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The aim of this research was to investigate the relationship between homework methodology and compliance. The "Clinical Perception of Homework Style and Compliance Survey" was developed to measure compliance, methodology, and relating variables. A convenience sample consisted of 121 participants in this study. Participating therapists were asked to rate the likelihood of using various examples of homework methodologies and estimate the compliance they have received over the past 3 months. The results show that items used on the survey factored into two groups, which can be called direct and collaborative. Neither of the groups (i.e., direct and collaborative) was significantly correlated with homework compliance. Further conceptualization of the collaborative methodology was proposed. Implications for future research were highlighted.

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

Currently, the concept of engagement is crucial in the field of learning and school achievement. It is a multidimensional concept (e.g., behavioral, emotional, and cognitive dimensions) that has been widely used as a theoretical framework to explain the processes of school engagement and dropout. However, this conceptual framework has been scarcely used in the field of homework. The aim of the present study was to analyze the role of intrinsic motivation, perceived homework utility, and personal homework attitude as precursors of student homework engagement (behavioral engagement) and, at the same time, how such engagement is the precursor of academic achievement. Seven hundred and thirty students of Compulsory Secondary Education (CSE) (7th to 10th grade) from fourteen schools northern Spain participated. A structural equation model was elaborated on which intrinsic motivation, perceived utility and attitude were observed variables, and student engagement (time spent on homework, time management, and amount of teacher-assigned homework done) and academic achievement (Mathematics, Spanish Language, English Language, and Social Science) were latent variables. The results reveal that (i) intrinsic motivation is a powerful precursor of student behavioral engagement (also perceived utility and attitude, although to a lesser extent), and (ii) academic achievement is closely linked to the level of student engagement, qualifying the results of many of the previous studies conducted from a task-centered perspective (as opposed to a person-centered perspective) ; This work was developed with the financing of the research projects EDU2013-44062-P (MINECO), EDU2017-82984-P (MEIC), and Government of the Principality of Asturias, Spain. European Regional Development Fund (Research Groups Program 2018–2020 FC-GRUPIN-IDI/2018/000199) ; SI

Mitra Davar's short story "Homework" takes us into the world of a young woman still at school but already grappling with a deep sense of alienation. Manizheh, the protagonist, leads a life delimited by her movements between home and school. Both sites demand duties and responsibilities she finds herself unable to fulfill. At school, her teachers complain that she is absentminded. At home, her mother urges her to take the medication a doctor has prescribed to combat her melancholia and to devote herself to her homework.We do not know the exact causes of Manizheh's depression, but something in her longing gaze tells us of a need to get beyond barriers that circumscribe her life. She is forever looking out of windows, staring at stray cats, and collecting feathers and autumn leaves. Yet she cannot find the vital link between all that she observes and is asked to do.

This study investigated how students' prior achievement is related to their homework behaviors (i.e., time spent on homework, homework time management, and amount of homework), and to their perceptions of parental involvement in homework (i.e., parental control and parental support). A total of 1250 secondary students from 7 to 10th grade participated in the study. Structural equation models were fitted to the data, compared, and a partial mediation model was chosen. The results indicated that students' prior academic performance was significantly associated with both of the students' homework variables, with direct and indirect results linking achievement and homework behaviors with perceived parental control and support behaviors about homework. Lowachieving students, in particular, perceived more parental control of homework in the secondary grades. These results, together with those of previous research, suggest a recursive relationship between secondary school students' achievement and their perceptions of parental involvement in homework, which represents the process of student learning and family engagement over time. Study limitations and educational implications are discussed. ; This work has been funded by the Department of Science and Innovation (Spain) under the National Program for Research, Development and Innovation: project EDU2014-57571-P, and from the European Union, through the European Regional Development Funds and the Principality of Asturias, through its Science, Technology and Innovation Plan (grant GRUPIN14-100 and GRUPIN14-053). ...

This work was developed with the financing of the research projects EDU2013-44062-P (MINECO), EDU2017-82984-P (MEIC), and Government of the Principality of Asturias, Spain. European Regional Development Fund (Research Groups Program 2018–2020 FC-GRUPIN-IDI/2018/000199)