cooper 1994 homework

University Digital Conservancy

University of minnesota twin cities, homework research and policy: a review of the literature.

View/Download File

Persistent link to this item, journal title, journal issn, volume title, published date, description, collections, series/report number, funding information, isbn identifier, doi identifier, previously published citation, other identifiers, suggested citation.

Content distributed via the University Digital Conservancy may be subject to additional license and use restrictions applied by the depositor. By using these files, users agree to the Terms of Use . Materials in the UDC may contain content that is disturbing and/or harmful. For more information, please see our statement on harmful content in digital repositories .

•    Home
• Article citations
• Biomedical & Life Sci.
• Business & Economics
• Chemistry & Materials Sci.
• Computer Sci. & Commun.
• Earth & Environmental Sci.
• Engineering
• Medicine & Healthcare
• Physics & Mathematics
• Social Sci. & Humanities

Journals by Subject  

• Biomedical & Life Sciences
• Chemistry & Materials Science
• Computer Science & Communications
• Earth & Environmental Sciences
• Social Sciences & Humanities
• Paper Submission
• Information for Authors
• Peer-Review Resources
• Open Special Issues
• Open Access Statement
• Frequently Asked Questions

Publish with us  

Article citations more>>.

Cooper, H. (1994) Homework research and policy: A review of the literature. Research/Practice, 2. http://carei.coled.umn.edu/ResearchPractice/v2n2/homework.html

has been cited by the following article:

TITLE: Using Mobile Device to Increase Student Academic Outcomes in Qatar

KEYWORDS: Mobile Devices; School Assignment; Frequent Reminder; Qatar; Mathematics

JOURNAL NAME: Open Journal of Social Sciences , Vol.2 No.2 , January 9, 2014

ABSTRACT: The purpose of this study was to investigate the impact and use of mobile learning tools out of school work. The study determined whether the school assignment prompts has improved student outcome in a mathematics classroom. The general methodology is a quantitative-experimental design; one group of students were administered a higher frequency mobile assignment prompt, a control group was administered a low frequency mobile assignment prompt and a third assigned homework in a traditional manner (in-class handouts). The three groups were matched based on equal aptitude and hence were randomly assigned either in the control or experimental groups. The findings showed that among the high frequency reminder group had increase of return rate and math achievement scores compared to the low frequency and traditional group. We underline the importance of classroom strategies in the improvement of student learning practices by engaging teacher and students with appropriate technologies. The strategies suggested in this study could be implemented in teacher daily school repertoire and could be generalizable to all schools in Qatar.

Related Articles:

• Open   Access Articles Ethics: An Insight into Psychological Research and Practice Hakibu Sinto Mustapha, Benjamin Nketiah Open Access Library Journal Vol.8 No.1 , January 21, 2021 DOI: 10.4236/oalib.1107110
• Open   Access Articles Research and Practice of Cardiopulmonary Rehabilitation Training Programs Na Yan, Maiding He, Jinyue Jiang, Juan Luo, Ping Zhan, Xichan Wang, Xia Gao, Jianzhu Wang, Na Yin, Fang Ye, Jinghua Yu, Shiying Zhang World Journal of Cardiovascular Diseases Vol.14 No.9 , September 18, 2024 DOI: 10.4236/wjcd.2024.149048
• Open   Access Articles Literature Review on Hollowing Change and Planning Policy of Traditional Villages Xinlei Hou, Jingrong Shi Open Access Library Journal Vol.8 No.8 , August 25, 2021 DOI: 10.4236/oalib.1107812
• Open   Access Articles Dividend Policy and Firm Performance: A Review of Theories and Empirical Literature Salwa Said Open Access Library Journal Vol.11 No.10 , October 18, 2024 DOI: 10.4236/oalib.1112284
• Open   Access Articles Research and Practice on the Cultivation of Engineering Competence for Software Talents in Universities Xiyu Pang Open Journal of Social Sciences Vol.3 No.2 , February 16, 2015 DOI: 10.4236/jss.2015.32020
• Journals A-Z

About SCIRP

• Publication Fees
• For Authors
• Peer-Review Issues
• Special Issues
• Manuscript Tracking System
• Subscription
• Translation & Proofreading
• Volume & Issue
• Open Access
• Publication Ethics
• Preservation
• Privacy Policy

Homework for students with learning disabilities: the implications of research for policy and practice

Affiliation.

• 1 Center for Research in Social Psychology, University of Missouri-Columbia 65211.
• PMID: 7989851
• DOI: 10.1177/002221949402700802

The literature on homework for students with learning disabilities is reviewed. First, a summary of Cooper's (1989a) synthesis of research on homework for students without disabilities is presented, including (a) a definition of homework, (b) a model of the homework process, (c) the results of a meta-analysis of homework studies, and (d) generic policy guidelines. Next, special education research on homework conducted after 1985 is described. The literature is divided into studies that manipulated homework conditions and homework-related surveys of teachers and parents. The results of the literature review suggest that homework policies and practices for students with learning disabilities should emphasize (a) simple, short assignments; (b) careful monitoring by and prominent rewards from teachers; and (c) parental involvement, especially to provide structure, conducive environments, and immediate rewards.

Publication types

• Research Support, Non-U.S. Gov't
• Learning Disabilities*
• Organizational Policy*
• Parents / education