Looking at Homework Differently

By L. Corno. The Elementary school journal, 2000

222 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d79db6b5702f9b2fc85cd0c364ca6cfed66e8c3c

How researchers see this paper

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

In Education

Citations in the corpus

Gender and Homework Management Reported by High School Students (2006, methodology): “…assignments, it is frequently viewed as one important vehicle for developing good study habits and desirable self-regulatory strategies (Cooper, 1989; Corno, 1994, 1996, 2000; Corno & Xu, 2004; Epstein & Van Voorhis, 2001; Warton, 2001; Xu, 2004, 2005; Xu & Corno, 1998, 2003; Xu & Yuan, 2003).”
Homework and academic achievement across Spanish Compulsory Education (2015, background): “Doing HW is aimed at improving students’ study skills and their attitudes towards future work, as well as teaching students that learning takes place both inside and outside of the school setting (Corno, 2000; Trautwein, Lüdtke, Kastens, & Köller, 2006).”
Homework practices and academic achievement: The mediating role of self-efficacy and perceived responsibility beliefs (2005, background): “A topic of considerable current interest among educators and psychologists is the impact of homework on students’ academic functioning (e.g., Cooper & Valentine, 2001; Corno, 2000).”
Modeling students' time management in math homework (2014, background): “As a common and well-known educational activity in schools throughout the world (Chen & Stevenson, 1989; Cooper, Robinson, & Patall, 2006; Corno, 2000; Epstein & Van Voorhis, 2001; Warton, 2001), homework takes place in themiddle ofmultiple competing activities during after-school hours (e.g.,…”
More Than Minutes: Teachers' Roles in Designing Homework (2001, background): “Students may work with friends and peers on short-term or long-term assignments, projects, and studying for tests (Corno, 2000; Paris, Yambor, & Packard, 1998).”
Linking Parental Motivations for Involvement and Student Proximal Achievement Outcomes in Homeschooling and Public Schooling Settings (2011, background): “…academic self-efficacy (i.e., students who believe they have the ability to act in ways that produce valued academic outcomes) are likely to realize better performance in a variety of academic tasks than are students with poorer academic self-efficacy (e.g., Corno, 2000; Gutman & Midgley, 2000).”
Models of Secondary School Students’ Interest in Homework: A Multilevel Analysis (2008, background): “A number of studies have pointed to the potential role of adults in the homework process (Corno, 2000; Elawar & Corno, 1985; Grolnick & Slowiaczek, 1994; Hoover-Dempsey et al, 2001; Leone & Richards, 1989; Pomerantz, Ng, & Wang, 2006; Trautwein, Ludtke, Schnyder, & Niggli, 2006; Xu, 1994; Xu & Corno”
The Relationship Between Homework and Achievement—Still Much of a Mystery (2003, background): “At the student level, more attention should be paid to the homework process itself (e.g., motivation and self-regulatory strategies; e.g., Corno, 2000; Xu and Corno, 1998).”
Homework as the Job of Childhood (2004, background): “Indeed, our studies suggest that not just elementary school, but also middle school and even some high school students benefit when supervision (a) clarifies the teacher’s expectations, (b) models and encourages effective work habits, and (c) responds promptly and pointedly when the child needs help”
Homework Completion at the Secondary School Level: A Multilevel Analysis (2011, background): “…task interest, task utility, volitional control H omework is a widespread and well-knowneducational activity (Chen & Stevenson, 1989;Cooper, 1989; Corno, 2000; Gill & Schlossman, 2003; Warton, 2001), and for most school-aged children it is an important part of their daily routine (Cooper,…”
Self-Regulation of Homework Behavior: Homework Management at the Secondary School Level (2013, background): “H omework is a widespread educational activity across cultures, grades, and ability levels (Cooper, 1989; Warton, 2001), and for most school-age children it is an important part of their daily routine (Cooper, Robinson, & Patall, 2006; Corno, 2000).”
Mathematics in the home: Homework practices and mother–child interactions doing mathematics (2006, background): “The merits of homework and the links between homework and students’ achievement, however, are complex and debated (Corno, 1996, 2000; Xu & Corno, 1998, 2003).”
Meanings of Homework and Implications for Practice (2004, background): “Furthermore, there is a sense, both from their own accounts and that of parents, that many young children complete homework to avoid getting into trouble (either at school or at home) or to please their teacher or parent (Corno, 2000; Warton, 2001).”
Why Do Parents Become Involved? Research Findings and Implications (2005, methodology): “We conclude the article with observations and recommendations for next steps in research on the parental involvement process.”
Developing Self-Regulation Skills: The Important Role of Homework (2011, background): “Corno (2000) suggested that teachers can make homework more engaging by discussing the assignments with their students and using homework to build on children’s knowledge.”
Family Help and Homework Management Reported by Middle School Students (2003, methodology): “Personal Responsibility Develops during Homework The final line of investigation underlying our present study derives from our own previous qualitative case studies of families doing third-grade homework (Corno, 2000; Xu, 1994; Xu & Corno, 1998).”