Parental Homework Involvement Improves Test Scores? A Review of the Literature

Autor/inn/en	Ariës, Roel J. F. J.; Cabus, Sofie J.
Titel	Parental Homework Involvement Improves Test Scores? A Review of the Literature
Quelle	In: Review of Education, 3 (2015) 2, S.179-199 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2049-6613
DOI	10.1002/rev3.3055
Schlagwörter	Correlation; Parent Influence; Parent Role; Academic Achievement; Parent Participation; Literature Reviews; Teaching Methods; Student Needs; Scores; Homework + Suchen Sie Ihr Suchwort? Korrelation; Parental role; Elternrolle; Schulleistung; Elternmitwirkung; Teaching method; Lehrmethode; Unterrichtsmethode; Hausaufgabe
Abstract	This review specifically focuses on the correlations between various parent strategies and student achievements in compulsory education. Therefore, Hoover-Dempsey's framework on parental involvement in homework will be updated with more recent findings from the international scientific literature. When parents facilitate, structure or emotionally support the homework process and, as such, are not actively involved in assisting in homework tasks, then the literature indicates indecisive or negative results. However, when parents are directly involved in assisting their children during homework tasks, then positive correlations were found throughout the literature, in particular when parents engage in meta-strategies or support the child's understanding of homework. While policy is primarily focused on providing instruments for parents to facilitate or structure the homework process, the current review suggests that parents need to be better informed on specific strategies that accommodate the student's need when assisting in homework tasks in order to improve achievements. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01