Family involvement with children's homework: An intervention in the middle grades
Family involvement with children's homework: An intervention in the middle grades
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DOI：
10.2307/585619
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发表时间：
1998-04-01
期刊：
影响因子：
2.2
通讯作者：
Wedman, JF
中科院分区：
文献类型：
--
作者：
Balli, SJ;Demo, DH;Wedman, JF
本研究探讨了一个中年级数学作业干预，旨在增加家庭参与作业。参与者是来自中西部一所学校的74名六年级学生及其家人。这些学生被同一位教师教的三门数学课之一录取。在一个类有没有家庭作业参与提示，在第二类学生被提示涉及家庭成员，并在第三类学生被提示涉及家庭成员和家庭参与IR直接要求。调查结果表明，与没有得到提示的家庭相比，接受提示的两个班级的家庭明显更多地参与数学家庭作业活动。然而，家庭参与的水平并不能预测取得惊人的成就。实践和研究方向的影响进行了讨论。
This study investigated a middle-grades mathematics homework intervention designed to increase family involvement in homework. The participants were 74 sixth-grade students and their families from a midwestern school. The students were enrolled in one of three mathematics classes taught by the same instructor. In one class there were no homework involvement prompts, in the second class students were prompted to involve family members, and in a third class students were prompted to involve family members and family participation Ir as requested directly. Findings indicate that, compared to families that were not prompted, families in the two classes receiving prompts were significantly more involved in mathematics homework activities. However, level of family involvement did not predict strident achievement. Implications for practice and directions for research are discussed.