In: Nursing
does students benefit from homework ?
i need you make me annotated biblography on this topic
BIBLIOGRAPHY OF HOMEWORK RESEARCH
Below is a partial list of research that supports the main tenets
that informed the discussions of the Burbank Unified School
District Homework Task Force in developing the Homework Guidelines,
as well as the California PTA resolution “Homework: Quality over
Quantity,” adopted May 2014. Annotations are the researchers’
abstracts truncated for the purpose of this handout.
Association of California School Administrators. (Spring / Fall
2007). Got Homework? An ACSA Policy Position Paper on Homework.
Online.
The authors analyze 5 years of current homework research both for
and against the practice. After summarizing the research on both
sides of the issue, they make recommendations to school districts,
which include: working with districts to develop homework policies
that are widely shared with teachers and parents; specifying the
purpose of homework based on age and grade level; time allocation
endorsing Cooper’s recommendation of 10 minutes x grade level (5th
grade = 50 minutes; 12 grade = 120 minutes); timely feedback to
students on their homework; effective intervention and support for
struggling students; and teacher collaboration.
Bembenutty, H. (2011). The last word: An interview with Harris
Cooper – Research, policies, tips and current perspectives on
homework.” Journal of Advanced Academics. 2, 340-349.
An interview with Harris Cooper, one of the leading researchers of
education and homework over the past 20 years. Synthesizing his own
and others research, Cooper makes recommendations for best
practices including: setting district policy about homework, parent
training, making the purpose of homework clear on every assignment,
setting time limits based on grade and ability (i.e., no more than
2 hours per night in high school), and open communication between
teachers, students, and parents.
Brock, C., Lapp, D., and Fisher, D. (2011) Homework practices:
Myths and realities. California Reader 45.1, 21-26.
Explores myths and realities of homework based on established
research in a mock interview between a mentor and a new teacher.
Examples of the “realities”: Elementary students do not show
significant academic improvements from homework but may benefit
from learning study habits; some students in middle and high school
improve achievement from homework while others may experience
negative results; quality and clear purpose of homework positively
impact students’ achievement; homework should be meaningful to the
students and should require minimal parental intervention.
Danielson, M.L.; Strom, B.; and Kramer, K. (2011). Real homework
tasks: A pilot study of types, values, and resource requirements.
Educational Research Quarterly. 17-31.
This study is preliminary and intended to analyze types and
purposes of homework assignments made by teachers included in the
study. Analyses as to what those assignments were broadly intended
to accomplish and whether they were in fact educationally
productive were conducted by the researchers. Initial analyses
suggest that less than half of all assignments reviewed in this
study contained enough elements to determine educational
value.
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Galloway, M., Conner, J. and Pope, D. (2013). Nonacademic effects
of homework in privileged, high- performing high schools. Journal
of Experimental Education. 81.4, 490-510.
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 experienced greater behavioral engagement in
school but also more academic stress, physical health problems, and
lack of balance in their lives. The discussion addresses how
current homework practices in privileged, high-performing schools
sustain students’ advantage in competitive climates yet hinder
learning, full engagement, and well-being.
Hutchison, K. (2012). A labour of love: mothers, emotional capital,
and homework. Gender and Education. 24.2, 195-212.
This ethnographic study recorded time spent doing homework in
twelve families with primary school children. While the term
“parental involvement” is gender neutral, mothers mostly perform
the “labor” of getting children to do their homework and helping
them with it. The researchers observed and it was self-reported
that mothers experience a significant amount of stress and
emotional exhaustion from the tensions inherent in interactions
with their children about homework.
Hu, Z. (2011). Homework completion at the secondary level: A
multivariate study. The Journal of Educational Research. 104,
171-182.
In a study aimed to test empirical models of variables posited to
predict homework completion at the secondary school level, student-
and class-level predictors of homework completion were analyzed in
a survey of 1,046 8th-grade students from 63 classes and of 849
11th-grade students from 48 classes. Most of the variance in
homework completion occurred at the student level, with parent
education and teacher feedback being two significant predictors at
the class level. At the student level, the variation in homework
completion was positively associated with teacher feedback,
self-reported grade, learning-oriented reasons for doing homework,
homework interest, and homework management. Girls reported
statistically significant higher scores in homework completion than
did boys.
Kitsantas, A., Cheema, J., & Ware, H. W. (2011). Mathematics
achievement: The role of homework and self-efficacy beliefs.
Journal Of Advanced Academics, 22.2: 310-339.
This study used the U.S. portion of the Program for International
Student Assessment (PISA) to examine how homework resources,
mathematics self-efficacy, and time spent on homework impacted
mathematics achievement across gender and ethnicity. The findings
showed that achievement gaps diminished with the increase in
availability of homework resources and the increase in mathematics
self-efficacy. Increased proportions of homework time spent on
mathematics homework were associated with a decrease in mathematics
achievement. These findings suggest that educators should attempt
to provide the resources for students to complete their homework
and structure homework assignments accordingly. Interestingly, the
findings also suggest that educators need to focus on enhancing
self-efficacy with respect to mathematics for all students.
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Lange, T. and Meaney, T. (2011). I actually started to scream:
Emotional and mathematical trauma from doing school mathematics
work. Educational Studies in Math. 77:35-51.
This article uses the narratives of two 10-year-old girls to
consider how emotional and mathematical trauma can arise from doing
mathematics homework with family help. This is often the
undiscussed outcome of homework interactions, but one that can have
profound implications for relationships between children, their
parents, the school and mathematics as a discipline. The authors
discuss the opportunities and constraints on children doing
homework as a consequence of the social and institutional relations
that they operate within. The constraining influence of schooling
over the opportunities provided within the home situations was the
main determiner of the emotional and mathematical trauma
experienced by the children.
Maltese, A.V.; Tai, R.H. and Fan, X. (2012). When is homework worth
the time?: Evaluating the association between homework and
achievement in high school science and math. The High School
Journal 96.1: 52-72.
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 samples of high school students collected in 1990
and 2002. Using multiple linear regressions and controlling for
students’ background, motivation, and prior achievement, the
authors investigated how much variance in science and math course
grades and achievement test scores could be explained by time spent
on homework in those classes. The results indicate that there is no
consistent significant relationship between time spent on homework
and grades, but a consistently positive significant relationship
between homework and performance on standardized exams.
Martinez, S. (2011). An examination of latino students’ homework
routines. Journal of Latinos and Education. 10.4: 354-368.
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 assignments. Some of the
reasons for not completing homework assignments include lack of
motivation, problems with time management, and feeling overwhelmed
with the amount of homework assigned. The problem of not completing
homework assignments is exacerbated by the fact that few Latino
students can turn to their parents for help.
Marzano, R. and Pickering, D. (2007). Special Topic: The Case For /
Against Homework. Responding to Changing Demographics. 64.6, 7-79.
Educational Leadership.
The authors explore the debates surrounding homework and then
conclude with recommendations, encouraging educators to base their
practices on established research. Such practices include:
reviewing purposes of homework for different grade levels;
following time recommendations for different grade levels; inform
parents of best practices for parental involvement (i.e., have
children explain what they have learned to them, do not expect
parents to be teachers).
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Wilson, J. and Rhodes, J. (2010). "Student perspectives on
homework." Education 131.2, 351-358.
The authors administered surveys to freshman students at an urban
high school about their attitudes towards homework. While a
majority of students (64-69%) perceived the value of homework in
theory, in actuality over 80% found the homework they were given to
be meaningless, time consuming, and uninspiring. They also
complained that math took the most time to complete and that
teachers did not always give them feedback on their completed
assignments. Advice to teachers includes allowing students to start
the work in class, being realistic about the time it takes to
complete assignments, providing students with options that make the
assignment meaningful to them, and giving students timely feedback
on their work.
Wingard, L. and Forsberg, L. (2009). Parent involvement in
children’s homework in American and Swedish dual-earner families.
Journal of Pragmatics. 41, 1576-1595. This study analyzes parent
involvement by employing ethnographic methods and discourse
analysis of parent–child talk about homework. The authors
juxtaposed what is often presented as a straightforward and
unproblematic concept of parent involvement in education policy and
research with actual instances of the day-to-day practices and
reported experiences of parent involvement in children’s homework
in the U.S. and Sweden. Their analyses show that parent involvement
may be either parent or child initiated, and varies widely
according to how much homework the child is assigned, the child’s
orientation to homework and a number of other factors. Analyses
demonstrate that parents become involved in two main ways: 1.
through anticipating and planning the activity of homework and 2.
by directly participating in the accomplishment of the homework
task itself. They additionally highlight in the paper that there is
an inherent tension between a parent’s responsibility for homework
and the child’s responsibility for homework, and that parent
involvement can cause tension in communication in the parent–child
relationship.
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