β Scribed by Susana Rodrguez Martinez, Antonio Valle Arias, Isabel Pieiro Aguin, Bibiana Regueiro Fernandez
No coin nor oath required. For personal study only.
"The aim of this handbook is to offer a series of contributions about homework regarding various theoretical and applied issues. It aims to offer education researchers and professionals the necessary fundamentals in the field of homework and thus help answer many of the questions about the conditions for setting quality homework. The aim is for homework to no longer be a source of conflict and controversy at the educational level and for it to become a useful tool for improving student learning. The handbook is organized into six chapters and an epilogue written by leading figures in the field of international educational research from seven different universities. In this handbook information about the variables involved in homework and its relationshipwith self-regulation of learning can be found. Furthermore, the role of teacher's feedback is explored and details about how to set quality and diverse homework are described. The final chapter, Epilogue: Tasks for Teachers and Parents, offers a summary of ten key guidelines that teachers and parents should bear in mind during the homework process. These are essential aspects in achieving homework that students find useful, varied, and motivating"--
Contents
Preface
Acknowledgments
Chapter 1
Homework: Conceptual Aspects and the Variables Involved
Abstract
Introduction
Addressing the Concept
Homework Purposes
Variables Involved
Contextual Variables
Family
Teacher
Assignment Characteristics: Class and Student Level
Personal Characteristics
Student Variables
Motivational Engagement with Homework
Cognitive Engagement with Homework
Behavioral Engagement with Homework
Homework Outcomes
Positive Effects
Negative Effects
Conclusion
Funding
References
Chapter 2
Homework and Self-Regulated Learning
Abstract
Introduction
Setting Homework as a Teaching Resource: Three Agents, one Purpose
Setting Homework in the Classroom
Doing Homework at Home
Homework Correction and Evaluation
References
Chapter 3
The Role of the Perceived Usefulness of Teacher Feedback on Elementary Studentsβ Homework Engagement
Abstract
Introduction
Theoretical Framework
Homework Research Findings
Aim of the Study
Method
Sample
Procedure
Measures
Personal Variables
Perceived Usefulness of Homework Feedback
Cognitive Homework Engagement
Behavioral Homework Engagement
Emotional Homework Engagement
Data Analysis
Results
Descriptive Statistics and Correlations
Multivariate Regression Model
Discussion
Limitations and Future Research
References
Chapter 4
Homework and Dealing with Diversity: An Empirical Review
Abstract
Introduction
Homework
Theoretical Models of Homework
Homework Update
Family and Teachersβ Roles in Homework
Parental Involvement in Homework
Teacher Involvement in Homework
Dealing with Diversity and Homework
Conclusion
References
Chapter 5
Homework in International Large-Scale Assessments: The Role of Student Attitudes and Motivations
Abstract
Introduction
Commitment to Homework
Completing Homework that is Set
Homework Effort
Homework Behavior: Time Spent and Autonomy Doing Homework
Homework Time
Homework Autonomy
Emotions While Doing Homework
General Conclusions
Homework Commitment
Student Homework Behavior
Emotions about Homework
References
Chapter 6
Setting Quality Homework: The Design and Development of an Intervention Proposal
Abstract
Introduction
The MITCA Method of Homework Implementation
The MITCA Principles
Varied Tasks
Specific Tasks
Worthwhile Tasks
Weekly Homework
Evaluated Tasks
Conclusion
Funding
References
Conclusion: Tasks for Teachers and Parents
Teachers Must Have Clear Objectives for Setting Homework
Teachers Must Give the Students Feedback
Homework Adapted to Student Diversity
Homework Must Have Clear, Explicit Evaluation Criteria
Homework is for the Students, Not For the Parents
Homework That is Useful and Linked to the Real World
Parents Must Be Involved Providing Support
Motivated Parents, Motivated Students
What is More Important Than Time Spent in Homework is the Management and the Use Made of This Time?
Motivational, Cognitive, and Behavioral Engagement With Homework is Beneficial for Learning and Academic Achievement
Editorsβ Contact Information
List of Contributors
Index
Blank Page
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