Students might like to conduct different interactions such as a game, demonstration, or experiment, or collect reactions, memories, or ideas. This article reviews the purposes of homework, draws on research to understand the homework process, and reviews the results of studies of an interactive homework design known as TIPS Teachers Involve Parents in Schoolwork. Significant differences emerged in Year 1 only. Living on Campus Activities. Association for Supervision and Curriculum Development. Homework practices of general education teachers.

Journal of Personality, 73, 23— Journal of Advanced Academics, 22, — The case against homework: Although reasonable effort is made to present accurate information, the Davidson Institute makes no guarantees of any kind, including as to accuracy or completeness. All information presented is for informational purposes only and is solely the opinion of and the responsibility of the author.

What percent of TIPS activities were completed and how well? Parent Educator Student Other. Even in Year 2 when percentages of signed assignments generally dropped, Year 2 families generally interacted with their students in some way in math on average 25 times, in language arts 17 times, and in science about 13 times.

In addition, when students and families reported their attitudes about the homework experience, TIPS students and families reported homewoek positive interactions than did control students and families. For a middle school science activity, the student examines a chart of physical, vaan, emotional, and intellectual changes and records the changes she has observed in life.

The forgotten voices in homework: Families report that homework costs them time and energy when teachers fail to explain the assignment to students in class, assignments do not relate to classwork, or when students are unsure about how to complete it.


Families of middle school science students reported significantly less positive homework feelings homewokr language arts students.

The independent variables that showed significant differences across homework groups were statistically controlled in regression analyses. Does family involvement in homework make a difference? The case against homework: Thinking of the average student and parent, consider: The sample included students in an elementary mathematics intervention in third and fourth grades Van Voorhis,vorhis pressa middle school language arts intervention in sixth and seventh grades Van Voorhis,and a middle school science intervention in seventh and eighth grades Van Voorhis, There were 4 similar elementary schools grades K—5 hojework and 5 middle schools grades 6—8.

Homework design also needs to develop the third topic— family involvement in the homework process. The average previous standardized test score of students was School, family, and community partnerships: Both students and parents report enjoying such interactions.

The time differences also raise some questions about different purposes and content of homework across the grades. Develop assignments you would enjoy completing.

Specifically, they gauged their level of agreement or disagreement with the following statements: They should see easily where they will ask for family partner involvement.

Annotation from the Connection Collection

Teachers should be careful not to lose sight of the objective. All three studies—the elementary math —middle school language arts —and middle school science study — —took place in schools in urban southeastern school districts.

van voorhis homework

homeworkk Overview Student Profiles Staff. Investigating the longitudinal effects of math and language arts interventions. Do not expect the family partner to teach school skills.


van voorhis homework

These activities represented additional work beyond normal teaching, and therefore, the researcher did not also administer a baseline survey of students and families. No differences emerged in the amount of time students homewprk on subject homework across the homework groups, but students using TIPS for 2 years earned significantly higher standardized test scores than did controls.

Teachers had to devote time to select or develop interactive homework assignments for the school year.

Costs and Benefits of Family Involvement in Homework

Parental involvement in homework. In this study, it was interesting that the TIPS process affected standardized test scores but not report card grades. TIPS students and families responded significantly more positively than controls to questions about their emotions and attitudes about the homework experience, and TIPS families and students reported higher levels of family involvement in the TIPS subject.

The appearance of any information in the Davidson Institute’s Database does not imply an endorsement by, or any affiliation with, the Davidson Institute. This study summarizes the findings from the three studies combined, looking across the elementary and middle grades, three courses, and diverse community contexts to address three main research questions: Although students were not randomly assigned to classrooms, every effort was made to select similar, average classrooms of students.