

The Effects of Homework Activities and Teaching Strategies for New Mathematics Topics on Achievement of Adolescent Students in Japan: Results from the TIMSS 1999 Assessment

ERIC Educational Resources Information Center

House, J. Daniel

2004-01-01

The importance of homework activities for student achievement has been extensively discussed. Research has indicated that, in general, students who spend more time on homework tend to show higher levels of academic achievement. For instance, results from the Third International Mathematics Study (TIMSS) indicated that adolescent students in Japan…

Association of after school sedentary behaviour in adolescence with mental wellbeing in adulthood.

PubMed

Hamer, Mark; Yates, Thomas; Sherar, Lauren B; Clemes, Stacy A; Shankar, Aparna

2016-06-01

Sedentary behaviour is associated with poorer mental health in adolescence but no studies have followed participants into mid-life. We investigated the association between after-school sedentary behaviours (screen time and homework) in adolescence with mental wellbeing in adulthood when participants were aged 42. Participants (n=2038, 59.2% female) were drawn from The 1970 British Cohort Study (BCS70). At age 16 respondents were asked separate questions about how long they spent in three types of screen based activities (TV, video films, computer games) and homework 'after school yesterday'. Mental well-being and psychological distress were assessed at the age 42 sweep in 2012 using the Warwick-Edinburgh Mental Well-being Scale (WEMWBS) and Malaise Inventory, respectively. After adjustment for all covariates, participants reporting more than 3h of after school screen time as an adolescent had -1.74 (95% CI, -2.65, -0.83) points on the WEMWBS compared with adults reporting less than 1h screen time as an adolescent. Participants that reported high screen time both at age 16 (≥3h/d) and age 42 (≥3h/d TV viewing) demonstrated even lower scores (-2.91; -4.12, -1.69). Homework was unrelated to wellbeing after adjustment for covariates. The longitudinal association between adolescent screen time and adult psychological distress was attenuated to the null after adjustment for covariates. Screen time in adolescence was inversely associated with mental wellbeing in adulthood. Copyright © 2016 Elsevier Inc. All rights reserved.

Mastery Based Homework in Introductory Physics at the University of Illinois

NASA Astrophysics Data System (ADS)

Stelzer, Tim; Gutmann, Brianne; Gladding, Gary; Lundsgaard, Morten; Schroeder, Noah

2017-01-01

The successful implementation of mastery-style online homework into our preparatory mechanics course has been a long-term project, currently in its second year. By requiring students to perfect a single unit of defined competencies before moving on to its successive unit (with intervening narrated animated solutions for instructional support), this homework delivery method replaced traditional immediate feedback online homework for the class of about 500 students. After the first year of data collection and analysis, significant revisions were made to the system's delivery, content, and messaging. The impact of these changes and second year data will be presented, as well as data from implementation in our introductory electricity and magnetism course. NSF DUE 16-08002.

Becoming a nurse faculty leader: doing your homework to minimize risk taking.

PubMed

Pearsall, Catherine; Pardue, Karen T; Horton-Deutsch, Sara; Young, Patricia K; Halstead, Judith; Nelson, Kristine A; Morales, Mary Lou; Zungolo, Eileen

2014-01-01

Risk taking is an important aspect of academic leadership; yet, how does taking risks shape leadership development, and what are the practices of risk taking in nurse faculty leaders? This interpretative phenomenological study examines the meaning and experience of risk taking among formal and informal nurse faculty leaders. The theme of doing your homework is generated through in-depth hermeneutic analysis of 14 interview texts and 2 focus group narratives. The practice of doing one's homework is captured in weighing costs and benefits, learning the context, and cultivating relationships. This study develops an evidence base for incorporating ways of doing one's homework into leadership development activities at a time when there is a tremendous need for nurse leaders in academic settings. Examining the practices of doing one's homework to minimize risk as a part of leadership development provides a foundation for cultivating nurse leaders who, in turn, are able to support and build leadership capacity in others. Copyright © 2014 Elsevier Inc. All rights reserved.

Scaffolding for motivation by parents, and child homework motivations and emotions: Effects of a training programme.

PubMed

Moè, Angelica; Katz, Idit; Alesi, Marianna

2018-06-01

Based on the principles of scaffolding for motivation and on the assumptions of self-determination theory, two studies aimed to assess the role played by perceived parental autonomy-supportive scaffolding on child homework autonomous motivation, self-efficacy, affect, and engagement. The results of Study 1, which involved 122 parents and their children, showed that the higher the parental autonomous motivation, the more their children perceived them as autonomy-supportive while scaffolding for motivation, and hence developed autonomous motivation, self-efficacy, and engagement in homework. In Study 2, 37 parents were involved in a four-session training programme that focused on sustaining autonomy-supportive scaffolding modalities. The training decreased parental negative affect, prevented child negative affect increase, and maintained child homework motivation. The discussion focuses on the strength that parents have with regard to helping their children develop less negative, and potentially also more positive attitude towards homework, through autonomy support as a scaffold for motivation. © 2018 The British Psychological Society.

How Do General Chemistry Students' Impressions, Attitudes, Perceived Learning, and Course Performance Vary with the Arrangement of Homework Questions and E-Text?

ERIC Educational Resources Information Center

Williamson, Vickie M.; Zumalt, Caitlin J.

2017-01-01

Two large sections of first-semester general chemistry were assigned to use different homework systems. One section used MindTap, a Cengage Learning product, which presents short sections of the textbook with embedded homework questions; such that students could read the textbook section then answer one or more questions in the same screen. The…

Does the Arrangement of Embedded Text versus Linked Text in Homework Systems Make a Difference in Students Impressions, Attitudes, and Perceived Learning?

ERIC Educational Resources Information Center

Zumalt, Caitlin J.; Williamson, Vickie M.

2016-01-01

Students in a first-semester general chemistry course at a large southwestern university completed a 3-week homework assignment using MindTap, a Cengage Learning product. MindTap is the first major electronic system that has homework questions embedded in the text, such that students read a short section of the textbook and then answer a question…

The Impact of Online and Traditional Homework on the Attitudes, Achievement, and Learning Styles of Sixth Grade Language Arts Students

ERIC Educational Resources Information Center

Nordstrom, Hope McGee

2012-01-01

The purpose of this study was to examine the use of online homework as one way to bridge the gap between how students live and the diverse ways they learn by focusing on the attitudes, academic achievement, and learning styles of sixth grade language arts students. Students in the treatment group completed online homework, while the control group…

Does the Arrangement of Embedded Text Versus Linked Text in Homework Systems Make a Difference in Students Impressions, Attitudes, and Perceived Learning?

NASA Astrophysics Data System (ADS)

Zumalt, Caitlin J.; Williamson, Vickie M.

2016-10-01

Students in a first-semester general chemistry course at a large southwestern university completed a 3-week homework assignment using MindTap, a Cengage Learning product. MindTap is the first major electronic system that has homework questions embedded in the text, such that students read a short section of the textbook and then answer a question set. Prior to MindTap, electronic homework systems were stand-alone or contained questions with links to the textbook. Next, students completed two 2-week homework assignments in Online Web Learning (OWL) version 1 also from Cengage Learning. The OWL system shows homework questions with a link to the textbook in a separate window. Both the MindTap and OWL systems contain the same or similar questions. After the students used both homework systems, a survey was given that included Likert-scaled and open-response questions that dealt with students' perceived level of understanding using the different systems, how easy the systems were to use, and the advantages/disadvantages of each system. A delayed survey was given at the end of the second semester of general chemistry, during which students had used OWL for the complete semester. This paper investigates the effects of the arrangement (embedded vs. linked) on student preferences and perceived learning in this pilot study with a 300-person class. Based on the results of the study, it was found that students perceived that they learn more with MindTap and prefer the embedded text in MindTap over the linked text in OWL.

Longitudinal evaluation of the importance of homework assignment completion for the academic performance of middle school students with ADHD.

PubMed

Langberg, Joshua M; Dvorsky, Melissa R; Molitor, Stephen J; Bourchtein, Elizaveta; Eddy, Laura D; Smith, Zoe; Schultz, Brandon K; Evans, Steven W

2016-04-01

The primary goal of this study was to longitudinally evaluate the homework assignment completion patterns of middle school age adolescents with ADHD, their associations with academic performance, and malleable predictors of homework assignment completion. Analyses were conducted on a sample of 104 middle school students comprehensively diagnosed with ADHD and followed for 18 months. Multiple teachers for each student provided information about the percentage of homework assignments turned in at five separate time points and school grades were collected quarterly. Results showed that agreement between teachers with respect to students assignment completion was high, with an intraclass correlation of .879 at baseline. Students with ADHD were turning in an average of 12% fewer assignments each academic quarter in comparison to teacher-reported classroom averages. Regression analyses revealed a robust association between the percentage of assignments turned in at baseline and school grades 18 months later, even after controlling for baseline grades, achievement (reading and math), intelligence, family income, and race. Cross-lag analyses demonstrated that the association between assignment completion and grades was reciprocal, with assignment completion negatively impacting grades and low grades in turn being associated with decreased future homework completion. Parent ratings of homework materials management abilities at baseline significantly predicted the percentage of assignments turned in as reported by teachers 18 months later. These findings demonstrate that homework assignment completion problems are persistent across time and an important intervention target for adolescents with ADHD. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Effects of Explicit Instructions, Metacognition, and Motivation on Creative Performance

ERIC Educational Resources Information Center

Hong, Eunsook; O'Neil, Harold F.; Peng, Yun

2016-01-01

Effects of explicit instructions, metacognition, and intrinsic motivation on creative homework performance were examined in 303 Chinese 10th-grade students. Models that represent hypothesized relations among these constructs and trait covariates were tested using structural equation modelling. Explicit instructions geared to originality were…

Time to Work or Time to Play: The Effect of Student Employment on Homework, Housework, Screen Time, and Sleep. Working Paper 423

ERIC Educational Resources Information Center

Kalenkoski, Charlene Marie; Pabilonia, Sabrina Wulff

2009-01-01

Recent research suggests that working while in high school reduces the amount of time students spend doing homework. However, an additional hour of work leads to a reduction in homework by much less than one hour, suggesting a reduction in other activities. This paper uses data from the 2003-2007 American Time Use Surveys (ATUS) to investigate the…

Burnout in Medical Residents: A Study Based on the Job Demands-Resources Model

PubMed Central

2014-01-01

Purpose. Burnout is a prolonged response to chronic emotional and interpersonal stressors on the job. The purpose of our cross-sectional study was to estimate the burnout rates among medical residents in the largest Greek hospital in 2012 and identify factors associated with it, based on the job demands-resources model (JD-R). Method. Job demands were examined via a 17-item questionnaire assessing 4 characteristics (emotional demands, intellectual demands, workload, and home-work demands' interface) and job resources were measured via a 14-item questionnaire assessing 4 characteristics (autonomy, opportunities for professional development, support from colleagues, and supervisor's support). The Maslach Burnout Inventory (MBI) was used to measure burnout. Results. Of the 290 eligible residents, 90.7% responded. In total 14.4% of the residents were found to experience burnout. Multiple logistic regression analysis revealed that each increased point in the JD-R questionnaire score regarding home-work interface was associated with an increase in the odds of burnout by 25.5%. Conversely, each increased point for autonomy, opportunities in professional development, and each extra resident per specialist were associated with a decrease in the odds of burnout by 37.1%, 39.4%, and 59.0%, respectively. Conclusions. Burnout among medical residents is associated with home-work interface, autonomy, professional development, and resident to specialist ratio. PMID:25531003

Quantity and Quality of Homework Compliance: A Meta-Analysis of Relations With Outcome in Cognitive Behavior Therapy.

PubMed

Kazantzis, Nikolaos; Whittington, Craig; Zelencich, Leah; Kyrios, Michael; Norton, Peter J; Hofmann, Stefan G

2016-09-01

Homework assignments have been shown to produce both causal and correlational effects in prior meta-analytic reviews of cognitive behavior therapy (CBT), but this research area has been characterized by a focus on the amount of compliance (i.e., quantity), and little is known about the role of skill acquisition (i.e., quality). A landmark study by Neimeyer and Feixas (1990) showed stronger homework-outcome relations when quality was assessed, but previous reviews have not considered whether the same pattern is evident across studies. Seventeen studies of CBT (N = 2,312 clients) published following calls for research on homework quality were included in the current meta-analysis. In the present review, homework compliance relations were demonstrated when outcome was assessed at posttreatment (quality Hedges' g = 0.78, 95% Confidence Interval [CI] = 0.03 to 1.53, k = 3, n = 417; quantity g = 0.79, 95% CI = 0.57 to 1.02, k = 15, n = 1537) and at follow-up (quality g = 1.07, 95% CI = 0.06 to 2.08, k = 3, n = 417; quantity g = 0.51, 95% CI = 0.28 to 0.74, k = 7, n = 1291). All effect sizes were different from 0, ps < .05. Differences that were obtained in homework-outcome relations among sources of compliance data (client, therapist, objective) were tentative due to overlapping CIs, but suggest a potential moderating effect. If confirmed by further research, the present findings would suggest that trial methods capable of assessing both quantity and quality have been an important omission in research on homework-outcome relations in CBT. Copyright © 2016. Published by Elsevier Ltd.

Application of desktop computers in nuclear engineering education

DOE Office of Scientific and Technical Information (OSTI.GOV)

Graves, H.W. Jr.

1990-01-01

Utilization of desktop computers in the academic environment is based on the same objectives as in the industrial environment - increased quality and efficiency. Desktop computers can be extremely useful teaching tools in two general areas: classroom demonstrations and homework assignments. Although differences in emphasis exist, tutorial programs share many characteristics with interactive software developed for the industrial environment. In the Reactor Design and Fuel Management course at the University of Maryland, several interactive tutorial programs provided by Energy analysis Software Service have been utilized. These programs have been designed to be sufficiently structured to permit an orderly, disciplined solutionmore » to the problem being solved, and yet be flexible enough to accommodate most problem solution options.« less

You Can Help Your Child with Homework! Ten Fun and Easy Tips [and] Usted puede ayudar a sus hijos con la tarea! Diez sugerencias faciles y divertidas.

ERIC Educational Resources Information Center

1997

This booklet presents parents with 10 "easy and fun" tips for making homework as beneficial as possible for their children and to develop in their children a good attitude about homework. The 10 tips are: make your expectations clear; find the right spot; make time; monitor your child's progress; encourage good habits; support and be available;…

Group cohesion and between session homework activities predict self-reported cognitive-behavioral skill use amongst participants of SMART Recovery groups.

PubMed

Kelly, Peter J; Deane, Frank P; Baker, Amanda L

2015-04-01

SMART Recovery groups are cognitive-behaviorally oriented mutual support groups for individuals with addictions. The aim of the study was to assess the extent to which the quality of group facilitation, group cohesion and the use of between session homework activities contribute to self-rated use of cognitive-behavioral skills amongst group participants. Participants attending SMART Recovery groups in Australia completed a cross sectional survey (N=124). The survey included measures of cognitive and behavioral skill utilization, group cohesion, quality of group facilitation and a rating of how frequently participants leave group meetings with an achievable between session homework plan. On average, participants had been attending SMART Recovery meetings for 9 months. Participants were most likely to attend SMART Recovery for problematic alcohol use. Regression analyses indicated that group cohesion significantly predicted use of cognitive restructuring, but that only provision of homework at the end of each group session predicted self-reported behavioral activation. Both group cohesion and leaving a group with an achievable homework plan predicted participant use of cognitive behavioral skills. The concrete actions associated with homework activities may facilitate behavioral activation. There is a need for longitudinal research to examine the relationship between the utilization of cognitive and behavioral skills and participant outcomes (e.g. substance use, mental health) for people attending SMART Recovery groups. Copyright © 2015. Published by Elsevier Inc.

Applying an observational lens to identify parental behaviours associated with children's homework motivation.

PubMed

Pino-Pasternak, Deborah

2014-09-01

Extant research has traditionally associated children's achievement motivation with socio-emotional parental behaviours such as demonstrations of affect, responsiveness, and the degree of parental control. This study explored the extent to which parental socio-emotional and instructional behaviours (including the contingency of instructional scaffolding) both related to children's mastery and performance tendencies towards homework-like activities. The study involved nine underachieving primary-aged children and their parents, with four children showing predominantly mastery-oriented behaviours in the homework context and five showing predominantly performance-oriented behaviours. An in-depth observational analysis of video-recorded parent-child interactions during four homework-like sessions was carried out for each case. Socio-emotional and instructional parental behaviours were coded and subjected to nonparametric quantitative analyses. Subsequently, thick descriptions of parent-child interactions were used to identify critical aspects of parental assistance. Moderate cognitive demand was associated with mastery orientation, while negative affect was related to performance orientation. As revealed quantitatively and qualitatively, socio-emotional and instructional parental behaviours were also associated with each other, forming distinct profiles of parental behaviours related to children's homework motivation. The findings support the idea that instructional parental behaviours are as important as socio-emotional ones in the analysis of children's homework motivation. The value of observational methods in investigating the target variables is discussed. © 2014 The British Psychological Society.

Assessing the effectiveness of a hybrid-flipped model of learning on fluid mechanics instruction: overall course performance, homework, and far- and near-transfer of learning

NASA Astrophysics Data System (ADS)

Harrison, David J.; Saito, Laurel; Markee, Nancy; Herzog, Serge

2017-11-01

To examine the impact of a hybrid-flipped model utilising active learning techniques, the researchers inverted one section of an undergraduate fluid mechanics course, reduced seat time, and engaged in active learning sessions in the classroom. We compared this model to the traditional section on four performance measures. We employed a propensity score method entailing a two-stage regression analysis that considered eight covariates to address the potential bias of treatment selection. First, we estimated the probability score based on the eight covariates, and second, we used the inverse of the probability score as a regression weight on the performance of learners who did not select into the hybrid course. Results suggest that enrolment in the hybrid-flipped section had a marginally significant negative impact on the total course score and a significant negative impact on homework performance, possibly because of poor video usage by the hybrid-flipped learners. Suggested considerations are also discussed.

The Influence of Learning Management Technology to Student's Learning Outcome

ERIC Educational Resources Information Center

Adi Sucipto, Taufiq Lilo; Efendi, Agus; Hanif, Husni Nadya; Budiyanto, Cucuk

2017-01-01

The study examines the influence of learning management systems to the implementation of flipped classroom model in a vocational school in Indonesia. The flipped classroom is a relatively new educational model that inverts students' time to study on lectures and time spent on homework. Despite studies have been conducted on the model, few…

Differences in parental attitudes towards sleep and associations with sleep-wake patterns in Caucasian and Southeast Asian school-aged children in Australia.

PubMed

Biggs, Sarah N; Pizzorno, Violeta A; van den Heuvel, Cameron J; Kennedy, J Declan; Martin, A James; Lushington, Kurt

2010-01-01

Caucasian (N = 47) and Southeast (SE) Asian (N = 36) families completed a questionnaire on their attitudes toward sleep, as well as a 7-day sleep diary for their children aged 5 to 11 years. Cultural differences were found in the perceived importance of sleep, particularly compared to homework and belief of how much sleep a child needs. Differences were also found in sleep-wake behaviors and amount of time spent on homework, with SE Asian children reporting a shift in sleep timing and increased homework load compared to Caucasian counterparts. Parental attitudes toward sleep, perception of sleep need, and homework load were not associated with the regulation of actual sleep behaviors in children, regardless of cultural heritage.

Does Homework Disrupt the Home?

ERIC Educational Resources Information Center

Ehlen, Kathryn Fleming

1978-01-01

Homework assignments can be frustrating to elementary students and cause disruption of the family routine. Careful planning by the teacher and good communication with the home is needed to prevent this. (SJL)

A multivariate assessment of the effect of the laboratory homework component of a microcomputer-based laboratory for a college freshman physics course

NASA Astrophysics Data System (ADS)

Ramlo, Susan E.

Microcomputer-based laboratories (MBLs) have been defined as software that uses an electronic probe to collect information about a physical system and then converts that information into graphical systems in real-time. Realtime Physics Laboratories (RTP) are an example of laboratories that combine the use of MBLs with collaboration and guided-inquiry. RTP Mechanics Laboratories include both laboratory activities and laboratory homework for the first semester of college freshman physics courses. Prior research has investigated the effectiveness of the RTP laboratories as a package (laboratory activities with laboratory homework). In this study, an experimental-treatment had students complete both the RTP laboratory activity and the associated laboratory homework during the same laboratory period. Observations of this treatment indicated that students primarily consulted the laboratory instructor and referred to their completed laboratory activity while completing the homework in their collaborative groups. In the control-treatment, students completed the laboratory homework outside the laboratory period. Measures of force and motion conceptual understanding included the Force and Motion Conceptual Understanding (FMCE), a 47 multiple-choice question test. Analyses of the FMCE indicated that it is both a reliable and a valid measure of force and motion conceptual understanding. A distinct, five-factor structure for the FMCE post-test answers reflected specific concepts related to force and motion. However, the three FMCE pretest factors were less distinct. Analysis of the experimental-treatment, compared to a control-treatment, included multiple regression analysis with covariates of age, prior physics-classroom experience, and the three FMCE pretest factors. Criterion variables included each of the five post-test factors, the total laboratory homework score, and a group of seven exam questions. The results were all positive, in favor of the experimental-treatment. However, the results were significant only with the criterions of the FMCE post-test factor "Concepts Regarding Newton's First and Second Laws" and the laboratory homework score. The interaction between the treatments and prior physics-classroom experience was not significant. Implications of the qualitative and quantitative findings are discussed.

Automation of closed environments in space for human comfort and safety

NASA Technical Reports Server (NTRS)

1992-01-01

This report culminates the work accomplished during a three year design project on the automation of an Environmental Control and Life Support System (ECLSS) suitable for space travel and colonization. The system would provide a comfortable living environment in space that is fully functional with limited human supervision. A completely automated ECLSS would increase astronaut productivity while contributing to their safety and comfort. The first section of this report, section 1.0, briefly explains the project, its goals, and the scheduling used by the team in meeting these goals. Section 2.0 presents an in-depth look at each of the component subsystems. Each subsection describes the mathematical modeling and computer simulation used to represent that portion of the system. The individual models have been integrated into a complete computer simulation of the CO2 removal process. In section 3.0, the two simulation control schemes are described. The classical control approach uses traditional methods to control the mechanical equipment. The expert control system uses fuzzy logic and artificial intelligence to control the system. By integrating the two control systems with the mathematical computer simulation, the effectiveness of the two schemes can be compared. The results are then used as proof of concept in considering new control schemes for the entire ECLSS. Section 4.0 covers the results and trends observed when the model was subjected to different test situations. These results provide insight into the operating procedures of the model and the different control schemes. The appendix, section 5.0, contains summaries of lectures presented during the past year, homework assignments, and the completed source code used for the computer simulation and control system.

The Evocative Influence of Child Academic and Social-Emotional Adjustment on Parent Involvement in Inner-City Schools

ERIC Educational Resources Information Center

Hoglund, Wendy L. G.; Jones, Stephanie M.; Brown, Joshua L.; Aber, J. Lawrence

2015-01-01

The current study examines 3 alternative conceptual models of the directional associations between parent involvement in schooling (homework assistance, home-school conferencing, school-based support) and child adjustment (academic and social competence, aggressive behaviors). The parent socialization model tests the hypothesis that parent…

Facebook and the Cognitive Model: A Tool for Promoting Adolescent Self-Awareness

ERIC Educational Resources Information Center

Lewis, Lucy; Wahesh, Edward

2012-01-01

A homework activity incorporating the social networking site Facebook is presented as a tool for teaching adolescent clients about the cognitive model and increasing their ability to identify and modify problematic thinking. The authors describe how a worksheet developed to help clients examine information presented on their Facebook profile can…

Determining the relationship between students' scores using traditional homework assignments to those who used assignments on a non-traditional interactive CD with tutor helps

NASA Astrophysics Data System (ADS)

Tinney, Charles Evan

2007-12-01

By using the book "Physics for Scientists and Engineers" by Raymond A. Serway as a guide, CD problem sets for teaching a calculus-based physics course were developed, programmed, and evaluated for homework assignments during the 2003-2004 academic year at Utah State University. These CD sets were used to replace the traditionally handwritten and submitted homework sets. They included a research-based format that guided the students through problem-solving techniques using responseactivated helps and suggestions. The CD contents were designed to help the student improve his/her physics problem-solving skills. The analyzed score results showed a direct correlation between the scores obtained on the homework and the students' time spent per problem, as well as the number of helps used per problem.

Parent Training for Children With or at Risk for Developmental Delay: The Role of Parental Homework Completion

PubMed Central

Ros, Rosmary; Hernandez, Jennifer; Graziano, Paulo A.; Bagner, Daniel M.

2015-01-01

This study investigated the extent to which parental homework completion during behavioral parent training (BPT) for children with or at risk for developmental delay contributed to parenting and child outcomes. Parents of 48 children (Mage = 44.17 months, SD = 14.29; 73% male; 72% White) with developmental delay (IQ < 75) or at risk for developmental delay (due to premature birth) with co-occurring clinically elevated externalizing behavior problems received Parent-Child Interaction Therapy (PCIT) as part of two previously completed randomized controlled trials. Parental homework completion was measured using parental report of home practice of treatment skills collected weekly by therapists. Parents also reported on child externalizing behavior problems and levels of parenting stress, while parenting skills were observed during a 5-min child directed play and child compliance was observed during a 5-min cleanup situation. Results indicated that higher rates of parental homework completion predicted parenting outcomes (i.e., increased positive parenting skills and decreased levels of parenting stress) and child outcomes (i.e., lower levels of externalizing behavior problems). Additionally, although limited by temporal precedence, there was an indirect effect of reductions in parenting stress on the negative association between parental homework completion and child externalizing behavior problems. These findings highlight the importance of parents practicing skills learned during BPT for optimizing treatment outcome. Parenting stress was also identified as a potential mechanism by which high levels of parental homework completion contributed to reductions in child externalizing behavior problems. PMID:26763493

Suicidal and depressive symptoms in Filipino home care workers in Israel.

PubMed

Ayalon, Liat

2012-03-01

The study consisted of a cross sectional sample of 178 Filipino home care workers who completed the Paykel Suicide Scale and the Patient Health Questionnaire-9. Respondents also completed questionnaires about exposure to abuse and perceived social support. Overall, 35% of the sample reported exposure to some type of abuse within their home/work environment. For those reporting low levels of satisfaction with care recipient, higher exposure to major lifetime discrimination was associated with higher SIA, whereas for those reporting high levels of satisfaction with care recipient, there was no relationship between exposure to major lifetime discrimination and SIA. Abuse within the home/work environment was the only predictor of depressive symptoms, with greater abuse being associated with higher levels of depressive symptoms. Filipino home care workers in Israel likely are exposed to moderate levels of abuse and discrimination within the home/work environment as well as within society at large. Because live-in home care workers spend the majority of their time within the home/work environment, their relationship with their care recipients have protective qualities that can serve as a buffer against discrimination. Nevertheless, abusive working conditions within their home/work environment have detrimental effects on their mental health.

Report of the Joint Industry - DoD Task Force on Computer Aided Logistic Support (CALS). Volume 2. Report of Policy and Legal Constraints Subgroup.

DTIC Science & Technology

1985-06-01

via the LSA process, to determine the best mix of support resource requirements. The data elements required for the LSA process would reside in an...homework. (ii) Policy to deal matrix digital data format/delivery defintion to replace paper world definitions in our current contractive procedures...2.2.2.1 NAPLPS. (North American Presentation Level Protocol Syntax) was developed for the videotex market during 1981-82, based on a series of

The Flipped Writing Classroom in Turkish EFL Context: A Comparative Study on a New Model

ERIC Educational Resources Information Center

Ekmekci, Emrah

2017-01-01

Flipped learning, one of the most popular and conspicuous instructional models of recent time, can be considered as a pedagogical approach in which the typical lecture and homework elements of a course are reversed. Flipped learning transforms classrooms into interactive and dynamic places where the teacher guides the students and facilitates…

Are Teachers' Approaches to Teaching Responsive to Individual Student Variation? A Two-Level Structural Equation Modeling

ERIC Educational Resources Information Center

Rosário, Pedro; Núñez, José Carlos; Vallejo, Guilermo; Paiva, Olímpia; Valle, António; Fuentes, Sonia; Pinto, Ricardo

2014-01-01

In the framework of teacher's approaches to teaching, this study investigates the relationship between student-related variables (i.e., study time, class absence, domain knowledge, and homework completion), students' approaches to learning, and teachers' approaches to teaching using structural equation modeling (SEM) with two…

Parent Training for Children With or at Risk for Developmental Delay: The Role of Parental Homework Completion.

PubMed

Ros, Rosmary; Hernandez, Jennifer; Graziano, Paulo A; Bagner, Daniel M

2016-01-01

This study investigated the extent to which parental homework completion during behavioral parent training (BPT) for children with or at risk for developmental delay contributed to parenting and child outcomes. Parents of 48 children (Mage=44.17 months, SD=14.29; 73% male; 72% White) with developmental delay (IQ<75) or at risk for developmental delay (due to premature birth) with co-occurring clinically elevated externalizing behavior problems received Parent-Child Interaction Therapy (PCIT) as part of two previously completed randomized controlled trials. Parental homework completion was measured using parental report of home practice of treatment skills collected weekly by therapists. Parents also reported on child externalizing behavior problems and levels of parenting stress, while parenting skills were observed during a 5-min child directed play and child compliance was observed during a 5-min cleanup situation. Results indicated that higher rates of parental homework completion predicted parenting outcomes (i.e., increased positive parenting skills and decreased levels of parenting stress) and child outcomes (i.e., lower levels of externalizing behavior problems). Additionally, although limited by temporal precedence, there was an indirect effect of reductions in parenting stress on the negative association between parental homework completion and child externalizing behavior problems. These findings highlight the importance of parents practicing skills learned during BPT for optimizing treatment outcome. Parenting stress was also identified as a potential mechanism by which high levels of parental homework completion contributed to reductions in child externalizing behavior problems. Copyright © 2015. Published by Elsevier Ltd.

Retrieval practice in the form of online homework improved information retention more when spaced 5 days rather than 1 day after class in two physiology courses.

PubMed

Cadaret, Caitlin N; Yates, Dustin T

2018-06-01

Studies have shown that practicing temporally spaced retrieval of previously learned information via formal assessments increases student retention of the information. Our objective was to determine the impact of online homework administered as a first retrieval practice 1 or 5 days after introduction of physiology topics on long-term information retention. Students in two undergraduate courses, Anatomy and Physiology (ASCI 240) and Animal Physiological Systems (ASCI 340), were presented with information on a specific physiological system during each weekly laboratory and then completed an online homework assignment either 1 or 5 days later. Information retention was assessed via an in-class quiz the following week and by a comprehensive final exam at semester's end (4-13 wk later). Performance on homework assignments was generally similar between groups for both courses. Information retention at 1 wk did not differ due to timing of homework in either course. In both courses, however, students who received homework 5 days after class performed better on final exam questions relevant to that week's topic compared with their day 1 counterparts. These findings indicate that the longer period between introducing physiology information in class and assigning the first retrieval practice was more beneficial to long-term information retention than the shorter period, despite seemingly equivalent benefits in the shorter term. Since information is typically forgotten over time, we speculate that the longer interval necessitates greater retrieval effort in much the same way as built-in desirable difficulties, thus allowing for stronger conceptual connections and deeper comprehension.

34 CFR 668.20 - Limitations on remedial coursework that is eligible for Title IV, HEA program assistance.

Code of Federal Regulations, 2013 CFR

2013-07-01

... course by— (1) Calculating the number of classroom and homework hours required for that course; (2... most comparable classroom and homework requirements. (c) In determining a student's enrollment status...

34 CFR 668.20 - Limitations on remedial coursework that is eligible for Title IV, HEA program assistance.

Code of Federal Regulations, 2012 CFR

2012-07-01

... course by— (1) Calculating the number of classroom and homework hours required for that course; (2... most comparable classroom and homework requirements. (c) In determining a student's enrollment status...

34 CFR 668.20 - Limitations on remedial coursework that is eligible for Title IV, HEA program assistance.

Code of Federal Regulations, 2011 CFR

2011-07-01

... course by— (1) Calculating the number of classroom and homework hours required for that course; (2... most comparable classroom and homework requirements. (c) In determining a student's enrollment status...

34 CFR 668.20 - Limitations on remedial coursework that is eligible for Title IV, HEA program assistance.

Code of Federal Regulations, 2014 CFR

2014-07-01

... course by— (1) Calculating the number of classroom and homework hours required for that course; (2... most comparable classroom and homework requirements. (c) In determining a student's enrollment status...

Simulation Exercises for an Undergraduate Digital Process Control Course.

ERIC Educational Resources Information Center

Reeves, Deborah E.; Schork, F. Joseph

1988-01-01

Presents six problems from an alternative approach to homework traditionally given to follow-up lectures. Stresses the advantage of longer term exercises which allow for creativity and independence on the part of the student. Problems include: "System Model,""Open-Loop Simulation,""PID Control,""Dahlin…

Does Practice Make Perfect? The Relationship Between Self-Reported Treatment Homework Completion and Parental Skill Acquisition and Child Behaviors.

PubMed

Stokes, Jocelyn O; Jent, Jason F; Weinstein, Allison; Davis, Eileen M; Brown, Tasha M; Cruz, Laura; Wavering, Hannah

2016-07-01

The purpose of the current study was to examine whether the rate and type of parent-reported homework completion is associated with parent-report of child behavior outcomes, number of sessions to master parental skills as measured by therapist observation, and length of treatment in Parent-child Interaction Therapy (PCIT). Sixty-two parent-child dyads (primary caregiver: Mage=36.35years, female 95.20%, 81.60% White, 59.57% Hispanic; child Mage=4.22years; child gender male 64.50%) who completed PCIT were included in the study. A within-subjects hierarchical regression statistical design was used to examine the impact of parent report of homework completion on treatment processes and outcomes. A higher rate of self-reported homework completion was predictive of parental mastery of skill acquisition in fewer sessions and treatment completion in fewer sessions. Parent report of homework completion rate was not related to changes in child disruptive behavior after controlling for child behavior at baseline. Current study findings reinforce the importance of having parents regularly practice PCIT skills outside of session in order to decrease treatment length and facilitate the acquisition of parenting skills, which may reduce family burdens associated with attending a weekly treatment. Copyright © 2016. Published by Elsevier Ltd.

[Association between time spent on physical exercise, sleep, homework and suspected myopia among students].

PubMed

Xu, S J; Wan, Y H; Xu, Z H; Zhang, H; Xu, L; Wang, B; Tao, F B

2016-02-01

To investigate the prevalence of suspected myopia among students and to examine the relationship between time spent on physical exercise, sleep, homework and suspected myopia. A total of 8 030 primary and secondary school students from 4(th) to 12(th) grades were selected from the National Student Constitution and Health Survey (NSCHS) in Anhui province in 2014. Time spent on exercise, sleep and homework per day were collected using a self-administrated questionnaire. Visual acuity was examined using the Standard Logarithmic Visual Acuity Chart. The overall prevalence of suspected myopia was 69.03%. Prevalence rates of suspected myopia appeared higher in girls, in urban students, with the highest in the 16 to 18 year-old groups. RESULTS from the multiple logistic regression analysis showed that the amount of time spent on physical exercise, sleep and homework per day were all significantly associated with suspected myopia. Suspected myopia was associated with longer time on physical exercise among students aged 8 to 12 years (OR=0.80, 95%CI: 0.64-0.99), and longer sleep time among students in the age groups of 13 to 15 years and 16 to 18 years (OR=0.73, 95% CI: 0.56-0.94;OR=0.38, 95% CI: 0.21-0.68, respectively). Longer time spent on homework significantly increased the risk of suspected myopia among students in the age groups of 8 to 12 years and 13 to 15 years (OR=1.41, 95%CI: 1.11-1.79; OR=1.74, 95% CI: 1.36-2.23, respectively). Suspected myopia appeared common among students. Comprehensive intervention programs focusing on sufficient physical exercise and sleep but less homework might help to prevent myopia among students at different ages.

Patterns, correlates, and reduction of homework copying

NASA Astrophysics Data System (ADS)

Palazzo, David J.; Lee, Young-Jin; Warnakulasooriya, Rasil; Pritchard, David E.

2010-06-01

Submissions to an online homework tutor were analyzed to determine whether they were copied. The fraction of copied submissions increased rapidly over the semester, as each weekly deadline approached and for problems later in each assignment. The majority of students, who copied less than 10% of their problems, worked steadily over the three days prior to the deadline, whereas repetitive copiers (those who copied >30% of their submitted problems) exerted little effort early. Importantly, copying homework problems that require an analytic answer correlates with a 2(σ) decline over the semester in relative score for similar problems on exams but does not significantly correlate with the amount of conceptual learning as measured by pretesting and post-testing. An anonymous survey containing questions used in many previous studies of self-reported academic dishonesty showed ˜1/3 less copying than actually was detected. The observed patterns of copying, free response questions on the survey, and interview data suggest that time pressure on students who do not start their homework in a timely fashion is the proximate cause of copying. Several measures of initial ability in math or physics correlated with copying weakly or not at all. Changes in course format and instructional practices that previous self-reported academic dishonesty surveys and/or the observed copying patterns suggested would reduce copying have been accompanied by more than a factor of 4 reduction of copying from ˜11% of all electronic problems to less than 3%. As expected (since repetitive copiers have approximately three times the chance of failing), this was accompanied by a reduction in the overall course failure rate. Survey results indicate that students copy almost twice as much written homework as online homework and show that students nationally admit to more academic dishonesty than MIT students.

Individualized Additional Instruction for Calculus

ERIC Educational Resources Information Center

Takata, Ken

2010-01-01

College students enrolling in the calculus sequence have a wide variance in their preparation and abilities, yet they are usually taught from the same lecture. We describe another pedagogical model of Individualized Additional Instruction (IAI) that assesses each student frequently and prescribes further instruction and homework based on the…

Work ability and work-related stress: A cross-sectional study of obstetrical nurses in urban northeastern Ontario.

PubMed

Nowrouzi, Behdin; Lightfoot, Nancy; Carter, Lorraine; Larivière, Michel; Rukholm, Ellen; Schinke, Robert; Belanger-Gardner, Diane

2015-01-01

The aim of this study was to determine: 1) if quality of work life (QWL), location of cross-training, stress variables, and various demographic factors in nurses are associated with work ability, and 2) nursing occupational stress, QWL, and various associated factors are related with nurses' work ability. There is limited research examining the obstetrical nursing environment. Given the amount of time and energy people expend at the workplace, it is crucial for employees to be satisfied with their lives at work. This cross sectional study was conducted in 2012 in four hospitals in northeastern Ontario, Canada. A stratified random sample of registered nurses (n= 111) were selected. The majority of participants were female (94.6%) ranging in age from 24 to 64 years (M = 41.9, s.d. = 10.2). For the stress and QWL model, one variable: QWL (home-work support - see Methods for definition) (p= 0.015), cross-trained (see Methods for definition) nurses (p= 0.048), and having more than 4 patients per shift (p= 0.024) significantly contributed to the variance in work ability scores. In the logistic regression model, the odds of a higher work ability for nurses who received home-work support were estimated to be 1.32 (95% CI, 1.06 to 1.66) times the odds of a higher work ability for nurses who did not receive home-work support. Work ability in the work environment of obstetrical nursing is important. To be high functioning, workplaces should maximize the use of their employees' actual and potential skills.

What Specific Facets of Executive Function are Associated with Academic Functioning in Youth with Attention-Deficit/Hyperactivity Disorder?

PubMed Central

Langberg, Joshua M.; Dvorsky, Melissa R.; Evans, Steven W.

2013-01-01

The purpose of the study was to evaluate the relation between ratings of Executive Function (EF) and academic functioning in a sample of 94 middle-school-aged youth with Attention-Deficit/Hyperactivity Disorder (ADHD; Mage = 11.9; 78% male; 21% minority). This study builds on prior work by evaluating associations between multiple specific aspects of EF (e.g., working memory, inhibition, and planning and organization) as rated by both parents and teachers on the Behavior Rating Inventory of Executive Function (BRIEF), with multiple academic outcomes, including school grades and homework problems. Further, this study examined the relationship between EF and academic outcomes above and beyond ADHD symptoms and controlled for a number of potentially important covariates, including intelligence and achievement scores. The EF Planning and Organization subscale as rated by both parents and teachers predicted school grades above and beyond symptoms of ADHD and relevant covariates. Parent ratings of youth’s ability to transition effectively between tasks/situations (Shift subscale) also predicted school grades. Parent-rated symptoms of inattention, hyperactivity/impulsivity, and planning and organization abilities were significant in the final model predicting homework problems. In contrast, only symptoms of inattention and the Organization of Materials subscale from the BRIEF were significant in the teacher model predicting homework problems. Organization and planning abilities are highly important aspects academic functioning for middle-school-aged youth with ADHD. Implications of these findings for the measurement of EF, and organization and planning abilities in particular, are discussed along with potential implications for intervention. PMID:23640285

Assessing the Effectiveness of a Hybrid-Flipped Model of Learning on Fluid Mechanics Instruction: Overall Course Performance, Homework, and Far- and Near-Transfer of Learning

ERIC Educational Resources Information Center

Harrison, David J.; Saito, Laurel; Markee, Nancy; Herzog, Serge

2017-01-01

To examine the impact of a hybrid-flipped model utilising active learning techniques, the researchers inverted one section of an undergraduate fluid mechanics course, reduced seat time, and engaged in active learning sessions in the classroom. We compared this model to the traditional section on four performance measures. We employed a propensity…

No Child Left Unchallenged

ERIC Educational Resources Information Center

Beigie, Darin

2011-01-01

Providing student choice and opportunities for independent study are recognized as viable differentiation techniques. Daily homework sets that contain more demanding problems even though not required allow the teacher to provide challenge without incurring undue stress. The modest incentive of some homework bonus points is enough to whet the…

Student Pressure Subject of Debate

ERIC Educational Resources Information Center

Gewertz, Catherine

2006-01-01

This article discusses student pressure as a subject of debate. The latest debate about schoolwork is being fueled by three recent books: "The Homework Myth" by Alfie Kohn, "The Case Against Homework" by Sara Bennett and Nancy Kalish, and "The Overachievers", by Alexandra Robbins, which depicts overextended high…

29 CFR 530.103 - Employer assurances.

Code of Federal Regulations, 2011 CFR

2011-07-01

... homeworkers shall be established using stop watch time studies or other work measurement methods. (h) All... Regulations Relating to Labor (Continued) WAGE AND HOUR DIVISION, DEPARTMENT OF LABOR REGULATIONS EMPLOYMENT... section 12. All homeworkers will be instructed not to permit minors to work in violation of such...

29 CFR 530.103 - Employer assurances.

Code of Federal Regulations, 2010 CFR

2010-07-01

... homeworkers shall be established using stop watch time studies or other work measurement methods. (h) All... Regulations Relating to Labor (Continued) WAGE AND HOUR DIVISION, DEPARTMENT OF LABOR REGULATIONS EMPLOYMENT... section 12. All homeworkers will be instructed not to permit minors to work in violation of such...

Sulphur, Molasses, Purple Ditto.

ERIC Educational Resources Information Center

Gatch, Jean

1978-01-01

Homework, like grandmother's spring tonic, is a useless and hated ritual that is continued only because everyone seems to expect it. The best way to make homework enriching and personal is to prepare idea cards for each study unit, allowing each student to select a suitable project. (SJL)

Online Mathematics Homework Increases Student Achievement

ERIC Educational Resources Information Center

Roschelle, Jeremy; Feng, Mingyu; Murphy, Robert F.; Mason, Craig A.

2016-01-01

In a randomized field trial with 2,850 seventh-grade mathematics students, we evaluated whether an educational technology intervention increased mathematics learning. Assigning homework is common yet sometimes controversial. Building on prior research on formative assessment and adaptive teaching, we predicted that combining an online homework…

RELATIONSHIP OF COGNITIVE BEHAVIORAL THERAPY EFFECTS AND HOMEWORK IN AN INDICATED PREVENTION OF DEPRESSION INTERVENTION FOR NON-PROFESSIONAL CAREGIVERS (.).

PubMed

Otero, Patricia; Vázquez, Fernando L; Hermida, Elisabet; Díaz, Olga; Torres, Ángela

2015-06-01

Activities designed to be performed outside of the intervention are considered an essential aspect of the effectiveness of cognitive-behavioral therapy. However, these have received little attention in interventions aimed at individuals with subclinical depressive symptoms who do not yet meet diagnostic criteria for depression (indicated prevention). In this study, the completion of tasks given as homework and their relationship with post-treatment depressive symptoms was with relation to an indicated prevention of depression intervention. Eighty-nine female non-professional caregivers recruited from an official registry completed an intervention involving 11 homework tasks. Tasks performed were recorded and depressive symptoms were assessed with the Center for Epidemiologic Studies Depression Scale (CES-D). Among caregivers, 80.9% completed 9-11 tasks. The number of tasks performed was associated with post-treatment depressive symptoms, with 9 being optimal for clinically significant improvement. These findings highlight the relationship between homework and post-treatment depressive symptoms.

Online plagiarism training falls short in biology classrooms.

PubMed

Holt, Emily A; Fagerheim, Britt; Durham, Susan

2014-01-01

Online plagiarism tutorials are increasingly popular in higher education, as faculty and staff try to curb the plagiarism epidemic. Yet no research has validated the efficacy of such tools in minimizing plagiarism in the sciences. Our study compared three plagiarism-avoidance training regimens (i.e., no training, online tutorial, or homework assignment) and their impacts on students' ability to accurately discriminate plagiarism from text that is properly quoted, paraphrased, and attributed. Using pre- and postsurveys of 173 undergraduate students in three general ecology courses, we found that students given the homework assignment had far greater success in identifying plagiarism or the lack thereof compared with students given no training. In general, students trained with the homework assignment more successfully identified plagiarism than did students trained with the online tutorial. We also found that the summative assessment associated with the plagiarism-avoidance training formats (i.e., homework grade and online tutorial assessment score) did not correlate with student improvement on surveys through time.

Online Plagiarism Training Falls Short in Biology Classrooms

PubMed Central

Holt, Emily A.; Fagerheim, Britt; Durham, Susan

2014-01-01

Online plagiarism tutorials are increasingly popular in higher education, as faculty and staff try to curb the plagiarism epidemic. Yet no research has validated the efficacy of such tools in minimizing plagiarism in the sciences. Our study compared three plagiarism-avoidance training regimens (i.e., no training, online tutorial, or homework assignment) and their impacts on students’ ability to accurately discriminate plagiarism from text that is properly quoted, paraphrased, and attributed. Using pre- and postsurveys of 173 undergraduate students in three general ecology courses, we found that students given the homework assignment had far greater success in identifying plagiarism or the lack thereof compared with students given no training. In general, students trained with the homework assignment more successfully identified plagiarism than did students trained with the online tutorial. We also found that the summative assessment associated with the plagiarism-avoidance training formats (i.e., homework grade and online tutorial assessment score) did not correlate with student improvement on surveys through time. PMID:24591507

Extending item response theory to online homework

NASA Astrophysics Data System (ADS)

Kortemeyer, Gerd

2014-06-01

Item response theory (IRT) becomes an increasingly important tool when analyzing "big data" gathered from online educational venues. However, the mechanism was originally developed in traditional exam settings, and several of its assumptions are infringed upon when deployed in the online realm. For a large-enrollment physics course for scientists and engineers, the study compares outcomes from IRT analyses of exam and homework data, and then proceeds to investigate the effects of each confounding factor introduced in the online realm. It is found that IRT yields the correct trends for learner ability and meaningful item parameters, yet overall agreement with exam data is moderate. It is also found that learner ability and item discrimination is robust over a wide range with respect to model assumptions and introduced noise. Item difficulty is also robust, but over a narrower range.

Using Peer Feedback to Promote Reflection on Open-Ended Problems

NASA Astrophysics Data System (ADS)

Reinholz, Daniel L.; Dounas-Frazer, Dimitri R.

2016-09-01

This paper describes a new approach for learning from homework called Peer-Assisted Reflection (PAR). PAR involves students using peer feedback to improve their work on open-ended homework problems. Collaborating with peers and revising one's work based on the feedback of others are important aspects of doing and learning physics. While notable exceptions exist, homework and exams are generally individual activities that do not support collaboration and refinement, which misses important opportunities to use assessment for learning. In contrast, PAR provides students with a structure to iteratively engage with challenging, open-ended problems and solicit the input of their peers to improve their work.

The Math You Need at Trinity College, Hartford CT

NASA Astrophysics Data System (ADS)

Geiss, C. E.

2011-12-01

Trinity College is a small, private, highly selective liberal arts college with approximately 2400 students. Most students have relatively well developed quantitative skills, but many are nevertheless insecure about their abilities and reluctant to engage in courses that stress quantitative content. I have used The Math You Need (TMYN) modules in an introductory geology course which serves both majors and non-majors in Trinity's Environmental Science Program. This dual audience makes the introduction of quantitative exercises labor intensive and challenging for both students and instructor. TMYN was introduced to a) offer the students an independent support structure outside of class and to b) free up some class and office hour time that would have been spent on mathematical background information. THMY was added to the course as a set of homework assignments preceding related laboratory exercises and homework assignments. During the semester most feedback regarding TMYN was negative. Some outspoken students either saw it as additional busywork or generally disliked "being taught by a computer". A review of pre- and post-test data, however, revealed that the exercises improved students' quantitative skills. Furthermore, in the assignments most students ranked the exercises as useful and rewarding. These positive results were relatively independent of student skill levels.

Swedish Lower Secondary School Teachers' Perceptions and Experiences Regarding Homework

ERIC Educational Resources Information Center

Gu, Limin; Kristoffersson, Margaretha

2015-01-01

This study investigates homework in Swedish lower secondary schools: teachers' perceptions and experiences about it and their understanding of its potentials and challenges for students' learning and development. Data collected through an online survey (N = 201) mixed standardized questions and open questions. Descriptive statistics and…

Reply to "Comment on "Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course""

NASA Astrophysics Data System (ADS)

Kontur, F. J.; de La Harpe, K.; Terry, N. B.

2016-12-01

We reply to Rieger, Reinsberg, and Wieman's forgoing Comment [Phys. Rev. Phys. Educ. Res., Comment on "Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course" 12, 028001 (2016)].

Reply to "Comment on "Benefits of Completing Homework for Students with Different Aptitudes in an Introductory Electricity and Magnetism Course""

ERIC Educational Resources Information Center

Kontur, F. J.; de La Harpe, K.; Terry, N. B.

2016-01-01

We reply to Rieger, Reinsberg, and Wieman's forgoing Comment [Phys. Rev. Phys. Educ. Res., Comment on "Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course" 12, 028001 (2016)].

Parental Homework Involvement Improves Test Scores? A Review of the Literature

ERIC Educational Resources Information Center

Ariës, Roel J. F. J.; Cabus, Sofie J.

2015-01-01

This review specifically focuses on the correlations between various parent strategies and student achievements in compulsory education. Therefore, Hoover-Dempsey's framework on parental involvement in homework will be updated with more recent findings from the international scientific literature. When parents facilitate, structure or emotionally…

Instructional Improvement in Maryland: Impact on Educators and Students.

ERIC Educational Resources Information Center

Roberts, Jane M. E.; Kenney, Jane L.

The impact of the School Improvement Through Instructional Process (SITIP) program in Maryland schools was evaluated. The program encourages application of research on planned change to implement one or more of four instructional models: (1) Active Teaching--emphasis on direct instruction, review and discussion of homework, individually supervised…

Distributed Mentoring: Preparing Preservice Resident Teachers for High Needs Urban High Schools

ERIC Educational Resources Information Center

Leon, Marjorie Roth

2014-01-01

A distributed mentoring model was implemented to scaffold preservice teachers completing a residency in high needs urban turnaround high schools. In this situated learning context, expert faculty and peer mentors contributed confirmatory insights for promoting engaged evidence-based pedagogy, instructional differentiation, homework completion,…

Learning with Multiple Representations: Extending Multimedia Learning beyond the Lab

ERIC Educational Resources Information Center

Eilam, Billie; Poyas, Yael

2008-01-01

The present study extended multimedia learning principles beyond the lab to an ecologically valid setting (homework). Eighteen information cards were used to perform three homework tasks. The control group students learned from single representation (SR) cards that presented all information as printed text. The multiple representation (MR) group…

Gender and Mother-Child Interactions during Mathematics Homework: The Importance of Individual Differences

ERIC Educational Resources Information Center

Lindberg, Sara M.; Hyde, Janet Shibley; Hirsch, Liza M.

2008-01-01

Do contemporary families promote gender-differentiated or egalitarian attitudes and behavior surrounding mathematics? The current study examined mother-child interactions during mathematics homework as a microcosm of contemporary gender socialization. Results revealed individual differences in mothers' treatment of their fifth-grade sons and…

Piloting a Web-Based Homework System in Developmental Mathematics Classrooms

ERIC Educational Resources Information Center

Dass, Wendi E.

2012-01-01

This Capstone project studied a pilot of the web-based homework system "Hawkes" in developmental mathematics classes at a mid-sized community college. The purpose of the study was to investigate how three instructors of developmental mathematics courses incorporated "Hawkes" in their classes, what obstacles they encountered,…

Parental Homework Completion and Treatment Knowledge during Group Parent-Child Interaction Therapy

ERIC Educational Resources Information Center

Ros, Rosmary; Graziano, Paulo A.; Hart, Katie C.

2017-01-01

The purpose of this study was to examine how parental homework completion, session attendance, and treatment knowledge influenced parenting practices and confidence in using learned skills during behavioral parent training (BPT). Parents of 54 preschoolers (M[subscript age] = 5.07, 82% Hispanic/Latino) with externalizing behavior problems…

Analysis of Eighth Graders' Performance On Standardized Mathematics Tests.

ERIC Educational Resources Information Center

Meyinsse, Joseph; Tashakkori, Abbas

The main objective of this study was to show whether eighth graders' performance on standardized mathematics tests could be predicted from a variety of variables. These predictors included the students' race/ethnicity, gender, attitudes toward mathematics, students' time spent on homework, whether parents helped with homework assignments,…

Improving General Chemistry Course Performance through Online Homework-Based Metacognitive Training

ERIC Educational Resources Information Center

Casselman, Brock L.; Atwood, Charles H.

2017-01-01

In a first-semester general chemistry course, metacognitive training was implemented as part of an online homework system. Students completed weekly quizzes and multiple practice tests to regularly assess their abilities on the chemistry principles. Before taking these assessments, students predicted their score, receiving feedback after…

Parents' Perceptions and Practices in Homework: Implications for School-Teacher-Parent Partnerships

ERIC Educational Resources Information Center

Fan, Qian

2012-01-01

This study examined parents' perceptions and practices of parental involvement in their children's homework process to explore how variations in parents' perceptions might explain differences in their practices. Understanding parents' perceptions and practices of involvement is essential to increasing the effectiveness of parental involvement in…

Quality of Parental Support and Students' Emotions during Homework: Moderating Effects of Students' Motivational Orientations

ERIC Educational Resources Information Center

Knollmann, Martin; Wild, Elke

2007-01-01

Two studies investigated the relationship between parental support, students' motivational orientations, and students' emotions during homework. It was assumed that intrinsically motivated students would feel better when parents provided much learning autonomy, while extrinsically motivated students would experience more positive affect when…

Reconceptualizing Homework as Out-of-School Learning Opportunities. Occasional Paper 135.

ERIC Educational Resources Information Center

Alleman, Janet; Brophy, Jere

This occasional paper views homework as an opportunity to exploit the potential of outside resources and environments to complement in-school learning opportunities. Out-of-school learning opportunities are considered in the context of principles for planning and implementing learning activities. These principles involve: (1) goal relevance,…

Exploring Attitudes and Achievement of Web-Based Homework in Developmental Algebra

ERIC Educational Resources Information Center

Leong, Kwan Eu; Alexander, Nathan

2013-01-01

The purpose of this study was to understand how students' attitudes were connected to their mathematics learning. This investigation was specific to web-based homework in developmental courses in the community college environment. The mixed-methods approach was used to analyze the relationship between students' attitudes and mathematical…

An Intervention to Improve Motivation for Homework

ERIC Educational Resources Information Center

Akioka, Elisabeth; Gilmore, Linda

2013-01-01

A repeated measures design, with randomly assigned intervention and control groups and multiple sources of information on each participant, was used to examine whether changing the method of delivery of a school's homework program in order to better meet the students' needs for autonomy, relatedness and competence would lead to more positive…

Online Organic Chemistry

ERIC Educational Resources Information Center

Janowicz, Philip A.

2010-01-01

This is a comprehensive study of the many facets of an entirely online organic chemistry course. Online homework with structure-drawing capabilities was found to be more effective than written homework. Online lecture was found to be just as effective as in-person lecture, and students prefer an online lecture format with shorter Webcasts. Online…

Distributed Collaborative Homework Activities in a Problem-Based Usability Engineering Course

ERIC Educational Resources Information Center

Carroll, John M.; Jiang, Hao; Borge, Marcela

2015-01-01

Teams of students in an upper-division undergraduate Usability Engineering course used a collaborative environment to carry out a series of three distributed collaborative homework assignments. Assignments were case-based analyses structured using a jigsaw design; students were provided a collaborative software environment and introduced to a…

The Facebook Generation: Homework as Social Networking

ERIC Educational Resources Information Center

Kitsis, Stacy M.

2008-01-01

Overburdened with athletics, play rehearsals, band practice, volunteer work, after-school jobs, friendships, and--if their parents are lucky--quality time with their families, it is hardly surprising that even the most dedicated students resent homework as an incursion on their time. Meanwhile, their teachers watch the growing stacks of unread…

Do Comments on Mathematics Homework Affect Student Achievement?

ERIC Educational Resources Information Center

Austin, Joe Dan

1976-01-01

Students in nine classes were randomly assigned to treatment groups receiving (1) written comments on their homework papers or (2) no comments. In two of the classes, the students receiving comments showed achievement superior to that of the others. In the remainder of the classes there was no difference. (SD)

Homework Emotion Regulation Scale: Psychometric Properties for Middle School Students

ERIC Educational Resources Information Center

Xu, Jianzhong; Fan, Xitao; Du, Jianxia

2016-01-01

The goal of the present investigation is to evaluate the psychometric properties of the Homework Emotion Regulation Scale (HERS) using 796 middle school students in China. Confirmatory factor analyses (CFAs) supported the existence of two distinct yet related subscales for the HERS: Emotion Management and Cognitive Reappraisal. Concerning the…

Homework Distraction Scale: Confirming the Factor Structure With Middle School Students

ERIC Educational Resources Information Center

Xu, Jianzhong; Fan, Xitao; Du, Jianxia

2016-01-01

The goal of the current investigation was to evaluate psychometric properties of the Homework Distraction Scale (HDS) using 796 middle school students. Results from confirmatory factor analyses (CFAs) supported the presence of two distinct yet related subscales for the HDS: Conventional Distraction and Tech-Related Distraction. Results of…

Resolving Struggling Readers' Homework Difficulties: A Social Cognitive Perspective

ERIC Educational Resources Information Center

Margolis, Howard; Mccabe, Patrick

2004-01-01

Struggling readers often fail to complete homework or complete it in a slipshod, haphazard fashion. Often, this adversely affects grades, erodes motivation for academics, and causes conflict between readers, parents, and school personnel. To help teachers and educational consultants (e.g., reading specialists, school psychologists) help struggling…

Using Multimedia with Kindergarten to Increase Homework Participation

ERIC Educational Resources Information Center

Tunstall, Mary; Bull, Prince Hycy

2012-01-01

This study stemmed from a concern that homework instruction, verbal and print oriented, did not reflect a 21st century learning strategy for kindergarten students due to their reading levels and their abilities to consistently follow written instructions to complete tasks. The study examined 18 kindergarten students' perceptions of using…

Homework Motivation and Preferences of Turkish Students

ERIC Educational Resources Information Center

Iflazoglu, Ayten; Hong, Eunsook

2012-01-01

Turkish students' motivation sources, organisational approaches, physical needs and environmental and interpersonal preferences during the homework process were examined in 1776 students in Grades 5-8 from 10 randomly selected schools in two districts of a major urban city in Turkey. These constructs were examined to determine grade, gender,…

Homework Practices: Role Conflicts Concerning Parental Involvement

ERIC Educational Resources Information Center

Bräu, Karin; Harring, Marius; Weyl, Christin

2017-01-01

This article on hand discusses results of an ethnographic study which aims to perform a detailed description of practices of doing homework in a domestic environment. Based on the international state of research, first the question and the methodical approach will be explained, subsequently the role conflicts and stress ratios developed while…

Is physical activity differentially associated with different types of sedentary pursuits?

PubMed

Feldman, Debbie Ehrmann; Barnett, Tracie; Shrier, Ian; Rossignol, Michel; Abenhaim, Lucien

2003-08-01

To determine whether there is a relationship between the time adolescents spend in physical activity and time they spend in different sedentary pursuits: watching television, playing video games, working on computers, doing homework, and reading, taking into account the effect of part-time work on students' residual time. Cross-sectional cohort design. Seven hundred forty-three high school students from 2 inner-city public schools and 1 private school. Students completed a self-administered questionnaire that addressed time spent in physical activity, time spent in sedentary pursuits, musculoskeletal pain, and psychosocial issues and were also measured for height and weight. Main Outcome Measure Level of physical activity (low, moderate, high). There were more girls than boys in the low and moderate physical activity groups and more boys than girls in the high activity group. Ordinal logistic regression showed that increased time spent in "productive sedentary behavior" (reading or doing homework and working on computers) was associated with increased physical activity (odds ratio, 1.7; 95% confidence interval, 1.2-2.4), as was time spent working (odds ratio, 1.3; 95% confidence interval, 1.2-1.4). Time spent watching television and playing video games was not associated with decreased physical activity. Physical activity was not inversely associated with watching television or playing video games, but was positively associated with productive sedentary behavior and part-time work. Some students appear capable of managing their time better than others. Future studies should explore the ability of students to manage their time and also determine what characteristics are conducive to better time management.

Real Homework Tasks: A Pilot Study of Types, Values, and Resource Requirements

ERIC Educational Resources Information Center

Danielson, Mary Lee; Strom, Bruce; Kramer, Kathrine

2011-01-01

As the standards and accountability movements have gained momentum and political favor in recent years, a renewed interest in instructional practices intended to promote greater success on standardized tests has been evidenced. One such instructional practice, homework, while certainly not a recent practice, receives both support and criticism and…

Evaluating a Pre-Session Homework Exercise in a Standalone Information Literacy Class

ERIC Educational Resources Information Center

Goetz, Joseph E.; Barber, Catherine R.

2015-01-01

In this study, researchers evaluate a homework exercise assigned before a standalone information literacy session. Students in a Master of Education program completed a worksheet using the ERIC database thesaurus. The researchers conducted pre- and posttests within a single library session to assess student learning, using a control group for…

29 CFR 530.12 - Special provisions.

Code of Federal Regulations, 2010 CFR

2010-07-01

... certificate issued to an industrial homeworker by the New York State Department of Labor under paragraph II of Home Work Order No. 4 Restricting Industrial Homework in the Glove Industry, dated June 28, 1941, will... under 19 years of age. (iv) Description of work performed. (v) Amount of cash wage payments made to the...

Engaging Students in the Classroom with "WeBWorK" CLASS

ERIC Educational Resources Information Center

Engelke, Nicole; Karakok, Gulden; Wangberg, Aaron

2016-01-01

"WeBWorK" CLASS combines the best features of online homework and digital whiteboards to create a system that provides instructors with information on students' problem-solving processes, as well as their final answer. The system's utilization of tools that can sort students based on correct and incorrect homework and quiz answers and…

Using Technology for Accessible Chemistry Homework for High School Students with and without Learning Disabilities

ERIC Educational Resources Information Center

King-Sears, Margaret E.; Evmenova, Anya S.; Johnson, Todd M.

2017-01-01

High school students with and without learning disabilities in two chemistry classes accessed technologically-enhanced worksheets, called Pencasts, when completing homework assignments. In this action research study, feedback from students was gathered via questionnaires and interviews. Students most frequently used Pencasts to figure out how to…

Go Chemistry: A Card Game to Help Students Learn Chemical Formulas

ERIC Educational Resources Information Center

Morris, Todd A.

2011-01-01

For beginning chemistry students, the basic tasks of writing chemical formulas and naming covalent and ionic compounds often pose difficulties and are only sufficiently grasped after extensive practice with homework sets. An enjoyable card game that can replace or, at least, complement nomenclature homework sets is described. "Go Chemistry" is…

Parental Mathematics Homework Involvement of Low-Income Families with Middle School Students

ERIC Educational Resources Information Center

O'Sullivan, Robyn Hackford; Chen, Yung-Chi; Fish, Marian C.

2014-01-01

This study explores the relationships between methods of parental assistance (i.e., provision of structure, direct assistance, and autonomy support) with mathematics homework for high-achieving and low-achieving students and children's achievement in mathematics in low-income families and examines the impact of parental efficacy on these…

Non-plane-wave Hartree-Fock states and nuclear homework potentials

DOE Office of Scientific and Technical Information (OSTI.GOV)

Gutierrez, G.; Plastino, A.; de Llano, M.

1979-12-01

It is shown that non-plane-wave single-particle Hartree-Fock orbitals giving rise to a ''spin-density-wave-like'' structure give lower energy than plane waves beyond a certain relatively low density in both nuclear and neutron matter with homework pair potentials v/sub 1/ and v/sub 2/.

Using Peer Feedback to Promote Reflection on Open-Ended Problems

ERIC Educational Resources Information Center

Reinholz, Daniel L.; Dounas-Frazer, Dimitri R.

2016-01-01

This paper describes a new approach for learning from homework called Peer-Assisted Reflection (PAR). PAR involves students using peer feedback to improve their work on open-ended homework problems. Collaborating with peers and revising one's work based on the feedback of others are important aspects of doing and learning physics. While notable…

Scientist Spotlight Homework Assignments Shift Students' Stereotypes of Scientists and Enhance Science Identity in a Diverse Introductory Science Class

ERIC Educational Resources Information Center

Schinske, Jeffrey N.; Perkins, Heather; Snyder, Amanda; Wyer, Mary

2016-01-01

Research into science identity, stereotype threat, and possible selves suggests a lack of diverse representations of scientists could impede traditionally underserved students from persisting and succeeding in science. We evaluated a series of metacognitive homework assignments ("Scientist Spotlights") that featured counterstereotypical…

Reliable Assessment with CyberTutor, a Web-Based Homework Tutor.

ERIC Educational Resources Information Center

Pritchard, David E.; Morote, Elsa-Sofia

This paper demonstrates that an electronic tutoring program can collect data that enables a far more reliable assessment of students' skills than a standard examination. Socratic electronic homework tutor, CyberTutor can integrate effectively instruction and assessment. CyberTutor assessment has about 62 times less variance due to random test…

The Impact of Gamification in Web Based Homework

ERIC Educational Resources Information Center

Goehle, Geoff; Wagaman, John

2016-01-01

This paper concerns the impact and reception of gamification elements that were added to the online homework system "WeBWorK." After performing two studies, we found that the students felt that the gamification system rewarded them for their effort. However, we did not find any indication that gamification elements improved student…

Effects of Interactive Chat versus Independent Writing on L2 Learning

ERIC Educational Resources Information Center

Tare, Medha; Golonka, Ewa M.; Vatz, Karen; Bonilla, Carrie L.; Crooks, Carolyn; Strong, Rachel

2014-01-01

This study examines the importance of interaction for second language (L2) acquisition by analyzing outcomes from two types of out-of-class activities. The study compared: (a) interactive homework, completed via text chat, and (b) individual homework, completed via independent writing. In a between-subjects design, participants in two…