In: Zeitschrift für Pädagogische Psychologie, 2008, vol. 22, no. 3-4, p. 233-246
This article presents a theoretical conceptualization of homework quality and distinguishes three perspectives on the evaluation of homework quality (students, teachers, observers). In the empirical part of the study, 1382 students from three Swiss cantons were administered achievement tests and questionnaires at the beginning and end of grade 8. The students’ teachers were also surveyed. A...
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In: Empirische Pädagogik, 2010, vol. 24, no. 1, p. 42-54
This article examines the availability of empirical findings that cast light on the teacher’s role in the context of homework. The determinants of homework behavior are considered in terms of teacher beliefs, on the one hand, and students’ individual abilities and characteristics, on the other. Gaps in the research are identified with respect to the potential influences of teacher training,...
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In: Unterrichtswissenschaft, 2009, vol. 37, no. 3, p. 230-245
Die vorliegende Längsschnittstudie berichtet Befunde aus einem Elterntraining, bei dem gezielte Strategien zur Förderung der Anschlusskommunikation beim Lesen mit globalen Aspekten der Elternhilfe in Beziehung gesetzt worden sind. Am Training nahmen 230 Eltern von Viertklässlern aus 14 Schulklassen des Kantons Freiburg (Schweiz) teil. Die Elternintervention war Teil eines umfassenderen...
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In: Schweizerische Zeitschrift für Bildungswissenschaften, 2006, vol. 28, no. 2, p. 295-314
Students’ achievement gains have been linked to homework assignments (teacher level) and students’ conscientious homework behavior (student level). However, there are no empirical studies that empirically investigated the differences in homework behavior among students in different classes and the impact of structural features (e.g., course level, class size, region) on students’ homework...
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