What information do you have on homework policies, assignments, as well as parents helping with homework?
Hello,
In response to your request for information on homework , I conducted a sample search of the ERIC database. Below I have appended my search strategy, 14 citations with abstracts, and directions for accessing the full text. These citations may represent an introductory, rather than exhaustive, search for information on your topic.
If you would like to conduct your own free ERIC database searches via the Internet, please visit the ERIC Database Help pages for directions or go directly to http://www.eduref.org/Eric/adv_search.shtml to search.
I have also attached some related resources that may be helpful.
Thank you for using AskERIC! If you have any questions or would like further assistance, please do not hesitate to send another message.
AskERIC Staff
Internet Sites:
* Homework: What Does The Research Say?
From the National Parent Information Network.
http://npin.org/pnews/1997/pnewn97/pnewn97e.html
* Helping Your Students With Homework: A Guide for Teachers
A 40-page booklet filled with ideas from teachers for helping make homework effective, organized around 18 tips for getting homework done. From the US Dept.of Education.
http://www.ed.gov/pubs/HelpingStudents/
* 98-013 / The Condition of Education 1998 / Indicator 36
Types of homework assigned by ...elementary teachers
http://nces.ed.gov/NCES/pubs98/condition98/c9836a01.html
* How Important Is Homework?
A parent brochure from the ERIC System.
http://www.eric.ed.gov/archives/homewrk.html
* Homework - Policies, Practices, and Guides for Helping Parents and Teachers to Help Students
This page, from the ERIC Clearinghouse on Assessment and Evaluation,
includes links to Internet sources, ERIC Digests and citations.
http://ericae.net/faqs/homework.htm
* ERIC Digest: Helping Students with Homework in Science and Math (1999)
This digest presents information for parents regarding science and math homework.
http://www.ericfacility.net/ericdigests/ed432454.html
* ERIC Digest - Developing Homework Policies (1984)
This Digest discusses various types of homework assignments and examines research findings concerning the effectiveness and amount of homework assigned to American schoolchildren.
http://www.ericfacility.net/ericdigests/ed256473.html
|
Below are several ERIC Citations that may be relevant to your question. For information on obtaining the full text of the materials cited below please refer to our document on how to obtain the full text of materials cited in ERIC at:
http://www.eduref.org/Eric/Help/obtain.shtml
For more information about ERIC Citations, including an explanation of the abbreviations used for the field codes, click here: http://www.eduref.org/Virtual/Qa/archives/fields.shtml |
ERIC Database Citations through 10/2002:
Search Strategy: homework (descriptor) and assignments (descriptor)
Click here to run this search in the ERIC Database:
Record 1 of 14 - The ERIC Database
AN: EJ633870
CHN: SP529512
AU: Villaire,-Ted
TI: Encouraging Good Homework Habits.
PY: 2001
SO: Our-Children; v27 n1 p7 Sep 2001
ISSN: 1083-3080
DT: Guides-Non-classroom (055); Journal-Articles (080)
TA: Parents
LA: English
DE: *Homework-; *Study-Habits
DE: Elementary-Secondary-Education; Parent-Responsibility
AB: Strategies for encouraging good homework habits include: plan daily
quiet
time for the family; schedule homework at times that work for the child
and
family; and help the child create a study area. Parents should resist
doing the
child's homework, discuss homework problems with teachers, limit homework
to
appropriate amounts of time, and be actively interested in daily classroom
experiences. (SM)
CH: SP
FI: EJ
DTC: 055; 080
UD: 200203 (CIJE)
Record 2 of 14 - The ERIC Database
AN: ED455561
CHN: EA031080
AU: Cooper,-Harris
TI: The Battle over Homework: Common Ground for Administrators, Teachers,
and
Parents. Second Edition.
PY: 2001
ISBN: 0761978216
AV: Corwin Press, Inc., 2455 Teller Rd., Thousand Oaks, CA 91320-2218
(paperback: ISBN-0-7619-7821-6, $18.95; hardcover: ISBN-0-7619-7820-8,
$43.95).
Tel: 805-499-9734; Fax: 800-4-1-SCHOOL; e-mail: order@corwinpress.com; Web
site:
http://www.corwinpress.com.
NT: For first edition, see ED 376 573.
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DL: http://www.edrs.com/members/sp.cfm?AN=ED455561
DT: Books (010); Guides-Non-classroom (055)
CP: U.S.; California
LA: English
PG: 98
DE: *Academic-Achievement; *Grades-Scholastic; *Homework-;
*Parent-Influence;
*Supervisory-Methods; *Teacher-Expectations-of-Students
DE: Educational-Assessment; Educational-Change; Educational-Policy;
Elementary-Secondary-Education; Parent-Participation; Public-Schools;
Student-Behavior; Student-Improvement
AB: This book has been written to provide readers with the terms,
definitions,
and research evidence needed to hold conversations about homework in a
constructive manner. It attempts to help readers set effective homework
policies, rules, or guidelines, whether for a school district, a school, a
classroom, or a family. Its premise is that the key to ending the battle
over
homework is communication: It is critically important for all parties to
know
what others are doing and why. To help communication, much of the material
in
the book is presented in a question-and-answer format. The book addresses
issues
at both the elementary and secondary levels. Differences in the value of
homework at different grade levels are among homework's most interesting
and
revealing aspects. Administrators can use the book not only to help
develop
policies, but also to assist in explaining to teachers and parents the
rationale
behind the homework guidelines they set. Likewise teachers can use the
book to
inform their classroom practices and to assist in justifying those
practices to
parents and students. Parents will find some practical advice regarding
how to
help their children with homework and to find insight into why certain
practices
are followed by schools and teachers. Too often, educators, parents, and
students fall into ways of thinking that view schools and families as
adversaries. Homework is a prime battleground in these conflicts. The book
advocates that the battle over homework can be avoided. (Contains 40
references.) (DFR)
LV: 2
CH: EA
FI: ED
DTC: 010; 055
UD: 200201 (RIE)
Record 3 of 14 - The ERIC Database
AN: EJ627827
CHN: EA538246
AU: Vail,-Kathleen
TI: Homework Problems: How Much Is Too Much?
PY: 2001
SO: American-School-Board-Journal; v188 n4 p24-29 Apr 2001
ISSN: 0003-0953
DT: Journal-Articles (080); Reports-Evaluative (142)
LA: English
DE: *Educational-Benefits; *Homework-; *Parent-Attitudes; *Problems-;
*School-Policy; *Student-Welfare
DE: Boards-of-Education; Elementary-Secondary-Education; Family-Life;
Individual-Differences; Informal-Education; Recreational-Reading;
Teacher-Expectations-of-Students
ID: Virginia-(Alexandria)
AB: Homework is a battleground for many families. Increasingly, parents
are
asking their school boards to reconsider the amounts of homework assigned,
and
administrators are questioning homework quality. A New Jersey district has
imposed strict limitations, allowing students more downtime and
reading/informal
learning opportunities. (MLH)
CH: EA
FI: EJ
DTC: 080; 142
UD: 200112 (CIJE)
Record 4 of 14 - The ERIC Database
AN: EJ626294
CHN: EA538318
AU: Glazer,-Neil-T.; Williams,-Sharron
TI: Averting the Homework Crisis.
PY: 2001
SO: Educational-Leadership; v58 n7 p43-45 Apr 2001
ISSN: 0013-1784
DT: Journal-Articles (080); Reports-Descriptive (141)
LA: English
DE: *After-School-Programs; *Homework-; *Student-Needs;
*Student-Responsibility;
*Tutors-
DE: Middle-Schools; Program-Descriptions
ID: *Ohio-(Shaker-Heights)
AB: Key ingredients for achieving academic success include being prepared,
taking responsibility for one's learning, making an effort, and completing
homework every day. At Shaker Heights (Ohio) Middle School, after-school
programs (academic sessions, a homework center, a homework hotline, and a
university tutorial program) help students complete homework assignments.
(MLH)
CH: EA
FI: EJ
DTC: 080; 141
UD: 200111 (CIJE)
Record 5 of 14 - The ERIC Database
AN: EJ626293
CHN: EA538317
AU: Kralovac,-Etta; Buell,-John
TI: End Homework Now.
PY: 2001
SO: Educational-Leadership; v58 n7 p39-42 Apr 2001
ISSN: 0013-1784
DT: Journal-Articles (080); Reports-Evaluative (142); Reports-Research
(143)
LA: English
DE: *Child-Welfare; *Educational-Benefits; *Family-Life; *Homework-;
*Misconceptions-; *Problems-
DE: Academic-Achievement; Academic-Standards; Dropout-Rate;
Economically-Disadvantaged; Elementary-Secondary-Education;
Employed-Parents;
Minority-Groups; Poverty-
ID: *Maine-
AB: A Maine study found that homework often disrupts family life,
interferes
with parents' own teachings, and punishes children in poverty for lacking
computer access and/or a supportive home environment. The standards
movement
requires teaching in a more tightly controlled system, leaving no room for
homework, an unknown variable. (Contains 13 references.) (MLH)
CH: EA
FI: EJ
DTC: 080; 142; 143
UD: 200111 (CIJE)
Record 6 of 14 - The ERIC Database
AN: EJ626292
CHN: EA538316
AU: Cooper,-Harris
TI: Homework for All--in Moderation.
PY: 2001
SO: Educational-Leadership; v58 n7 p34-38 Apr 2001
ISSN: 0013-1784
DT: Journal-Articles (080); Reports-Evaluative (142)
LA: English
DE: *Academic-Achievement; *Educational-Benefits; *Homework-;
*School-Policy;
*Teacher-Responsibility
DE: Developmentally-Appropriate-Practices; Elementary-Secondary-Education;
Problems-
AB: Homework substantially affects high-school students' achievement,
benefits
junior-high kids only half as much, and elementary kids negligibly.
Homework can
be an effective teaching tool when districts, schools, and teachers flex
and
coordinate their policies, stress developmentally appropriate assignments,
and
try alternatives to homework. (Contains 11 references.) (MLH)
CH: EA
FI: EJ
DTC: 080; 142
UD: 200111 (CIJE)
Record 7 of 14 - The ERIC Database
AN: EJ625703
CHN: SP529157
TI: Dilemma: How Do You Get Students To Complete Their Homework?
PY: 2001
SO: NEA-Today; v19 n7 p25 Apr 2001
ISSN: 0734-7219
AV: National Education Association, 1201 16th St., NW, Washington, DC
20036-3290.
DT: Guides-Non-classroom (055); Journal-Articles (080)
LA: English
DE: *Homework-
DE: Accountability-; Elementary-Secondary-Education; Student-Motivation
AB: Presents tips from teachers on how to encourage students to do their
homework in a thorough and timely manner. Tips include: pizza lunches for
students who turn in all their homework; extra time outside for students
who
complete their homework and maintain appropriate behavior; and an
accountability
checklist that students must sign regarding whether they finished their
work or
not. (SM)
CH: SP
FI: EJ
DTC: 055; 080
UD: 200110 (CIJE)
Record 8 of 14 - The ERIC Database
AN: ED416037
CHN: PS026312
AU: Paulu,-Nancy; Darby,-Linda-B., ed.
TI: Helping Your Students with Homework: A Guide for Teachers.
CS: Office of Educational Research and Improvement (ED), Washington, DC.
Office
of Reform Assistance and Dissemination.
RN: ORAD-98-1212
PY: 1998
ISBN: 0160494362
AV: U.S. Government Printing Office, Superintendent of Documents, Mail
Stop:
SSOP, Washington, DC 20402-9328.
NT: Illustrated by Margaret Scott.
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED416037
DT: Guides-Classroom-Teacher (052)
CP: U.S.; District-of-Columbia
LA: English
GL: Federal
PG: 52
DE: *Assignments-; *Homework-; *Student-Responsibility;
*Teacher-Expectations-of-Students
DE: Elementary-Secondary-Education; Parent-School-Relationship;
Parent-Teacher-Cooperation; School-Community-Relationship;
Student-Interests;
Student-Needs; Teacher-Student-Relationship; Teaching-Guides
AB: This guide for elementary and secondary teachers discusses 18 tips for
creating meaningful homework assignments that students will complete.
Following
introductory sections that explore hurdles to homework, the guide details
the
following tips: (1) lay out expectations early in the school year; (2)
create
assignments with a purpose; (3) make sure students understand the purpose;
(4)
make assignments focused and clear; (5) create assignments that challenge
students to think and to integrate; (6) vary assignments; (7) give
homework that
makes learning personal; (8) tie assignments to the present; (9) match
assignments to the skills, interests, and needs of students; (10) use
school and
community resources; (11) match assignments to your style of teaching;
(12)
assign an appropriate amount of homework; (13) encourage and teach good
study
habits; (14) provide constructive feedback; (15) give praise and motivate;
(16)
give help as needed; (17) communicate with parents; and (18) show respect
for
students. Contains 18 references and 20 print and Internet resources. (KB)
LV: 1
CH: PS
FI: ED
DTC: 052
UD: 199806 (RIE)
Record 9 of 14 - The ERIC Database
AN: ED410015
CHN: PS025652
AU: Radencich,-Marguerite-C.; Schumm,-Jeanne-Shay
TI: How To Help Your Child with Homework: Every Caring Parent's Guide to
Encouraging Good Study Habits and Ending the Homework Wars (For Parents of
Children Ages 6-13). Revised and Updated.
PY: 1997
ISBN: 1575420066
AV: Free Spirit Publishing, 400 First Avenue North, Suite 616,
Minneapolis, MN
55401; phone: 612-338-2068 ($14.95, plus shipping and handling).
PR: Document Not Available from EDRS.
DT: Books (010); Guides-Non-classroom (055)
CP: U.S.; Florida
TA: Parents
LA: English
PG: 199
DE: *Assignments-; *Homework-; *Student-Improvement; *Study-Habits;
*Study-Skills
DE: Academic-Achievement; Elementary-Education; Learning-Strategies;
Parent-Participation; Parent-Role; Parent-Student-Relationship;
Parents-as-Teachers; Reading-Assignments; Research-Papers-Students;
Thinking-Skills; Writing-Assignments
ID: *Homework-Assistance-Programs
AB: Noting that parent involvement in their children's schooling is a key
to
academic success, this book provides techniques and strategies for parents
to
help them assist their children with homework completion without conflict.
Chapter 1, "Getting Started," includes guidance on who should
help with homework
and how to set a homework schedule. Chapter 2,
"Troubleshooting," advises on
assignment tracking and test preparation. Chapter 3, "How To Help
Your Child
with Reading," provides guidance on raising children's reading level,
while
chapter 4, "How To Help Your Child with Spelling and Writing,"
covers studying
spelling, handwriting, and composition. Chapter 5, "How To Help Your
Child with
Math," includes information on helping children with concepts, word
problems,
and computation, while chapter 6, "How To Help Your Child with
Science, Social
Studies, and Foreign Languages," includes test preparation, and
helping the
child with graphics and with thematic units. Chapter 7, "How To Help
Your Child
with Formal Assessments, Projects, Reports, and Papers," provides
guidance on
reports and term papers. Chapter 8, "Using Technology," includes
advice on
computer use and software selection. Chapter 9, "Playing Games,"
offers advice
on game selection and home-made games. The final chapter lists further
resources. Twenty-three reproducible pages are included for parental use.
(SD)
LV: 3
CH: PS
FI: ED
DTC: 010; 055
UD: 199712 (RIE)
Record 10 of 14 - The ERIC Database
AN: EJ540676
CHN: CS753119
AU: Sullivan,-Mary-H.; Sequeira,-Paul-V.
TI: The Impact of Purposeful Homework on Learning.
PY: 1996
SO: Clearing-House; v69 n6 p346-48 Jul-Aug 1996
ISSN: 0009-8655
DT: Opinion-Papers (120); Journal-Articles (080)
LA: English
DE: *Assignments-; *Homework-
DE: Elementary-Secondary-Education; Feedback-
AB: Notes the benefits of homework and discusses aspects of homework
including
individual student involvement, different kinds of homework, meaningful
work,
the attraction of creativity, advantages of feedback, grade level and time
concerns, schools-home linkage, a homework mission statement, and
purposeful
homework versus busy work. (SR)
CH: CS
FI: EJ
DTC: 120; 080
UD: 199708 (CIJE)
Record 11 of 14 - The ERIC Database
AN: EJ499182
CHN: EA530446
AU: Boers,-David; Caspary,-Patricia
TI: Real-Life Homework.
PY: 1995
SO: Executive-Educator; v17 n3 p37-38 Mar 1995
ISSN: 0161-9500
DT: Reports-Descriptive (141); Journal-Articles (080)
LA: English
DE: *After-School-Education; *Assignments-; *Cooperative-Learning;
*Homework-;
*Learning-Activities; *Study-Skills
DE: Elementary-Secondary-Education
ID: *Wisconsin-(Fond-du-Lac)
AB: For certain kids, doing homework is a near impossibility. Educators
increasingly realize that they must change their traditional homework
assignments to create opportunities for children to succeed. Written
assignments
can be replaced by interviewing projects, inclass cooperative learning
activities, or afterschool study centers with appropriate reference books,
supplies, and snacks. Creating "real-life" homework can benefit
the whole
family. (MLH)
CH: EA
FI: EJ
DTC: 141; 080
UD: 199507 (CIJE)
Record 12 of 14 - The ERIC Database
AN: ED352811
CHN: FL020787
AU: Papandreou,-Andreas
TI: Homework in Teaching and Learning.
PY: 1991
NT: Paper presented at the Annual Meeting of the International Association
of
Teachers of English as a Foreign Language (Nicosea, Cyprus, 1991).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED352811
DT: Reports-Evaluative (142); Guides-Classroom-Teacher (052);
Speeches-or-Meeting-Papers (150)
CP: Cyprus
TA: Teachers; Practitioners
LA: English
PG: 17
DE: *Administrative-Policy; *Assignments-; *Educational-Policy;
*English-Second-Language; *Homework-; *Student-Evaluation
DE: Classroom-Techniques; Foreign-Countries; Grading-; Grammar-;
Instructional-Effectiveness; Language-Skills; Listening-Skills;
Parent-Role;
Reading-Instruction; Recordkeeping-; Second-Language-Instruction;
Secondary-Education; Speech-Skills; Standards-; Testing-;
Time-Factors-Learning;
Vocabulary-Development; Writing-Instruction
ID: *Cyprus-
AB: Ideas and guidelines for the organization of effective homework
assignments,
based on the principle that homework should offer opportunities for
learning
outside the classroom, are offered. The examples given are for English
second
language instruction as practiced in public secondary schools in Cyprus,
but the
principles outlined could be applied to other situations. Suggestions are
offered in the following areas: policy regarding assignments; presentation
of
assignments; evaluation of performance; and treatment of specific language
skills. Recommendations include clear and early announcement of teacher
expectations and requirements of students; thorough, unambiguous
communication
of specific assignments; student participation in communication of the
assignment in the class; daily evaluation; and complete recordkeeping.
Materials, resources, and procedures geared to development of writing,
reading,
listening, speaking skill and vocabulary and grammar are also specified.
(MSE)
LV: 1
CH: FL
FI: ED
DTC: 142; 052; 150
UD: 199305 (RIE)
Record 13 of 14 - The ERIC Database
AN: ED348754
CHN: EA024222
AU: Thomas,-Anne-Hill
TI: Homework: How Effective? How Much To Assign? The Need for Clear
Policies.
CS: Oregon School Study Council, Eugene.
PY: 1992
SO: OSSC-Bulletin; v36 n1 Sep 1992
ISSN: 0095-6694
AV: Publication Sales, Oregon School Study Council, University of Oregon,
1787
Agate Street, Eugene, OR 97403 ($6 prepaid; $4.50 members; $2.50 postage
and
handling on billed orders).
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED348754
DT: Guides-Non-classroom (055); Collected-Works-Serials (022)
CP: U.S.; Oregon
LA: English
PG: 41
DE: *Academic-Achievement; *Assignments-; *Home-Study; *Homework-;
*Policy-Formation; *State-Standards
DE: Elementary-Secondary-Education; Time-on-Task
ID: *Oregon-
AB: The relevance of homework in today's schools is explored in this
bulletin.
Following the introduction, chapter 1 examines the effect of homework on
academic achievement and concludes that there is a lack of agreement on
the
benefits of homework and on the amount of time students should spend on
it.
Chapter 2 describes homework practices in some Oregon schools. In a survey
of
eight elementary, middle, and high school teachers in several districts,
all
expressed the belief that homework assignments help student achievement.
Innovations in homework assistance implemented by two districts--Duvall
County
Public Schools in Jacksonville, Florida, and in Mineola, New York--are
described
in the third chapter. Chapter 4 offers recommendations for establishing an
effective policy and for defining the roles of the school board,
administrators,
teachers, parents, and students. A conclusion is that although controversy
continues about the impact of homework on academic achievement, the belief
in
its effectiveness will remain a trend in educational thinking. A
successful
policy requires coordination, community awareness, and commitment. Sample
homework policies and guidelines are contained in the appendix. (Contains
23
references.) (LMI)
LV: 1
CH: EA
FI: ED
DTC: 055; 022
UD: 199301 (RIE)
Record 14 of 14 - The ERIC Database
AN: EJ445814
CHN: EC603129
AU: Hodapp,-Albert-F.; Hodapp,-Joan-B.
TI: Homework: Making It Work.
PY: 1992
SO: Intervention-in-School-and-Clinic; v27 n4 p233-35 Mar 1992
ISSN: 0001-396X
DT: Journal-Articles (080); Guides-Non-classroom (055)
TA: Teachers; Practitioners
LA: English
DE: *Assignments-; *Classroom-Techniques; *Homework-
DE: Elementary-Secondary-Education; Student-Projects
AB: Using an A-to-Z keyword format, this article presents research
findings and
suggestions on effective use of homework assignments. The article suggests
appropriate amounts of homework by grade level, emphasizes the importance
of
feedback, recommends use of notebooks as organizational tools, and notes
the
value of displaying completed homework. (JDD)
CH: EC
FI: EJ
DTC: 080; 055
UD: 199210 (CIJE)