Using Research to Answer Practical Questions About Homework

By H. Cooper, J. Valentine. 2001

360 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/757599b532c8b8931b60c2e35e853e3da5a0db42

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In Education

Citations in the corpus

Purposes for Doing Homework Reported by Middle and High School Students (2005, background): “Cooper and Valentine (2001) offered several explanations for the consistent finding that homework is more closely associated with achievement in middle and high grades than in elementary grades: (a) Younger children are less able than are older children to cope with internal and external homework…”
Homework and academic achievement across Spanish Compulsory Education (2015, background): “While some reviews of previous works (e.g. meta-analyses, such as Cooper, 1989; Cooper et al., 2006; Cooper & Valentine, 2001; Walberg, 1991) report a positive relationship between time spent on HW and achievement, others report that this relationship is either weak or even negative (e.g. De Jong,…”
Meanings of Homework and Implications for Practice (2004, result): “These beliefs, of course, are supported by research that has consistently shown a positive correlation between time spent on homework and achievement for high school students (Cooper & Valentine, 2001).”
When Homework is not Home Work: After-School Programs for Homework Assistance (2001, methodology): “Cooper and Valentine (2001) describe some of the beneficial and negative effects of homework per se.”
Homework as the Job of Childhood (2004, background): “Finally, as children move from the elementary years through middle school and high school, homework plays an increasingly important role in supporting their academic achievement (Cooper & Valentine, 2001).”
Parental Involvement in Primary Children's Homework in Hong Kong (2009, background): “As homework assignments are completed at home, these learning tasks offer opportunities for involving parents in the learning process and enhancing their appreciation of education (Cooper & Valentine, 2001).”
Adolescents' Homework Performance in Mathematics and Science: Personal Factors and Teaching Practices (2015, background): “…2009), and specific areas such as the relationship between homework and academic performance (Cooper, 1989a; Cooper, Robinson, & Patall, 2006; Cooper & Valentine, 2001; Cooper, Steenbergen-Hu, & Dent, 2012; Goldstein, 1960; Paschal, Weinstein, & Walberg, 1984; Trautwein & Köller, 2003),…”
College students’ homework and academic achievement: The mediating role of self-regulatory beliefs (2009, background): “These results also provide support for prior research in the field documenting the positive effects of quality of homework on student motivation (Trautwein et al. 2006) and achievement (Cooper and Valentine 2001).”
Factors Affecting the Algebra I Achievement of Academically Talented Learners (2008, background): “Outside of class, time spent on homework also is related to performance in academic coursework in general (e.g., Cooper & Valentine, 2001), and the amount of homework completed is positively related to achievement, particularly in the upper grades (Cooper et al., 1998).”
Gender and Homework Management Reported by High School Students (2006, methodology): “…of homework management defined here as well as in a previous study (Xu & Corno, 2003) constitute a set of strategies that have often been associated with the homework process, but rarely operationalised or examined empirically (Cooper & Valentine, 2001; Hoover-Dempsey, Bassler, & Burow, 1995).”