Homework Articles for CFG
We will begin our discussion of student work-load by brainstorming perspectives of student work-load at Hanover High School (students, teachers, families). Then we will each choose an article from below to read and present back on.
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A Shock to Study Laurence Coleman Journal of Secondary Gifted Education
Learning about the experience of living in a state-funded, public residential high school for academically talented children was the purpose of an ethnographic inquiry. Studying and homework dominated the students' lives throughout the year. Four characteristic patterns of adjustment to doing homework are presented as cases of studying in action. |
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Academic Dishonesty among Gifted and High-Achieving Students Kimberly Geddes Gifted Child Today
Gifted high school students are essentially absent in the research concerning academic integrity; however, over the past few years, educators of gifted students have noticed an increase in the occurrences of academic dishonesty among students in gifted classrooms (Abilock, 2009). This research may be analyzed to provide some insight into the motivation for gifted and high achieving students to commit acts of academic dishonesty. Academic dishonesty was prevalent among gifted and high-achieving students in this study, with the primary incidents of cheating occurring on homework assignments and exams. Students attributed their motivation for cheating to GPA pressure, peer pressure, and the demands of a heavy workload. These gifted and high-achieving students reported that they were capable of being successful without cheating, but succumbed to academic dishonesty due to the external factors. This study and existing research reveal that open dialog and discourse on expected academic behavior and student/family counseling on balancing academic and extracurricular commitments are essential in reducing undue stress and guiding the gifted to do honest work. |
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Age and Gender Differences in Adolescents' Homework Experiences Hayal Kackar, et al. Journal of Applied Developmental Psychology
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, positive affect and stress while doing homework. Regarding age differences, middle school students reported more positive experiences when homework was done with companions and in locations other than home, whereas high school students reported more positive experiences when homework was done alone and at home. Regarding gender differences, girls, regardless of age, reported greater stress than boys when doing homework alone, and lower stress when doing homework with friends. High school girls reported lower interest than middle school boys when doing homework alone. Findings provide an understanding of age and gender differences in adolescents' perceptions of homework, which might help educators and parents structure engaging homework environments. |
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Are We Wasting Our Children's Time by Giving Them More Homework? Ozken Eren Economics of Education Review
Following an identification strategy that allows us to largely eliminate unobserved student and teacher traits, we examine the effect of homework on math, science, English and history test scores for eighth grade students in the United States. Noting that failure to control for these effects yields selection biases on the estimated effect of homework, we find that math homework has a large and statistically meaningful effect on math test scores throughout our sample. However, additional homework in science, English and history are shown to have little to no impact on their respective test scores. |
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Between-Teacher Differences in Homework Assignments and the Development of Students' Homework Effort, Homework Emotions, and Achievement Ulrich Trautwein Journal of Educational Psychology
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 language and their 1,299 Grade 8 students (51.2% female; mean age at first measurement point: M = 13.84, SD =0.56) participated in the study. In multilevel models, teachers' homework attitudes and behaviors were specified to predict outcomes at the end of Grade 8, controlling for covariates at the beginning of Grade 8. A low emphasis on drill and practice tasks and a high emphasis on motivation were associated with favorable developments in homework effort and achievement. Controlling homework assignments were associated with less homework effort and more negative homework emotions; the opposite pattern was found for students whose teacher supported student homework autonomy rather than parental homework involvement. The authors call for a systematic integration of findings from homework research in teacher training. |
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College Students' Homework and Academic Achievement: The Mediating Role of Self-Regulatory Beliefs Anastasia Kitsantas Metacognition and Learning
The influence of homework experiences on students' academic grades was studied with 223 college students. Students' self-efficacy for learning and perceived responsibility beliefs were included as mediating variables in this research. The students' homework influenced their achievement indirectly via these two selfregulatory beliefs as well as directly. Self-efficacy for learning, although moderately correlated with perceptions of responsibility, predicted course grades more strongly than the latter variable. No gender differences were found for any of the variables, a finding that extends prior research based on high school girls. Educational implications about the importance of students' homework completion and its relationship to college students' development of self-regulation and positive selfefficacy beliefs is discussed from a social cognitive perspective. |
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Developing Self-Regulation Skills Darshanand Ramdass Journal of Advanced Academics
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The Goldilocks Dilemma: Homework Policy Creating a Culture Where Simply Good Is Just Not Good Enough Paul Watkins Clearing House
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 conclusions about homework, good or bad. Our research is a case study of one rural, high school that has created a No Excuses Homework expectation that is embedded in the school's culture. Focus groups of faculty and students, interviews with both the principal and assistant principal, combined with quantitative data reveal a cultural shift within the organization. Three themes emerge as contributors to a cultural transformation around homework expectations: initial and ongoing professional development exploring the creation of meaningful homework assignments and consistent quality expectations, continuous support for students and parents in meaningful homework standards, and informed stakeholders regarding quality standards and consequences when standards are not met. The results of this study reveal that high expectations for homework quality can have an impact on student academic performance and motivation for meeting quality standards. Much of the criticism directed toward homework policies is the disjointed, low expectations that marginalize its impact on learning and the value in assessing student progress. Integrating homework as a valued cultural experience may offer a possible answer to some of its common criticism. |
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Discrepancies Between Students' and Teachers' Perceptions of Homework. Eunsook Hong Journal of Advanced Academics
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, teachers' and students' understandings regarding the types of problems that students experience during homework may differ. Discrepancies between students' and teachers' ratings of students' homework behaviors were examined in two subject domains-mathematics and English. Moderating effects of gender on student-teacher ratings were also examined. Participants were 268 tenth graders from a school in China and their math and English teachers. Overall, students' self-ratings of homework behaviors were more negative than teachers' ratings. Male students self-rated or were rated by teachers more unfavorably than their female peers on most measures of homework problems. Discrepancies between students and teachers and across gender were more evident in English than math homework. Although teachers viewed female students as having fewer homework problems than males, when only male students were examined, teachers' and male students' ratings were similar on some measures. The importance of understanding students' homework behaviors was underscored before teachers provided homework interventions. To lessen discrepancies and improve awareness of students' homework behaviors, teachers need to grade and provide feedback on students' homework. |
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High-Quality Homework Nancy Frey Instructional Leader
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Homework Emotion Management Reported by High School Students Jianzhong Xu The School Community Journal
This article links student and family characteristics, along with perceived purposes for doing homework, to homework emotion management as reported by 205 high school students in grades 9-10. The results revealed that adolescents’ management of their emotions was not related to grade level and amount of parental education. However, girls and students who received family help reported more frequently monitoring and controlling their emotions. In addition, intrinsic reasons and extrinsic reasons for doing homework accounted for an additional, significant percentage of the variance in homework emotion management, with higher levels of intrinsic and extrinsic reasons being positively associated with more frequent use of homework emotion management strategies. |
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Homework in High School: Influence on Learning
To what extent does homework influence learning? Previous research has demonstrated that the amount of time a student spends on homework is associated with better grades and higher achievement test scores at both the middle and high school levels (Keith, 1982; Keith & Benson, 1992; Keith & Cool, 1992; Natriello & McDill, 1986; Keith et al., 1993; Peng & Wright, 1994). Because homework is a primary instructional tool for teachers (especially in high school), this Brief summarizes an analysis of testing data from 58,000 high school students in North Carolina as well as the results of another study of homework and achievement using a nationally representative sample of over 13,000 high school students. Taken together, these analyses indicate that time spent on homework is associated with higher levels of academic achievement among high school students. |
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Homework Plans a Tool for Promoting Independence Patricia Hampshire Teaching Exceptional Children
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Homework practices and academic achievement:The mediating role of self-efficacy and perceived responsibility beliefs Barry Zimmerman Contemporary Educational Psychology
The present study investigated the role of students’ homework practices in their self-efficacy beliefs regarding their use of specific learning processes (e.g., organizing, memorizing, concentrating, monitoring, etc.), perceptions of academic responsibility, and academic achievement. One hundred and seventy-nine girls from multi-ethnic, mixed socioeconomic status families residing in a major metropolitan area of the United States were studied in a parochial school that emphasized homework in the curriculum with more than 3 h of work assigned daily. Path analyses showed significant paths (a) from homework experiences to the girls’ self-efficacy for learning beliefs and their perception of student responsibility for academic outcomes, and (b) from these two academic beliefs to the girls’ academic grade point average at the end of the school term. The implications of these findings for future research and school policy will be discussed. |
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Homework Purposes Reported by Secondary School Students: A Multilevel Analysis Jianzhong Xu The Journal of Educational Research
ABSTRACT. The author examined purposes for doing homework as perceived by 969 eighth–grade students from 52 classes and 831 11th-grade students from 45 classes. Through an exploratory factor analysis, 15 homework purposes were reduced to a 3-factor structure: peer-oriented, adult-oriented, and learning-oriented reasons. A series of 3 multilevel models were run, with each derived factor serving as the dependent variable. All three factors were positively associated with homework interest, teacher feedback, affective attitude toward homework, and family homework help. Adult-oriented and learning-oriented reasons were negatively associated with homework distraction. Boys reported statistically significantly lower scores in adult-oriented and learning-oriented reasons than did girls. Finally, older students were more likely to do homework for peer-oriented and learning-oriented reasons. |
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Homework Purpose Scale for High School Students: A Validation Study Jianzhong Xu Educational and Psychology Measurement
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Homework self-regulation: Grade, gender, and achievement-level differences Eunsook Hong Learning and Individual Differences
The study examined differences in students' reported homework value, motivation, and metacognitive strategy use during homework completion among two grades, gender, and three achievement levels. Differences among six homework self-regulation constructs (utility value, intrinsic value, effort, persistence, planning, and self-checking) were also examined. Participants were 330 seventh and 407 eleventh graders from a metropolitan city in China. Chinese students' reported self-regulated learning during homework declined from middle to high school. Whereas students rated utility value and effort high, intrinsic value and self-checking were rated low. Male and female students did not differ in homework self-regulation. Achievement-level differences in homework self-regulation were found in seventh graders, but not in eleventh graders. The pattern of Chinese students' reported homework value, motivation, and metacognitive strategy use were discussed, and instructional implications were offered. |
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Homework and the Gradual Release of Responsibility: Making “Responsibility” Possible Douglas Fisher English Journal
For several decades, teachers and researchers have argued the value of homework. There have been research reviews suggesting that homework is beneficial, such as the meta-analyses done by Harris Cooper, Jorgianne C. Robinson, and Erika A. Patall. However, critics of homework argue that it is not effective and interrupts family interactions and fosters a competitive environment that values work over social interactions. In this article, the authors describe how their work with high school students has allowed them to clarify their understanding of how classroom instruction and homework can complement one another to result in deeper understanding and improved skills. The authors describe instructional methods for designing homework that enables student learning by ensuring that students are thoroughly prepared for and responsible for the tasks assigned. |
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"If Only They Would Do Their Homework:" Promoting Self-Regulation in High School English Classes Jewell Cooper High School Journal
This study examined ways that seven high school English teachers attempted to promote higher levels of self-regulation and students' responses to their efforts. Researchers met with teachers once a week for three months to design higherorder reasoning questions for assignments and quizzes, review student responses and plan instructional strategies. They functioned as participant observers in these sessions examined student homework logs, and interviewed students and teachers. Teachers' responses emphasized the value of collaboration and asking higher-order reasoning questions. Although students continued to articulate performance goals that focused on grades and rewards, their responses demonstrated greater awareness of self-regulation and goal setting. Most students were able to use the language of self-regulation to describe relations among goals, effort, and outcomes. Results of this case study suggest that efforts to promote self-regulation more explicitly within the fabric of lessons might be productive, especially if offered for an extended time. |
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Latent Motivational Change in an Academic Setting: A 3-Year Longitudinal Study Nancy Otis Journal of Educational Psychology
This research examined changes in intrinsic and extrinsic motivation during the transition from junior to senior high school as well as the impact of motivational changes on various educational consequences (i.e., dropout intentions, absenteeism, homework frequency, and educational aspirations). A total of 646 participants completed a questionnaire in 8th, 9th, and 10th grade. Using the true intraindividual change modeling technique (R. Steyer, I. Partchev, & M. J. Shanahan, 2000), the authors reached resultsrevealing that students’ intrinsic motivation and extrinsic motivation decreased gradually from 8th to10th grade. Furthermore, less educational adjustment was observed for students experiencing a decline in external regulation during the transitional year and students experiencing a decline in intrinsic motivation and identified regulation during the year after the transition. |
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Making Homework Central to Learning Cathy Vatterott Educational Leadership
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Meaningful and Maladaptive Homework Practices: The Role of Self-Efficacy and Self-Regulation Héfer Bembenutty Journal of Advanced Academics
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Real Homework Tasks Mary Lee Danielson Educational Research Quaterly
The article discusses a study which examines the nature and purposes of homework assigned by capable and experienced teachers in schools in Southwestern Wisconsin. The study uses a descriptive, qualitative approach as well as document analysis to assess the different types and values of homework assignments and the degree to which these individual homework require home resources. Moreover, it is noted that sampled elementary teachers make fewer assignments that require |
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Self-Regulation of Homework Behavior: Homework Management at the Secondary School Level JIANZHONG XU ABSTRACT. 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 interest appearing as 2 significant predictors at the class level. At the student level, homework management was positively associated with learning-oriented reasons, affective attitude, self-reported grade, family homework help, homework interest, teacher feedback, and adult-oriented reasons. On the other hand, homework management was negatively associated with time spent watching television. In addition, Black girls, compared with Black boys, were more likely to manage their homework assignments.
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Student Perspectives on Homework Jan Wilson Education
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Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes Thomas Goetz Learning and Individual Differences
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Students’ Needs, Teachers’ Support, and Motivation for Doing Homework: A Cross-Sectional Study Idit Katz The Journal of Experimental Education
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Students’ pressure, time management and effective learning Hechuan Sun International Journal of Educational Management
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The homework-achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort Ulrich Trautwein Learning and Instruction
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The Facebook Generation: Homework as Social Network Stacy M. Kitsis English Journal
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Who benefits from homework assignments? Marte Rønning
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Why Do Students Have Difficulties Completing Homework? The Need for Homework Management Jianzhong Xu Journal of Education and Training Studies
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