Homework

Several charter schools have shown great success in improving the academic performance of students from low-performing school districts. It has been argued, however, that their success may be due to student selection. This paper tests of two aspects of these charter schools’ reforms using nationally representative panel data on student behavior and academic performance. First, I examine a policy that increases the proportion of homework that students complete. Second, I examine the impact of increasing the amount of homework assigned. Previous studies have not been able to accurately estimate the impact of homework because of important omitted variables and measurement error, which strongly bias the estimated impact of homework time. This paper, however, uses an instrumental variables approach with student fixed effects to account for both time-varying and time-invariant unobserved characteristics and inputs. This approach produces estimates of the impact of homework time on academi...

Many times parents and children are caught in the confusion as to how to manage homework. There are numerous guides that have been published for helping parents to handle homework with their children. These guides typically suggest setting a specific time for doing the homework and having a quiet place for the child to work. These suggestions can function well with children who are cooperative regarding homework, fast learners, and do not struggle in school. But the problem area that many parent guides do not cover is how to approach homework with the defiant child: the child that fights homework, struggles at school, and does everything he can to subvert the whole process. A situation such as this can cause a rift to grow between the parent, child, and teacher, and if allowed to fester, could ultimately destroy any well-meaning intentions surrounding the assignment of homework. Negative emotions could also cause children and families to disengage from the school system altogether which could result in having long lasting implications.

Drawing from a corpus of naturally occurring parent–child interactions, this paper documents a common verbal practice used by US dual-earner parents to issue an early inquiry into children’s homework. This practice is analyzed as a first discursive move to get homework accomplished. The analysis of this practice shows that parents’ topicalizations of homework most often occur early in the afternoon and function to gauge the amount of homework that needs to be done and then allow the parent to initiate a sequence that plans for the doing of the homework into the rest of the day’s activities. This practice starts a sequence of talk that illustrates the often difficult path that parents negotiate between retaining parent control and responsibility for the completion of homework, and socializing child autonomy. I also argue that this verbal practice is an indication of the degree to which parents orient to homework as an organizer of family activity on afternoons. Finally, this practice has implications for documenting the ways in which directives are not isolated utterances, but can in parent–child interaction be situated within a larger sequence of sequences in order to initiate activity.

By reviewing the literature about homework we come to realize that homework is very often the epicentre of interest in education science and educational policy, while also drawing attention of the mass media. This situation has led to the division of two “camps”: on the one side are those who believe in the value and importance of homework, while on the other, there are those who reject homework and propose its integration in everyday schoolwork. In this study we investigated the conditions under which elementary school teachers assign and appraise the homework of their students. We also tried to find the reasons and the consequences that (could) explain and influ-ence the attitude and practices of teachers and students in this field. Moving in this direction we used on the one side, the method of observation in the school classroom and on the other side we used the method of interviewing the pupils and handing out questionnaires to teachers, so that we could form a more complete picture. The obser-vation was conducted in 52 classrooms of elementary schools in Greece (in a total of 104 teaching hours) and the interviews took place with 260 pupils, while the ques-tionnaires were answered by all of the teachers of these classrooms. We conclude that the practices of teachers concerning homework are not in accordance with the modern pedagogic opinion and are rather moved in accordance to a traditional picture. The findings of this study do not differ a lot from other research on an international level and the problems seem common.

In the literature on the impact of homework there is little empirical support for assigning homework to elementary school students.  Nevertheless, the practice has become more common, despite popular resistance among many parents and popular media.  We examine the effects of both assigning homework and time spent on homework on mathematics and reading achievement using nationally representative longitudinal data on elementary school students.  In order to control for important unobserved characteristics and inputs we use empirical specifications that include student fixed effects.  We find that this approach consistently indicates that homework has a positive impact on academic achievement, and that less sophisticated empirical approaches will produce misleading results.  Additionally, we find that the impact of homework is not uniform across the population, but that some minority groups and low income students get more benefit from homework, indicating that increasing homework assigned could be a valuable policy for decreasing the black-white as well as the high and low-income achievement gap.

This study investigated students’ motivation and perceptions of learning in relation to the use of a web-based homework tool in one College Algebra course. While several studies have been conducted examining web-based homework, few have moved beyond the examination of “equivalency” of the methods. A quantitative research design, specifically a survey design, was employed. Research questions examined (1) if student backgrounds or prior experiences impacted their perceptions of the use of web-based homework tool affecting their learning, and (2) if the web-based homework tool influenced students’ learning strategies or motivation to complete their homework. The results suggest that students were motivated to complete more homework using the web-based tool than with traditional paper-based methods. Additionally, about one-third of the students surveyed felt that the web-based homework did increase their mathematical understanding more so than with traditional paper-based methods. Moreo...

This study takes advantage of nationally representative panel data on student behavior and academic performance to test two possible policy reforms.  First, I examine a policy that increases the amount of homework that students complete.  Second, I examine the impact of increasing the amount of homework assigned.  Previous studies have not been able to consistently estimate the impact of homework because of important omitted variables and measurement error, which strongly bias the estimated impact of homework time.  This paper, however, uses an instrumental variables approach with student fixed effects to account for both time-varying and time-invariant unobserved characteristics and inputs.  This approach produces estimates of the impact of homework time on academic achievement that are much larger than those of previous studies.  Additionally, these findings suggest that assigning additional homework primarily improves the achievement of low performing students and students in low performing schools.  Thus, assigning more homework could help close the gap in achievement between high and low performing students.

Gamification initiatives in learning contexts acknowledge that massive numbers of students play video games. Gamification in education, therefore, is based on introducing models to enhance psychological aspects within learning processes. These models come from the internal motivations, such as the human natural predisposition to learn, the desire for improvement, the desire to overcome obstacles and win, or the fun aspect that students find it in social relationships. The objectives of this study are examining the following research questions: a) What are the students' levels of satisfaction after using a gamified homework app (Pomawin)? b) what are students' attitudes and their behavioral intention towards gamifying homework? and c) how does implementing Pomawin for homework correction plan effect students' intrinsic motivation? The data has been collected and statistically analyzed from 53 primary school children at fifth grade (23 boys, 30 girls) after they achieved their homework by using Pomawin. The results of this study indicate that gamification can be used as an educational tool to improve student's satisfaction, behavioral intention and intrinsic motivation.

The main purpose of this research is determining the applications, the strategies followed and opinions of classroom teachers for homework. For this purpose a survey which consists of five-point likert type with 50 items and 3 open-ended questions is developed. In the research, with this regard, which has a descriptive qualification for the analysis of the data; mean, frequency and percentile values are used. Qualitative data is evaluated by content analysis. The survey is applied to 100 classroom teachers chosen from 11 primary schools in Adana by using simple random method. According to the data obtained from research results, the teachers’ answers for the survey shows that they generally do correct applications about homework.

In previous studies of homework in core academic subjects, positive student attitudes toward homework were linked to higher achievement, whereas time spent on homework showed an inconsistent relationship with achievement. This study examined the generalizability of these findings to foreign language learning by analyzing 2,342 adult students' attitudes toward assigned homework, time spent on assigned homework, and achievement outcomes in a variety of foreign language courses. Student ratings of the relevance of homework, the usefulness of feedback provided on homework, and the fairness of homework grading were positively correlated with teacher-assigned grades and standardized proficiency test scores in listening, reading, and speaking. Reported time spent on homework, however, was negatively correlated with these measures. In hierarchical regression analyses, all homework-related variables emerged as significant predictors of outcomes after controlling for potential covariates such as language learning aptitude, demographic variables, and affective factors. Thus, these results provide evidence that language course outcomes are positively associated with attitudes toward homework but negatively associated with time spent on homework. Possible interpretations of these findings are discussed. We suggest that the negative association follows in part from the opportunity cost of time spent on assigned homework, which decreases time spent on individualized study that may be more beneficial for improving language course outcomes.

Bu çalışmada cep telefonlarıyla üretilen İngilizce performans ödevleriyle geleneksel yazılı ödevlerin, öğrencilerin derste işlenen dil bilgisi konusunu öğrenmelerine etkilerinin karşılaştırılması amaçlanmıştır. Bu amaçla Malatya Gazi İlköğretim Okulu 8. Sınıfında okuyan 112 öğrenci çalışma grubu olarak belirlenmiştir. Çalışmada kontrol gruplu ön test-son test deseni kullanılmıştır. Yapılan analizler sonucunda kontrol grubunun ön test ve son test puan ortalamaları arasında manidar bir farka rastlanmazken, deney grubunun ön test ve son test puan ortalamaları arasında son test lehine ve kontrol ve deney gruplarının son test puanları arasında deney grubu lehine manidar bir farka rastlanmıştır. Bulgulardan hareketle, geleneksel yazılı performans ödevlerine kıyasla, cep telefonlarının İngilizce performans ödevlerinin hazırlanmasında daha etkili bir şekilde kullanılabileceği sonucuna varılmıştır

This paper examined the extent to how pragmatic skills or conversational strategies increased the speaking competence of the learner. The study discusses ‘what is needed to able to communicate in L2 with other people.’ Is speech means chain of words or sentences that are grammatically connected? This paper aims to find answers for these questions and incorporate pragmatic competence and conversational strategies into practice by implementing some studies. The activities we have carried out were; Role Play activity for Intermediate Class which consisted of Opening statements, Monitoring Expressions, Negotiating meaning, Politeness and Closing. After teaching those expressions in class, students were asked to act them in a meaningful context. Another activity which can be considered as awareness-raising activity is Sorting Closings& Cocktail Party which included pragmatic conversations. The last one which is ‘Repairs& Practice Activity: Say that again?’ aimed to restate, clarify and reformulate what the speaker says.

Apart from John Dewey, no American educational reformer has been as internationally successful and influential as Helen Parkhurst, the founder of Dalton education. In the twenties and thirties of the twentieth century, Dalton education was spread throughout the world. There was Dalton education in America, England, Germany, the Netherlands, the Soviet Union, India, China and Japan. Particularly in the Netherlands and Japan, Dalton education has remained in existence. In recent years there has been a revival of international interest. It crops up again, for instance, in England, Germany, the Czech Republic and Slovakia, Poland and China.

The Netherlands is the country with the highest density of Dalton schools. At the moment there are four hundred, three hundred and seventy of which are elementary schools. Comprising five percent of all elementary schools, Dalton education is by far the largest educational reform movement in the Netherlands. And, contrary to Montessori, Jena Plan and Waldorf education, it is steadily on the increase: approximately one hundred schools have been founded in the past five years. The only Dalton school in America, is the school that Helen Parkhurst founded herself in 1919, and which she was subsequently to direct for more than twenty years: the Dalton School in New York. It is a renowned school. But its fame is not due to its origins as an experiment in progressive education. The Dalton School is the second most expensive private school in New York.

We begin with an account of the original practice and theory of the Dalton Plan. The first chapter is mostly historical: a concise reconstruction of the history of the development of the Dalton Plan. The second chapter characterizes the theory of the Dalton Plan based upon our interpretation of texts written by Parkhurst.

1. Your communication channel has a bandwidth of 2 MHz. According to Shannon’s capacity theorem, plot the capacity of the channel versus SNR from 0 to 20 dB. Use MATLAB. Insert axis labels with units. (i.e, x-axis ‘SNR (dB)’ and y-axis is ‘capacity (bits/sec)’). Provide your code.

2. What should be the transmitted power Px (mW) in order to have -30 dBm received power?

3.  Multiply the two signals c(t) = cos(2π100t) and m(t) = cos(2π2t) using MATLAB. Plot m(t)*c(t) in MATLAB.

To date, there has been little research specifically focusing on age differences and the perceived effects of music on different types of studying tasks. This research aims to explore age differences in the perceived effects of playing music in the background while studying a range of different tasks. Rating scale questionnaires were administered to six hundred students in three age groups, 12-13, 15-16 and 20-21. The questionnaires explored the use of music in everyday life, the extent of listening to music while studying, the kinds of tasks where background music was played, the perceived effects of music on studying, the types of music listened to while studying and the factors that influenced the decision to listen to music while working. Repeated measures and factorial analyses of variance revealed age significant differences in relation to most aspects of listening to music in everyday life, the moods which stimulated listening to music while studying, and factors which trigge...

Several charter schools have shown great success in improving the academic performance of students from low-performing school districts. It has been argued, however, that their success may be due to student selection. This paper tests of two aspects of these charter schools ’ reforms using nationally representative panel data on student behavior and academic performance. First, I examine a policy that increases the proportion of homework that students complete. Second, I examine the impact of increasing the amount of homework assigned. Previous studies have not been able to accurately estimate the impact of homework because of important omitted variables and measurement error, which strongly bias the estimated impact of homework time. This paper, however, uses an instrumental variables approach with student fixed effects to account for both time-varying and time-invariant unobserved characteristics and inputs. This approach produces estimates of the impact of homework time on academ...

Homework is a very old form of work that is being utilized as an ongoing work arrangement of the current global production systems 1. Homeworkers can be found in most countries, making traditional handicrafts, such as embroidery and weavings. In order to survive and due to limited work opportunities, homeworkers are forced to constantly shift between income activities, and have become increasingly dependent on national or global supply chains 2. Homeworkers are predominantly women that work from home either for a direct employer or intermediary, or who make and sell products directly or on an order basis. The decentralisation of the production process provides companies with the opportunity to reduce costs and risk by eliminating production sites and, more importantly, by subcontracting work to small workshops, that can further outsource the work to homeworkers. Women's over-representation in informal work as a dispersed, marginalised and invisible workforce is arguably the principal factor explaining the labelling of informal workers as 'unorganisable'. This paper challenges the historic determination of informal workers as 'unorganisable', by discussing various grass roots and labour initiatives that directly facilitated homeworker organising, where homework is a key category of informal work. Specifically, we examine the adoption and important role of the ILO Convention on Home Work, 1996 (No. 177), as an international standard that enabled homeworker organising by acknowledging and defining homeworkers, and by proffering a critical institutional validation which could be used by homeworker advocates to further lobby for homeworkers. International efforts to strengthen labour standards through the ILO brought to light a variety of complex problems and relationships. Principal among these were outdated conceptions of work and of employment relationships, an increasingly problematic issue in the context of globalisation and neoliberalism, which is accompanied by the growth of precarious and informal work. We examine and illustrate these issues throughout our considerations of homework and our subsequent discussions about a homeworker-dedicated organising approach known as 'mapping', developed to organise homeworkers, as well as the organisations and groupings involved in mapping. Homeworker mapping, and indeed Convention No. 177 evolved through the collaborations of various groups. Hence we also discuss key homework organisations, highlighting their roles and dynamics in using Convention No. 177 and developing the mapping approach to organising homeworkers. The discussion about new forms of labour organising in relation to informal employment remains in its infancy, particularly as little scholarship is inclusive of informal employment. Our focus is on the period following the adoption of the Convention No. 177 by the ILO in 1996. After a brief outline of the processes leading to the Convention and its eventual adoption, we concentrate on the impact of the Convention No. 177 and that the way it has been used as form of institutional recognition of homeworkers, and adapted by the homeworker movement in organizing strategies. Exploring the ILO definition of homework may bring about new knowledge and enhance understanding across civil society

This report describes the assessment, evaluation, and subsequent development of reading intervention strategies for a struggling middle school student. The family background and popular culture of the student were the primary means for creating the interventions. The student was taught to apply the reading strategies while completing classroom-based, subject area assignments.

This book outlines a paradigm shift concerning education, schools, learning, the Constitution, and the Bill of Rights. The book explores numerous themes ranging from: religion and science: to: issues of public policy and, in the process, puts forth a perspective which argues that much of what goes on with respect to education is inconsistent with a variety of principles inherent in both the amended Constitution as well as our intuitive ideas about basic human rights. Some of the topics explored in various chapters are: grading, homework, educational purpose, qualities of a teacher, and much more

This paper describes an alternative approach to homework, which asked the students to create and solve a problem set. The homework was one of several activities in an Introductory Calculus course taught using the Flipped Classroom method. The homework was meant to replace readings that were usually assigned to prepare students for the next class. Results from the experiment shows that this type of homework had a large impact on increasing students' understanding of the taught material. Students who were given this homework, on average, had a 29.98 grade points increase in posttest scores compared to students who were given the regular reading assignments. This increase can be attributed to students being better prepared for classes. By doing the homework, students were made to review the provided materials and had more problem sets to practice on. Moreover, students' reception of this type of homework was positive.

To date, there has been little research specifically focusing on age differences and the perceived effects of music on different types of studying tasks. This research aims to explore age differences in the perceived effects of playing music in the background while studying a range of different tasks. Rating scale questionnaires were administered to six hundred students in three age

There are several factors including opening the door to the world, development, communicating and so on. But as an English (as FL) teacher what I’m going to analyze is teaching English at secondary education schools. Existing chances to analyze teaching methods, to produce new techniques and to discuss current issues of teaching and learning, which is for improving and developing the system, are great achievements of our education system, as well.

The topic of this study addresses preliminary results of the Czech part of a Czech-French-Canadian study. Owing to the scope of the research this study only presents results of children in the 1st and 2nd grade. This study focuses on home preparation for school. The observed criteria are children’s attitudes to home preparation for school, perceived success of school children, their degree of self-regulation, and children’s perceived assistance with home preparation on the part of the parents. We were also interested in the differences between boys and girls in the observed variables. To understand better the relationships between the variables, we performed a regression analysis which showed that the differences in the degree that a child feels successful at school are mainly determined by the type of behavioural strategy a child adopts in connection with homework (“HW”) during the first years of school attendance. Furthermore we established that differences in children’s self-regulation are chiefly determined by children’s feelings in connection with HW and children’s perceived success.
Key words: home preparation, attitudes, perceived success, self-regulation, home preparation, upbringing, education, schoolchildren, parents’ assistance with HW ( home works)

The aim of this study was to apply Speech-to-Text Recognition (STR) in an effort to improve learning performance in an online synchronous cyber classroom environment. Students' perceptions and their behavioral intentions toward using STR and the effectiveness of applying STR in synchronous cyber classrooms were also investigated. After the experiment, students from the experimental group perceived that the STR mechanism was easy to use and useful for one-way lectures as well as for individual ...

The aim of this study was to apply Speech-to-Text Recognition (STR) in an effort to improve learning performance in an online synchronous cyber classroom environment. Students' perceptions and their behavioral intentions toward using STR and the effectiveness of applying STR in synchronous cyber classrooms were also investigated. After the experiment, students from the experimental group perceived that the STR mechanism was easy to use and useful for one-way lectures as well as for individual ...

Bu araştırmada, velilerin çocuklarının matematik ödevlerine yönelik görüşleri ve çocuklarının matematik ödev ve çalışmalarındaki rolünün belirlenmesi amaçlanmıştır. Araştırma, kesitsel tarama modelinden yararlanılarak gerçekleştirilen betimsel bir çalışmadır. Çalışmanın örneklemini 2014-2015 öğretim yılında İzmir'de yaşayan ilkokul birinci sınıf ile sekizinci sınıf arasında devlet ve özel okullarda çocukları öğrenim gören 215 veli oluşturmaktadır. Velilerin çocuklarının matematik ödev süreçlerindeki inanç ve rollerinin ne olduğunu ölçmek için araştırmacılar tarafından geliştirilmiş olan "Matematik Dersi Ödevlerinde Aile Katılımı Anketi" kullanılmıştır. Araştırma sonuçları velilerin; verilen ödevlerin, matematik başarısına olumlu etkisinin olduğuna inandıklarını ve çocuklarının matematik ödevlerine destek olduklarını göstermektedir. Diğer taraftan bulgular velilerin önemli bir bölümünün ödevler konusunda çocuklarına doğru destek olup olmadıklarından emin olmadıklarını ve bu konuda öğretmenlerden destek görmediklerini ortaya koymaktadır.