Recent studies have questioned whether the nation's educational system is adequately preparing children to function productively in today's society. To examine this issue, the present study utilized the Experience Sampling Method to investigate the amount of time young adolescents spent doing classwork and homework, their inner subjective experience while doing so, and their companions while doing homework. The relationship between these variables and students' academic performance was also examined. Results revealed that students spent only 15.5 hours per week engaged in school work and only 6 hours per week doing homework, with increased homework time associated with better academic achievement. In addition, students were found to complete homework primarily alone or in classes, although doing homework with their parents was associated with better academic performance. Lastly, students' affect was found to be relatively neutral when doing classwork, but comparatively more negative while doing homework, particularly when doing homework alone. The implications of these findings for understanding the socializing influence of school are discussed.
Classwork And Homework
Some years back, a friend of mine was part of a group of parents that had organized and armed themselves for a homework battle with their school. They had research. They had survey data. They had lived experiences of family misery from what they identified as excessively time-consuming, soul-crushing, and family-ruining homework. They had many parents on their team, all equally armed and angry.
Design one week of learning that reimagines time, place, and approach. Use online settings and face-to-face time. Assign no homework. Gather data. Be intentional about what, why, where, and how; vary the where with what best serves the learning purpose, include the where, when, and how of practicing. Return to a typical week; bring back homework and familiar structures; gather data; compare.
While it is understood that parents are not responsible for providing a great deal of assistance to their child in completing homework, there is still much that parents can do to promote good study habits.
Assignments provide a way for your teachers to share information or homework activities with you. After your teacher publishes an assignment, you can use the Classwork sidebar to view all your assignments or view active, submitted and completed assignments by class.
Homework is one aspect of the general education curriculum that has been widely recognized as important to academic success. Teachers have long used homework to provide additional learning time, strengthen study and organizational skills, and in some respects, keep parents informed of their children's progress.
Generally, when students with disabilities participate in the general education curriculum, they are expected to complete homework along with their peers. But, just as students with disabilities may need instructional accommodations in the classroom, they may also need homework accommodations.
It is important to check out all accommodations with other teachers, students, and their families. If teachers, students, or families do not find homework accommodations palatable, they may not use them.
Teachers can enhance homework completion and accuracy by providing classroom instruction in organizational skills. They should talk with parents about how to support the application of organizational skills at home.
Students with disabilities often need additional organizational support. Just as adults use calendars, schedulers, lists, and other devices to self-monitor activities, students can benefit from these tools as well. Students with disabilities can monitor their own homework using a planning calendar to keep track of homework assignments. Homework planners also can double as home-school communication tools if they include a space next to each assignment for messages from teachers and parents.
Students developed their own homework calendars. Each page in the calendar reflected one week. There was a space for students to write their homework assignments and a column for parent-teacher notes. The cover was a heavy card stock that children decorated. Students were expected to take their homework planners home each day and return them the next day to class.
Homework accounts for one-fifth of the time that successful students invest in academic tasks, yet students complete homework in environments over which teachers have no control. Given the fact that many students experience learning difficulties, this creates a major dilemma. Teachers and parents of students with disabilities must communicate clearly and effectively with one another about homework policies, required practices, mutual expectations, student performance on homework, homework completion difficulties, and other homework-related concerns.
Epstein, M., Munk, D., Bursuck, W., Polloway, E., & Jayanthi, M. (1999). Strategies for improving home-school communication about homework for students with disabilities. The Journal of Special Education, 33(3), 166-176.
Jayanthi, M., Sawyer, V., Nelson, J., Bursuck, W., & Epstein, M. (1995). Recommendations for homework-communication problems: From parents, classroom teachers, and special education teachers. Remedial and Special Education, 16(4), 212-225.
Accommodations for students with ADHD most often include decreasing the length of an assignment. For instance, writing shorter papers, answering fewer test questions, or completing fewer homework problems. The overall format of an assignment might be modified as well. Examples of this are dictating written assignments into a tape recorder or presenting a project orally instead of submitting a written report. These general assignment accommodations work for students with ADHD on classwork, homework, and assessments.
And teachers can put parameters on retakes. They may say students can only retake after demonstrating growth on the missed skills, or they may require students to go back through the homework and pick out the questions related to the skills they missed. This not only requires students to reflect on mistakes, but it also reinforces the value of homework for learning.
The current study examined the confined, combined and collateral effects of a daily report card (DRC) and a homework self-monitoring intervention (HSM). Four 4th or 5th grade students with ADHD, who often had problems staying on task and completing classwork and homework accurately were randomly assigned to one of two conditions in a multiple baseline design. Initially each student received either a DRC or HSM and was then given whichever intervention they had not yet received in addition. As expected, both the DRC and HSM improved the initially targeted behavior as found in previous research; the DRC improved on task behavior and classwork completion and accuracy and the HSM intervention improved homework completion and accuracy. Partial collateral effects were found, with improved homework completion and accuracy following implementation of a DRC and improved on task behavior, classwork completion and accuracy following HSM. Students had additional improvement when a second intervention was combined with the first, resulting in a greater reduction of problem behavior overall.
Grant, Stephanie M., "Parental involvement in improving academic success for students with ADHD: a comparison of daily behavior report cards and homework self-monitoring" (2012). LSU Master's Theses. 139. _theses/139
The homeworks are given every week for a week period. The problems with stars are bonus problems bringing you extra points. They can be passed during the two week after the class. To pass the HWs, please, join the Google Class with the the code of your group
Exercises:(20% of your grade)There will be a number of exercises assigned. An ``exercise'' is like ahomework assignment--something that you should be able to do in at most afew hours. Each exercise is worth 10 points, and can be handed in anytime before its ``expiration date''. You can work on any number ofproblems per homework sheet. However, at the end of thesemester, you must have handed in at least half of the exercises assigned. If you do more, I will pick your best grades. If you do less, the missinggrades will be counted as zeros.Projects:(70-75% of your grade)There will be three projects assigned during the semester. A ``project''is more like a term paper-- you will be expected to devote a significantamount of time to doing it, as well as taking care with the presentation.The expository and computational aspects of the project write-ups will begraded separately.Working together on the projects is encouraged, although each student willbe responsible for turning in a write-up of the problem and solution. Thisshould contain a detailed description of the problem or topic, what meanswere used in solve it, and the solution. These write-ups should be producedby each student individually, and should be detailed enough so that someonewho has not taken the class can read and understand them, and will believethe solution is correct. These write-ups are often acceptable for themathematics writing requirement.Reading/Class Participation:(5-10% of your grade)I expect you to read along in the text, and actively participate in classroom discussions.I will occasionally ask you to turn in questions/comments on the reading and course in general. The goal is for these questions to help stimulate classroom discussion. How to submit your homework: During the first three weeks of classyou should email them to me as an attachment. After the first three weeks,from a Unixshell, usethe command submit331 file1 file2 ... filenwhere file1, file2, etc. are the Maple worksheets you want tosubmit.
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