Significant differences emerged, however, in student and family reports of time spent on homework across the subjects elementary math, middle school language arts, and middle school science. Students in the control group completed homework as usual. Annotation from the Connection Collection You are viewing a record from the Connection Collection, a searchable annotated bibliography database. Parent Educator Student Other. Dependent Variables The dependent variables included time, attitudinal, family involvement, and achievement outcomes.
Significant differences emerged, however, in student and family reports of time spent on homework across the subjects elementary math, middle school language arts, and middle school science. Journal of Advanced Academics, 22, — In each activity, students and families are instructed where an interaction i. The case for and against homework. Teachers of TIPS students in the math and language arts studies assigned one assignment weekly for a total of 30 TIPS activities each year, in addition to their other homework. Costs and Benefits of Family Involvement in Homework Three aspects of homework that entail costs and or produce benefits for home and school contexts are time, homework design, and family involvement. Common ground for administrators, teachers, and parents 3rd ed.
Homework in the early grades should encourage positive attitudes and character traits, allow appropriate parent involvement, and reinforce simple skills introduced in class Cooper, Review of Educational Research, 77, — Use of such information is at the sole risk of the reader.
Students might like to conduct different interactions such as a game, demonstration, or experiment, or collect reactions, memories, or ideas. Like the students, TIPS families rated their interactions significantly more happy than control families both years. Better homework practice does not necessitate more student time, but it does require improved homework design and professional development time for teachers. viorhis
Families also gave their impressions of voorhix involvement in homework, with significant differences in favor of both TIPS groups over the control group. In addition, when students and families reported their attitudes about the homework experience, TIPS students and families reported more positive interactions than did control students and families.
A multidimensional conceptualization and motivational model. In addition, the efforts of teachers, students, and families to test the TIPS process resulted in an experience and materials that could be used by other teachers of these subjects and grade levels in the same district who conduct similar curricular units for student learning. Link skills and objectives to the real world. Data Analysis The researcher conducted descriptive results and inferential statistics to understand the impact of the TIPS intervention on several key outcomes.
Parent Educator Student Other. Table 2 presents the regression model for student attitudes about homework in Year 1. Annotation from the Connection Collection You are viewing a record from the Connection Collection, a searchable annotated bibliography database.
Achievement variables included homework completion measures, report card grades, and standardized test scores in the TIPS subject. Vooorhis as the job of childhood.
The regression analyses demonstrated significant and positive effects for the TIPS groups on standardized test scores. Science homework occurred less frequently, generally once or twice per week. With respect to reports of levels of family involvement in homework, significant differences emerged for the TIPS group over control groups, particularly for students and parents who were homewok TIPS for 2 years.
Annotation from the Connection Collection
Therefore, students in the TIPS groups had bomework opportunities to talk with family partners about critical concepts and skills. Review of Educational Research, 77, — Again, TIPS families reported significantly more favorably to these questions than control families both years. The student should compute the answers to problems, write paragraphs, and collect information. Time is required of teachers for 1 week in the homewodk for professional development and TIPS materials development and in the school year i.
Educational Psychologist, 36 3 pp. The dependent variables included time, attitudinal, family involvement, and achievement outcomes. Educator Parent Student Other.
Costs and Benefits of Family Involvement in Homework
Homework practices of general education teachers. The author is especially grateful for the partnership of the teachers and district office personnel involved in this study. The family partner serves as an assistant, never the teacher. Feelings About Homework Interactions Student reports. Educational Psychologist36, — Lesson 3 Better homework practice does not necessitate more student time, but it does require improved homework design and vann development time for teachers.
In discussion with TIPS vooghis control teachers, they rarely had uninterrupted time to focus solely on designing and developing homework. In similar analyses, homework condition did not significantly affect report card grades.
Table 2 provides the results of full regression models, taking into account the interplay of various background variables on the following dependent variables: