When Homework is not Home Work: After-School Programs for Homework Assistance

By M. Cosden, G. Morrison, A. Albanese, Sandra Macias. 2001

163 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6e53f309fd94b038862bdbde901983e5e5cbe0c9

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In Education

Citations in the corpus

Parental Involvement in Homework: A Review of Current Research and Its Implications for Teachers, After School Program Staff, and Parent Leaders. (2004, unknown): “Suggestions for the amount of direct teaching that is appropriate for students at different developmental and grade levels can be particularly helpful, as are suggestions for teaching activities that meet individual student needs (e.g., Cancio, West & Young, 2004; Cosden et al., 2001).”
Engagement in after-school program activities: quality of experience from the perspective of participants (2007, unknown): “failure (Beck, 1999; Cosden, Morrison, Albanese, & Macias, 2001 ).”
The Effects of Homework Programs and After-School Activities on School Success (2004, background): “The Gevirtz Homework Project (Cosden, Morrison, Albanese, & Macias, 2001b) differed from other previously reviewed after-school assistance programs in that it included students who were not at risk for school failure.”
Out-of-School-Time Programs: A Meta-Analysis of Effects for At-Risk Students (2006, unknown): “…et al. (2002) 145 K–1st −.03 −.28 .22 (2000 Cohort) Borman et al. (2002) 293 K–1st .07 −.13 .27 (1999 Cohort) Branch et al. (1986) 752 8th–9th .11 .01 .21 Cosden et al. (2001) 12 4th–6th .38 −.37 1.14 D’Agostino & 1,006 4th −.14 −.25 −.03 Hiestand (1995) Foley & Eddins (2001) 376 4th −.03 −.14…”
Parental Involvement in Homework (2001, background): “Suggestions for the amount of direct teaching that is appropriate for students at different developmental and grade levels can be particularly helpful, as are suggestions for teaching activities that meet individual student needs (e.g., Cancio, West & Young, 2004; Cosden et al., 2001).”