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Very limited research exists on middle class African American families doing math homework. The present study examines the real life experiences of African American families doing math homework, with special emphasis on emotional and motivational factors that contribute to African American homework practices. This study focuses on 3 African American middle class families, all in 1 elementary school, doing 4th grade math homework. Students in Grade 4 and their parents are interviewed to examine what math homework means to them and what they believe about math homework. In addition, two teachers are interviewed to provide their perspectives of the aforementioned subject matter. Both parent and child in each case study are interviewed using open-ended topics to examine the motivational and emotional factors of homework practices among the three families. The researcher observes the students’ homework experiences for about 1 hour. Documents from all families are collected to gain insight into the homework experiences. These case studies combine interviews, observations, documents, and data analysis to look closely at the homework experiences of these students. Major findings include atypical math homework practices in terms of Caucasian middle class norms: The families believed that math homework was challenging and a serious business matter. Therefore, they worked twice as hard with a sense of urgency and priority at completing math homework. The mothers approached math homework with a warm, yet firm demeanor by providing external motivation through pushing their daughters, who lacked interest in math homework.

In a culture of meritocracy and an increasing emphasis on global competition, student learning has become more fully aligned with a belief in the value and effectiveness of homework. Amidst the incessant drive toward competition and an unrelenting push toward an increasing use of homework as commonplace educational practice, there also exist clarion calls to question, reform, and abolish this practice. From student stress to overarching challenges to the nature of education, there exist unexamined discourses that critically challenge current beliefs in the significance of homework practice in the United States. Through employing discussions of student voice and theoretical lenses of intrinsic motivation, social reproduction, and critical pedagogy, this study examined how homework practices impact high school students, by engaging directly with their perceptions. The purpose of this mixed methods study is to better understand how homework affects high school students, beyond measures of student achievement within the current context of education in the United States. The study was conducted in an all-female, Catholic, college preparatory high school, utilizing student survey and focus groups. Findings of the study are explored and discussed with respect to public policy implications related to the future development, assignment, and role of homework practices in the academic formation of high school students in this setting and beyond.

<p>For most pupils homework is a natural part of school and their education and there are several providers of homework assistance: the pupil's parents, sibblings, friends, Internet forums, hired private tutoring, non-profit organisations and at times even the pupil's school. This study has investigated the use of the school-based homework assistance programme at the Upper Secondary School of Psychology in Stockholm and why the programme is not more frequently used by its pupils. The school offers homework assistance two hours each Thursday afternoon, with at least two teachers being present to tender for the school's 127 pupils. The cost of the programme has been estimated to approximately 12 500 Swedish kronor per week. Through the main use of a questionnaire given to both the school's students and teachers, as well as an interview with the school's headmaster, this study will show that despite receiving the opportunity few pupils take part of the programme on a regular basis. Although approximately seventy percent of all pupils claim to have attended the program at least once during the springterm, the main reason has been to re-take tests and not to receive help with their schoolwork. The school's main purpose with the homework assistance programme is to give all its pupils the same opportunity to receive help with their studies and thus reach the national goals. However, some pupils find both the programme and homework in general to be a waste of their leisure time. This study shows that the pupils. use of the homework assistance programme most often is connected not only to individuals' needs for extra assistance with schoolwork, but also with their own maturity and insight of the responsibilities they have towards their studies.<strong> </strong></p>

For most pupils homework is a natural part of school and their education and there are several providers of homework assistance: the pupil's parents, sibblings, friends, Internet forums, hired private tutoring, non-profit organisations and at times even the pupil's school. This study has investigated the use of the school-based homework assistance programme at the Upper Secondary School of Psychology in Stockholm and why the programme is not more frequently used by its pupils. The school offers homework assistance two hours each Thursday afternoon, with at least two teachers being present to tender for the school's 127 pupils. The cost of the programme has been estimated to approximately 12 500 Swedish kronor per week. Through the main use of a questionnaire given to both the school's students and teachers, as well as an interview with the school's headmaster, this study will show that despite receiving the opportunity few pupils take part of the programme on a regular basis. Although approximately seventy percent of all pupils claim to have attended the program at least once during the springterm, the main reason has been to re-take tests and not to receive help with their schoolwork. The school's main purpose with the homework assistance programme is to give all its pupils the same opportunity to receive help with their studies and thus reach the national goals. However, some pupils find both the programme and homework in general to be a waste of their leisure time. This study shows that the pupils. use of the homework assistance programme most often is connected not only to individuals' needs for extra assistance with schoolwork, but also with their own maturity and insight of the responsibilities they have towards their studies.

Vocabulary homework is a common feature in the English subject in Sweden. Often the pupils are given a list of words they are to memorize for a pending test. In this literature review the author aims to analyze what the current research says about homework and how homework can be used effectively for EFL learners in elementary school, with a focus on both homework and vocabulary learning research. Cognitive linguistics has been used as a theoretical perspective to help answer the research questions. Results indicate that homework has limited effect on younger learners and should not be used, while, some researchers claim that it can be effective if introduced properly. Regarding vocabulary learning, it is important that vocabulary is relevant to the learner and that words are taught through a meaningful context. Therefore, vocabulary homework for EFL learners in elementary school should consist of words and phraseology which have a personal relevance to the learner, or key words for subjects taught in class. The conclusion of the study is that it is up to the teachers to determine if they should use vocabulary homework or not when teaching EFL, as long as the decision is based on current research. / <p>engelska</p>

Syftet med studien är att ta reda på om och i så fall hur yrkesverksamma matematiklärare inom årskurserna 4-6 uppfattar att matematikläxan bidrar till elevernas kunskapsutveckling. För att få svar på studiens frågeställning använde jag mig av en kvalitativ metod i form av en halvstrukturerad intervju. De 3 respondenterna från intervjuerna arbetar på en grundskola i Mellansverige. Svaren från dessa respondenter analyserades utefter den fenomenografiska metodansatsen.  Studiens resultat pekar på att matematikläxan, i stor utsträckning, i dag används som en arbetsuppgift utanför skolan med fokus på färdighetsövning. Ett sett att använda läxan som ett redskap för färdighetsträning är att arbeta med läxan i digital form, vilket ur ett lärarperspektiv minskar lärarnas arbetsbelastning samtidigt som de anser att det är enklare att ge individuell läxa utifrån elevens behov och kunskapsnivå. Slutsatsen är att alla respondenterna i studien anser att matematikläxan främjar elevernas matematiska kunskaper, så länge läxan utgår från elevens nuvarande kunskapsnivå. / <p>Matematik</p>

Denna studie syftar till att lyfta fram faktorer som påverkat och påverkar synen på läsläxan genom skolans framväxt. Läsläxa är ett fenomen som finns i de flesta skolor och klasser. Läsläxan har haft olika former och påverkats av skolans utveckling genom historien. Resultatet visar att idag handlar styrningen av skolan om att skapa en befolkning som kan visa sig konkurrenskraftig på världsmarknaden, inom många olika områden. PISAresultatet är idag den faktor som påverkar den politiska styrningen av skolan mest. Skolan används även som ett slagträ mellan de politiska blocken vilket i sin tur påverkar skolutvecklingen och läsläxan. Resultatet visar även att läsläxan idag har bytt skepnad. Idag anses läsläxan av viss forskning endast vara till för att allt skolarbete ska bli gjort medan annan forskning anser att läsläxan är viktig för att befästa och upprätthålla övning i läsning. De största påverkansfaktorerna enligt forskningen är hur eleverna har det hemma samt om det finns närvarande och stöttande vårdnadshavare. För att göra läsläxan mest effektiv för varje elev ska den anpassas efter elevens läsnivå, hemmiljö och om eleven kan få stöttning hemma men det ska även finnas en tydlig koppling till undervisningen i skolan.