The present study employed an alternating-treatments design to compare the differential effect of group contingencies on the improvement of homework completion and accuracy of students with disabilities in a self-contained fifth-grade classroom. Generally, past investigations have indicated a positive association between homework performance and…

The issue of homework is now uppermost in many parents' and teachers' minds. Researchers are questioning homework's effectiveness as an educational tool. Policy makers are thinking twice about what to do about it while kids have their fingers crossed. In two national surveys conducted by the authors, they have discovered a wide range of…

Two studies on the effectiveness of supplemental homework assignments on the acquisition of basic skills (math facts and spelling) with elementary school-aged learning-disabled students found three factors which maximized homework effectiveness: rate of homework completion, percentage correct of the homework, and rate of acquisition of the content…

Interviews with 10 high school students with learning disabilities identified 3 themes concerning homework: (1) factors that make homework easy (such as assigning homework early in the class); (2) factors that make homework difficult (such as low ability); and (3) recommendations for teachers, students, and parents (for example, students should…

Sixty-five pairs of teachers and parents of elementary and secondary school learning-disabled students completed the Homework Problem Checklist (HPC). The HPC demonstrated a moderate level of interrater reliability. Acceptable levels of internal consistency were reported for both teacher and parent ratings. (JDD)

Outlines methodology employed during six-month period to integrate quantitative and qualitative research results. The project, involving mainstreamed learning-disabled students' problems with homework assignments, was designed to study educational issues through use of directed focus groups in which groups discuss specific topic in detail.…

Interviews with 12 students each from grades 1 through 4 found students' attitudes could be placed in four categories differing on attitudes toward school learning, homework, and personal learning projects. More students with than without learning disabilities fell into the category which saw almost all learning as an imposition. (DB)