Doing Homework: Listening to Students,' Parents,' and Teachers' Voices in One Urban Middle School Community

By Jianzhong Xu, Rui (Eric) Yuan. 2003

100 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/49be9bafb47df63ea3cedcb8af841d9a4c70f098

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

Modeling students' time management in math homework (2014, background): “In line with associational evidence that homework purposes were positively related to homework time management (Xu, 2005), qualitative data from another study (Xu & Yuan, 2003) implied that student attitudes toward homework influenced how they approached homework and homework time management.”
Homework as the Job of Childhood (2004, background): “Middle school students were more clearly aware than the third graders that homework can help develop good work habits, improve study skills, and make them more responsible and independent (Xu & Yuan, 2003).”
Purposes for Doing Homework Reported by Middle and High School Students (2005, background): “The two factor structures were in line with interview and observation data from previous studies (Xu & Corno, 1998; Xu & Yuan, 2003), which showed that children perceived homework as a way to reinforce school learning (an intrinsic reason), as well as to seek approval from adults (an extrinsic…”
Teachers’ Feedback on Homework, Homework-Related Behaviors, and Academic Achievement (2015, background): “…reasonable amount of HW on a daily basis can help to develop study habits that facilitate learning and, ultimately, improve academic achievement (Cooper et al., 2006; Corno, 1994; Epstein & Van Voorhis, 2001; Henderson, 1996; Ros ario et al., 2009; Warton, 2001; Xu & Corno, 2006; Xu & Yuan, 2003).”
Gender and Homework Management Reported by High School Students (2006, background): “…lifelong learners outside formal educational settings (Cooper, 1989; Cooper, Lindsay, & Nye, 2000; Schunk & Zimmerman, 1994; Xu & Corno, 1998; Xu & Yuan, 2003), then more attention needs to be paid to a range of variables (e.g., gender and family homework help) that affect the development of…”
Self-Regulation of Homework Behavior: Homework Management at the Secondary School Level (2013, background): “…together, several empirical studies allude to a number of factors that may influence homework management, including student and family characteristics (e.g., Xu & Corno, 2006), adult monitoring (e.g., Deslandes et al., 2008), and student attitudes toward homework (e.g., Xu, 2007; Xu & Yuan, 2003).”
Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: differences among elementary, junior high, and high school students (2015, background): “Many studies found that completing a reasonable amount of homework on a daily basis helps students develop study habits that facilitate learning and, ultimately, improve academic achievement (Cooper et al. 2006; Corno 1994; Epstein and Van Voorhis 2001; Rosário et al. 2009; Warton 2001; Xu and Corno”
Homework and academic achievement across Spanish Compulsory Education (2015, background): “…a reasonable amount of HW daily can help to develop study habits that facilitate learning and, ultimately, improve academic achievement (Cooper et al., 2006; Corno, 1994; Epstein & Van Voorhis, 2001; Henderson, 1996; Rosário, Mourão, et al., 2009; Warton, 2001; Xu & Corno, 2006; Xu & Yuan, 2003).”
The Role of Parents' Motivation in Students' Autonomous Motivation for Doing Homework. (2011, background): “Research also indicates that policymakers, administrators, teachers, and parents perceive homework as important for learning and achievement (Gill & Schlossman, 2004; Van Voorhis, 2004; Warton, 2001; Wiesenthal, Cooper, Greenblatt, & Marcus, 1997; Xu & Yuan, 2003).”
Nonacademic Effects of Homework in Privileged, High-Performing High Schools (2013, background): “If homework is intended to facilitate student learning, improve study habits, and foster skills such as personal responsibility, (see Bempechat, 2004; Marzano & Pickering, 2007b; Xu & Yuan, 2003), students in our study suggest we are off track.”