Implementation Of Homework Research Articles

Effects of a homework implementation method (MITCA) on self-regulation of learning

The MITCA method (Homework Implementation Method) was developed with the purpose of turning homework into an educational resource capable of improving students' self-regulated learning and school engagement. In this paper, following current theoretical frameworks, we evaluate the effect of the MITCA method on students' self-regulated learning. In general, MITCA includes the assignment of diverse, concrete and valued by the students tasks which are completed on a weekly basis. We analyze the differences in self-regulation strategies in a sample of 533 fifth (n = 270) and sixth graders (n = 262) with an age range of 10–12 years old (47.5% boys and 52.5% girls), who were about equally distributed to an experimental and a control group. Trained teachers used MITCA to prescribe homework in the experimental group for twelve weeks. The students of the experimental group reported significantly higher time management and environmental management. However, there were no significant differences observed in other aspects of self-regulation, and the experimental group did not perceive a deficit in these areas. Our results indicate the effectiveness of MITCA on students’ self-regulation of learning and discussed in light of current theories and evidence in the field.

Effects of a homework implementation method (MITCA) on school engagement

MITCA (homework implementation method) was born with the purpose of turning homework into an educational resource capable of improving the self-regulation of learning and the school engagement of students. In this article, following the current theoretical framework, we evaluate the impact of the MITCA method on school engagement in students in the 5th and 6th years of Primary Education. While the control group of students who did not participate in the 12 weeks of MITCA (N = 431; 61% of 5th grade) worsened significantly in emotional, behavioral, and cognitive engagement, these pre-post differences do not reach significance for the group that has participated in MITCA, even observing a tendency to improve. After the intervention, the students who participated in MITCA (N = 533; 50.6% of 5th grade) reported greater emotional and behavioral engagement than the students in the control group. MITCA students showed positive emotions, were happier in school and were more interested in the classroom, paid more attention in class, and were more attentive to school rules. The conditions of the tasks’ prescription proposed by MITCA would not only restrain the lack of engagement but would also improve students’ emotional and behavioral engagement in school found in the last years of Primary Education. In the light of the results, a series of educational strategies related to the characteristics of these tasks, such as the frequency of prescription and the type of correction are proposed.

A Review of Research on the Potential Value and Realistic Dilemma for Homework in Physical Education

Homework in physical education (PE) has become a central strategy of educational reform movements (Novak & Lynott, 2015). A Chinese policy called “the Double Reduction” provides an opportunity for the implementation of PE homework. There are abundant studies about homework in subjects like English, Math, Science, etc., but relatively few studies have been devoted specifically to PE homework. The primary purpose of this study was to analyze the value and dilemma of PE homework, with the goal of identifying the major contributions to the research knowledge base. We followed three parts to conduct the review: a) literature was searched using the following keywords: “PE homework”, OR “active homework”, AND “the value and dilemma”, AND/OR “homework in physical education” or “activity-based homework”; b) A document analysis was conducted regarding the Chinese policy related to homework in PE, including homework’s guidelines, composition system, and cultivation path, etc.; c) A total of 34 highly relevant articles were selected. The main value and dilemma of PE homework were summarized as follows: a) The PE homework appears to be an effective way of promoting policy implementation and renewal, providing a well-rounded approach to help students achieve educational goal, improving youth physical & mental health, and increasing communications with family members. b) The current PE homework has failed to realize the foregoing values due to some difficulties, including the lack of family exercise atmosphere, the absence of community organizations, and the huge amount of negative news in social media. c) Only three studies provided coping strategies to deal with the dilemma from a Social System Theory perspective, such as strengthening institutional construction, building a multivariate framework, shaping the paradigm, integrating online platform, and developing an assessment system. Most studies focused on the micro level about “the value and dilemma of homework implementation” without consideration of the other key factors from macro level. Based on the literature reviewed, a comprehensive theoretical model for PE homework is proposed to provide guidance for future research endeavors and facilitate implementation of the guidelines.

Views of Students and Teachers About Role of Homework Implementation on Students’ Academic Success

In this research, it was tried to determine what are the views of students and teachers about role of homework implementation on academic success of students. Working group of this reseach consist of 12 eighth grade students studying in Cumayeri district of Düzce province and 10 teachers working in different branches within Ministry of National Education. While the qualitative research method was used in the study, the case study was used as the research technique. Semi-structured interview form was used as data collection tool and expert opinion was consulted for the suitability of the questions. While students was interviewed as face-to-face method and voice recorder was used to record data, face to face interviews method could not carried out in the specified timeframe due to global epidemic pandemic that intterupted schools and caused education to be distance. Therefore, data collection completed by sending mails to teachers that consist of purpose of the research and interview questions. Content analysis was used in the analysis of the data that obtained from the interview questions applied to teachers and students. As a result of the research, for students, it was found that purposes of the homework are in the direction of repetition and reinforcement, they have generally positive attitudes towards the homework and the homework have an impact on their development and academic success. As for teachers; it was found that purposes of giving homework are to help reinforce subject, improves students' responsibility and develop autonomous learning skills. In case of without homework, permanent learning would not occur so regular homework is effective on academic success.

Formation Of Universal Training Activities In The Implementation Of Homework At Physical Training Lessons

The specifics of the homework system that meets state educational standards is described. The analysis of a number of training programs developed in accordance with state educational standards is presented and an approximate plan of homework is developed, characterized by the systematic use of homework that meets the requirements of state educational standards.

Barriers Associated with the Implementation of Homework in Youth Mental Health Treatment and Potential Mobile Health Solutions.

Homework, or between-session practice of skills learned during therapy, is integral to effective youth mental health TREATMENTS. However, homework is often under-utilized by providers and patients due to many barriers, which might be mitigated via mHealth solutions. Semi-structured qualitative interviews were conducted with nationally certified trainers in Trauma Focused Cognitive Behavioral Therapy (TF-CBT; n=21) and youth TF-CBT patients ages 8-17 (n=15) and their caregivers (n=12) to examine barriers to the successful implementation of homework in youth mental health treatment and potential mHealth solutions to those barriers. The results indicated that many providers struggle to consistently develop, assign, and assess homework exercises with their patients. Patients are often difficult to engage and either avoid or have difficulty remembering to practice exercises, especially given their busy/chaotic home lives. Trainers and families had positive views and useful suggestions for mHealth solutions to these barriers in terms of functionality (e.g., reminders, tracking, pre-made homework exercises, rewards) and user interface (e.g., easy navigation, clear instructions, engaging activities). This study adds to the literature on homework barriers and potential mHealth solutions to those barriers, which is largely based on recommendations from experts in the field. The results aligned well with this literature, providing additional support for existing recommendations, particularly as they relate to treatment with youth and caregivers.

ЗАСТОСУВАННЯ МОДЕЛІ ПЕРЕВЕРНЕНОГО УРОКУ ПРИ ВИВЧЕННІ ГЕОМЕТРІЇ

At the stage of precipitant development of information and communication technologies and taking into account such problems of school education as the student’s passivity, reduction of hours for studying the Mathematics, reduction of the level of mathematical knowledge and the ability to apply the acquired knowledge in practice, the modern educators and scientists are searching the technologies which purposes are the increasing of the cognitive activity of students and rising the efficiency of their educational activities.In the paper the pedagogical technology, when the typical presentation of a new theoretical material by the teacher and the implementation of homework by the students are changing by the places, is considered. This model combines the learning in classroom and online. The conditions of occurrence, formation and the basic principles of the using of the inverted learning are described.When the teacher is using the model of the flipped lesson then the organization of the class, the roles of the teacher and student, as well as the place of activity are changing. The teacher prepares the educational materials and acts as the organizer of the process of the students’ studying. The latter is an active, conscious and creative participant in the educational process. It is appropriate to use the model of a flipped lesson when studying the themes that can best be learned with information and communication technologies, and if the volume of material is great, but the quantity of hours devoted to the study of the topic – not much. Using of such an approach of teaching needs to be introduced gradually, because it requires the additional time, effort and new skills from the teacher.In the article on the example of the topic “Geometric transformations” the methodical features of using the model of the inverted lesson in the process of studying the Geometry are described. Applying of this approach allows the teacher to allocate more time for the development of the critical thinking and practical skills of the students. It can be realized by processing them the theoretical material at home using the teacher’s video tutorials, presentations etc. Using the flipped lessons at the school will facilitate the increasing of activity, development of partnership, individualization of learning and forming the information culture.

Individual Versus Group Cognitive-Behavioral Therapy for Partner-Violent Men: A Preliminary Randomized Trial.

A randomized clinical trial tested the hypothesis that a flexible, case formulation-based, individual treatment approach integrating motivational interviewing strategies with cognitive-behavioral therapy (ICBT) is more efficacious than a standardized group cognitive-behavioral approach (GCBT) for perpetrators of intimate partner violence (IPV). Forty-two men presenting for services at a community domestic violence agency were randomized to receive 20 sessions of ICBT or a 20-week group cognitive-behavioral therapy (CBT) program. Participants and their relationship partners completed assessments of relationship abuse and relationship functioning at baseline and quarterly follow-ups for 1 year. Treatment uptake and session attendance were significantly higher in ICBT than GCBT. However, contrary to the study hypothesis, GCBT produced consistently equivalent or greater benefits than ICBT. Participant self-reports revealed significant reductions in abusive behavior and injuries across conditions with no differential benefits between conditions. Victim partner reports revealed more favorable outcomes for group treatment, including a statistically significant difference in psychological aggression, and differences exceeding a medium effect size for physical assault, emotional abuse, and partner relationship adjustment. In response to hypothetical relationship scenarios, GCBT was associated with greater reductions than ICBT (exceeding a medium effect) in articulated cognitive distortions and aggressive intentions. Treatment competence ratings suggest that flexible, individualized administration of CBT creates challenges in session agenda setting, homework implementation, and formal aspects of relationship skills training. Although caution is needed in generalizing findings from this small-scale trial, the results suggest that the mutual support and positive social influence available in group intervention may be particularly helpful for IPV perpetrators.

Using mobile health technology to improve behavioral skill implementation through homework in evidence-based parenting intervention for disruptive behavior disorders in youth: study protocol for intervention development and evaluation.

BackgroundDisruptive behavior disorders (DBDs) (oppositional defiant disorder (ODD) and conduct disorder (CD)) are prevalent, costly, and oftentimes chronic psychiatric disorders of childhood. Evidence-based interventions that focus on assisting parents to utilize effective skills to modify children’s problematic behaviors are first-line interventions for the treatment of DBDs. Although efficacious, the effects of these interventions are often attenuated by poor implementation of the skills learned during treatment by parents, often referred to as between-session homework. The multiple family group (MFG) model is an evidence-based, skills-based intervention model for the treatment of DBDs in school-age youth residing in urban, socio-economically disadvantaged communities. While data suggest benefits of MFG on DBD behaviors, similar to other skill-based interventions, the effects of MFG are mitigated by the poor homework implementation, despite considerable efforts to support parents in homework implementation. This paper focuses on the study protocol for the development and preliminary evaluation of a theory-based, smartphone mobile health (mHealth) application (My MFG) to support homework implementation by parents participating in MFG.Methods/designThis paper describes a study design proposal that begins with a theoretical model, uses iterative design processes to develop My MFG to support homework implementation in MFG through a series of pilot studies, and a small-scale pilot randomised controlled trial to determine if the intervention can demonstrate change (preliminary efficacy) of My MFG in outpatient mental health settings in socioeconomically disadvantaged communities.DiscussionThis preliminary study aims to understand the implementation of mHealth methods to improve the effectiveness of evidence-based interventions in routine outpatient mental health care settings for youth with disruptive behavior and their families. Developing methods to augment the benefits of evidence-based interventions, such as MFG, where homework implementation is an essential mediator of treatment benefits is critical to full adoption/implementation of these intervention in routine practice settings and maximizing benefits for youth with DBDs and their families.Trial registrationClinicalTrials.gov NCT01917838

Therapeutic Homework to Support Recovery From Severe Mental Illness

Therapeutic Homework to Support Recovery From Severe Mental Illness

Relationship Between Therapeutic Homework and Clinical Outcomes for Individuals with Severe Mental Illness

Objective: Therapeutic homework has been recommended for use by mental health case managers to help patients with severe mental illness (SMI). The current research examined the actual use of homework by case managers working in clinical practice. Method: Case managers were trained in a systematic approach to homework administration and were provided with carbonized homework administration pads to assist with homework implementation. Hierarchical linear modelling was used to examine the relationship between homework and outcome for participants in the study (n = 129). Results: The total number of homework assignments administered to each patient predicted improvement on the Health of the Nation Outcome Scale (HoNOS) and Kessler 10. How well the homework was completed also predicted improvements on the HoNOS. The relationship between homework and recovery-orientated outcome measures was not significant. Conclusion: The present study provides preliminary support for the use of a systematic approach to homework administration procedures when working with SMI. Future research should examine strategies to promote the regular use of systematic homework administration procedures by mental health case managers.

Homework Implementation: Covering the Bases

Homework Implementation: Covering the Bases