Suchergebnisse

This study concerns the interactional work involved in the accomplishment of video-mediated homework support and is based on a single case analysis of an instructional encounter between a tutor and an upper-secondary student working together on mathematical assignments. In addition to communicating through video, the participants use an online digital platform that constitutes a shared workspace and interface between the participants, who are situated in geographically disparate locations. A crucial feature of the setting is the unequal distribution of epistemically rich artefacts, such as the maths book, to which the tutee has sole access. Drawing on ethnomethodology and multimodal interaction analysis, the analyses show how the interaction is shaped by and contingent upon the affordances of the online platform and the particular circumstances of the video-mediated setting. The findings reveal how the participants work together to establish shared points of reference from which they embark on collaborative problem-solving trajectories while establishing the problem to be worked upon and its interpretation, as well as negotiating proper presentations of solutions. Additionally, the way in which the participants overcome the interactional and epistemic challenges implicated by the unequal access to crucial epistemic resources is shown.

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). ...

ABSTRACT: Prior research demonstrates that students learn more from homework practice when using online homework or intelligent tutoring systems than a paper-and-pencil format. However, no accounting education research directly compares the learning effects of online homework systems with the learning effects of intelligent tutoring systems. This paper presents a quasi-experiment that compares the two systems and finds that students' transaction analysis performance increased at a significantly faster rate when they used an intelligent tutoring system rather than an online homework system. Implications for accounting instructors and researchers are discussed.

Family and Consumer Sciences programs target families in deprived rural and urban communities with the objective of equipping them with skills to improve family well-being, education, and relationships. In recent years, the focus of FCS in Ghana has been on parental styles and education that foster parents' involvement in their children's school work. Using a child-parent interactive model, a series of math activities were delivered to children between the ages of 6 and 10 years. Group activities were also facilitated by the FCS staff. Parents used local materials, such as small empty cans, bottles, leaves, stones, sticks, old newspapers, and sand, to explain math concepts. Staff, parents, and children used fun activities and role plays to demonstrate developmental processes that enhance effective child development. The lessons identified were tied to the understanding of appropriate parenting styles that foster acquisition of skills for basic math concepts. Parents reported increased interest and confidence in math and were more proactive in supervising their children to complete their homework. The importance of the model lies in its simplicity in conveying fundamental knowledge that relates to the interwoven aspect of developmental domains to ensure children experience maximal success with math-related activities.

This qualitative study explored the parents' perceptions and involvement in homework for secondary school students. The study also explored parents' challenges and suggestions in completing homework as an engaging activity. Semi-structured interviews were conducted with 10 parents selected through a purposive sampling technique. Thematic analysis was used to draw themes and sub-themes from qualitative data. The findings revealed that parents of secondary school students believed that homework is an activity that supports the learning process of their children. They considered homework the responsibility of the school and teachers. The challenges were that homework was an overloaded activity that teachers and schools did not support. These findings led to some important implications for the study. It is important to involve parents in devising homework policies and providing training to support their children in homework completion. The study also suggested developing a nation-wide homework policy that may guide teachers, parents, and students.

Our service as the principal in a very remote school under Mongar District evoked our conscience in realizing the impact of parental involvement in homework on children's learning. Being in the farm with many daily chores and activities, the parents' concern for children's learning was left as a secondary option.
The parents have vital roles to play in the life of a child. The involvement of parents determines the future of the child, and the parental involvement was seen as a means to bridge the gap between the school and home. Family is the primary cell of society where the child's upbringing must begin since his birth.
The researcher used the qualitative approach and phenomenology as a research design. The study involved twelve interview participants, comprising of 3 principals, 3 teachers, 3 students and 3 parents from the participating schools in Yadi Cluster under Mongar District. The data were collected through the use of semi-structured interviews. The interviews were audio-taped, transcribed, and then analyzed using a thematic analysis approach, and compared to previous research gleaned from the extensive literature review.
The findings of the study reveal that there are contextual factors that contribute to less parental involvement in their children's homework. There is a lack of parental care, especially in terms of academic support from parents in their children's learning in the remote setting of Bhutan. Basic education for parents is felt highly required to enable them to realize their support for their children in writing homework to perform better in the school. Non-formal Education (NFE) centers are recommended to be the platform to address the issues.

Throughout adolescence, the school, family and peer group can play an influential role in a young person's psychological development and adjustment to school. This study focuses on the importance of the family during the adolescent period as it applies to developmental opportunities and the self-regulation necessary for the acquisition of psychological autonomy and new skills. How do adolescents perceive parental involvement? Does this parental support meet their need for autonomy and help adolescents acquire the necessary academic skills? This study examines the way in which French adolescents perceive the topic of homework and the interest their families show in it. Research is based on the parental involvement models of Epstein (2001) and Hoover-Dempsey and Sandler (1995), which focused on parental practices of monitoring schoolwork. These practices reflected the overall roles, involvement, and support of parents in their adolescent's education. On a voluntary basis, 504 adolescents aged 12−15 responded to a questionnaire, with questions adapted from the 'Child perceptions of parent's structuring and activities related to homework' (Cooper et al., 1998). The results of this study show that the perceived involvement and efficacy of parents have an effect on adolescents' self-regulation strategies. This parental interest, then, is implicitly passed on to the adolescent by way of parental homework assistance.

A thesis submitted to the University of Bedfordshire in partial fulfilment of the requirements for the degree of Doctor of Education ; The research on homework since the 19th century in the United Kingdom (UK) shows that there are considerable issues to be addressed in this area. Governments have discussed it and the media have reported on it and it is still a contentious issue for schools and homes alike. This study shows that there has been very little change in the issues surrounding homework for over a hundred years and that no political party in office will take a stand on it. Even though schools would like to see a change in policy it is not on the government agenda. The study worked with six secondary schools in one town over a fixed time period to collect information to discuss some of those questions being asked around the issues related to homework. The literature review looked at documents dating back to 1880 when similar questions were being asked about the relevance of "keeping in" and in 1881 "home lessons" was a newspaper article. A teacher training manual in 1885 contained a chapter on home lessons and those advantages and disadvantages described in the book are very similar to the advantages and disadvantages described in 2004. Hansard recorded discussions in parliament from 1884 about the overpressure put on pupils. Home conditions and the support given by parents in completing homework have been discussed both in the media and in parliament. Comparisons are made between homework in the UK and other similar countries using internationally collected data. The mixed method research included questioning students, families, teachers and governors. Interviews were conducted with senior teachers at the schools, with responsibility for implementing the homework policy. School documents were scrutinised including the home-school agreement, homework policies and homework guidelines for students, families and teachers. The findings of this study showed that there are differences between the main stakeholders, students, families, teachers and governors, in the knowledge, views and opinions of homework. Students, families, teachers and governors differed in their opinions, with many students and families, although seeing some benefits, opposing the setting of homework due to the impact on family time and the stress caused by it. While teachers and governors supported the setting of homework and the important contribution it made in school. There are differences between different types of schools and those with lower and higher ability students and the influence that homework has on the stress levels of those students in higher performing schools. Homework is seen as a marketing tool for some schools to use in selling themselves on the competing educational market place. The findings of this study continue to ask the questions related to homework and in particular What is the purpose of homework?, What type of homework is seen as most effective in supporting students' learning in the various areas of the curriculum?, Does the home environment always support students completing homework and what kind of resources do students need to complete homework and do they have access to these resources at home? and What political, economic, social and educational factors (Hallam, 2004) are important in understanding the context in which homework policies and practices are developed?

Abstract A resurgence of informal economic work, such as home‐working, occurred in some rural areas during the 1970s and the 1980s. In two midwestern communities, an employer of industrial homeworkers was recruited in an effort to boost the local economy with new jobs. In these communities, ideas about women's roles in households and the labor market are crucial to the states' ability to couple industrial homeworking with rural community development. Industrial homeworking as development in the United States shows how development goals support and maintain the sexual division of labor in households and in the local labor market. Personal interviews and archival documents form the basis of the case study data. These data are content‐analyzed for themes about the process of development and the relationship of the local states and industrial firms.

This article examines a homework assistance scheme implemented in French secondary schools since 2017, and more specifically the characteristics of the staff members who supervise these sessions. The present study highlights considerable diversity both in the practices observed, but
also in the types of knowledge and beliefs held by the homework assistants. In particular, it seems that the supervising staff rarely has all the a priori knowledge necessary for teaching. This leads us to wonder about the qualities required to be able to support a student in their individual
work, and to consider whether or not it is essential to be a teacher in the subject in question to be able to help with completing homework.

Purpose: This article focuses on the development of supplementary education, evolving under the label "homework support," in Sweden between 2006 and 2018. Particular attention is paid to the significance of the private market for national policy. Design/Approach/Methods: Through a theoretical model on policy enactment, the interaction between national policy and local practice is highlighted. By analyzing how the local practice appears in documents related to state-regulated decision-making, the study gains further insights in the development of homework support in Sweden. Findings: This article argues that when private companies, offering supplementary tutoring, were established on the outskirts of the educational landscape in Sweden, the political educational discourse changed. Even though homework support became a given part of the political discussion about the school, the situation became difficult for private companies. Originality/Value: The article adds to the international field of shadow education. It describes the establishment of the private tutoring market's entry into the Swedish educational landscape, which in the long term has provided a basis for a further Scandinavian development. Furthermore, the article contributes to theory development by a model that focuses on the interaction between policy formulation and local enactment. ; Homework as shadow education

Recent research has reported negative consequences, such as increased anxiety, associated with restricting people's access to their mobile phones. These findings have led researchers to suggest that mobile phone use may pose a legitimately addictive behavior for some people. Other research has suggested negative effects of mobile phones on academic outcomes. To study the effects of phone separation on both anxiety and attainment of academic study goals, we randomly assigned participants ( N = 93) to a restricted mobile phone access condition or a control condition. After setting a list of goals for a study session, participants worked on their own, self-chosen class materials for 60 minutes. Anxiety was measured before and immediately following the study session. Attainment of study goals was assessed through a self-report estimate of the percent of study goals accomplished at the end of the session. We predicted that those who classified as high on a problematic mobile phone use scale and who had their phones taken away would show the greatest increases in anxiety over the session as well as the greatest deficits in attainment of study goals as compared to all other participants. While there was a general tendency for participants who scored higher on the problematic use scale to be more anxious, anxiety did not differ between participants with phone access and those without it. Participants without phone access self-reported attainment of 12% more of their study goals than those who had phones. This study qualified the conditions for which restricting mobile phone access increases anxiety and provided further empirical support for detriments to attainment of study goals when mobile phones are present.

This article considers the empirical results of educational productivity research conducted by a team of researchers from Australia and the United States in the mid 1980s. Based on nine factors identified by this research, three issues that highlight the important educative role of parents, namely, the quality of the home learning environment, homework support and monitoring television viewing are discussed.