Homework as a Family Literacy Practice: What Counts as Best Practices for Children Deemed as High Risk for Academic Failure Due to Socioeconomic Status

Autor/in	Fox, Kathy R.
Titel	Homework as a Family Literacy Practice: What Counts as Best Practices for Children Deemed as High Risk for Academic Failure Due to Socioeconomic Status
Quelle	In: School Community Journal, 26 (2016) 2, S.215-236 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Family Literacy; Homework; Best Practices; At Risk Students; Socioeconomic Status; Academic Failure; Socioeconomic Influences; Interviews; After School Programs; Home Visits; Public Housing; Low Income Groups; Elementary School Students; Middle School Students; High School Students; Parent Participation; Educational Legislation; Elementary Secondary Education; Federal Legislation; Literacy Education; Siblings; Feedback (Response); North Carolina + Suchen Sie Ihr Suchwort? Hausaufgabe; Socio-economic status; Sozioökonomischer Status; Sozioökonomischer Faktor; Interviewing; Interviewtechnik; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Hausbesuch; Sozialer Wohnungsbau; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Elternmitwirkung; Bildungsrecht; Schulgesetz; Bundesrecht; Sibling; Geschwister
Abstract	Homework is a constant yet often controversial practice in homes and other settings. This study set out to determine answers to the question: "What practices were used to support children with homework in families deemed as at risk due to low socioeconomic factors?" Homework was examined as a common practice that routinely took place in a variety of settings with diverse participants. Interviews were conducted at an afterschool program and on home visits with families living in a small urban subsidized housing development. Findings showed that homework was viewed, shared, discussed, handled, and ultimately accomplished in ways which differed from established recommendations and mainstream teacher expectations. Implications from the reported cases showed that families held perceptions of the benefits, purposes, and effects of homework that had the potential to inform teachers in the design, implementation, and evaluation of meaningful, culturally responsive homework assignments. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01