Homework Programs Research Articles

The Importance of Practicing at Home During and Following Cognitive Behavioral Therapy for Childhood Anxiety Disorders: A Conceptual Review and New Directions to Enhance Homework Using Mhealth Technology

Practicing newly acquired skills in different contexts is considered a crucial aspect of Cognitive Behavioral Therapy (CBT) for anxiety disorders (Peris et al. J Am Acad Child Adolesc Psychiatry 56:1043–1052, 2017; Stewart et al. Prof Psychol Res Pract 47:303–311, 2016). Learning to cope with feared stimuli in different situations allows for generalization of learned skills, and experiencing non-occurrence of the feared outcome helps in developing non-catastrophic associations that may enhance treatment outcomes (Bandarian-Balooch et al. J Behav Ther Exp Psychiatry 47:138–144, 2015; Cammin-Nowak et al. J Clin Psychol 69:616–629, 2013; Kendall et al. Cogn Behav Pract 12:136–148, 2005; Tiwari et al. J Clin Child Adolesc Psychol 42:34–43, 2013). To optimize treatment outcome, homework is often integrated into CBT protocols for childhood anxiety disorders during and following treatment. Nevertheless, practicing at home can be challenging, with low motivation, lack of time, and insufficient self-guidance often listed as reasons for low adherence (Tang and Kreindler, JMIR Mental Health 4:e20, 2017). This conceptual review provides an overview of (1) how existing CBT childhood programs incorporate homework, and empirical evidence for the importance of homework practice, (2) evidence-based key elements of practice, and (3) how mHealth apps could potentially enhance practice at home, including an example of the development and application of such an app. This review therefore sets the stage for new directions in developing more effective and engaging CBT-based homework programs for childhood anxiety disorders.

A Feedback System Supporting Students Approaching a High-Level Programming Course

This study analyzes the mistakes students are prone to make in programming and uses the GDB and Valgrind tools to implement dynamic analysis techniques for their eventual application to programs created by students. In the analysis process, spectral error localization technology is used to strengthen the dynamic analysis to find errors more accurately. The analyzed results are sorted and corresponding feedback is given to students in order for them to better understand the content of errors when revising the program and classifying and counting the types of errors made. This study sorts mistakes frequently made by students and topics in which students are likely to make certain mistakes. The developed system was implemented in experiments including students from a programming course who were divided into two groups, namely the experimental group and the control group. A system for both groups of students to upload and submit assignments and a code analysis and feedback improvement system were used. Students in the control group only used the assignment uploading and submitting system for basic assignment uploading, verification, and the comparison of test data. After the program was entered, declarative sentence disassembly and dynamic slicing were suggested. Data were sent to GNU Debugger (GDB) and Valgrind for spectral error location; the classification and recording of error types; and the interpretation of the number of error lines, error types, and related variables. Feedback and a generated report were sent back to the student interface to provide effective and useful feedback to the students in the experimental group for them to revise their homework and record the types and number of errors they made in that week’s homework in the database. The answers provided by the students to the questions were recorded. The analysis of the pass rates of the students in the experimental and control groups for each homework test aided the understanding of the differences in the learning success of the two groups of students each week. The weekly pass rates and the numbers of measured errors in the experimental group compared with in the control group were input into a distribution map to allow us to better understand whether there was any positive correlation between the detected information, feedback to the students, pass rates of the tests, and other related data. The system statistically obtained feedback and the degree of improvement of homework programs; then, it distributed specially designed questionnaires to all students to directly obtain and quantify their feedback and perceived benefits of this system, thereby verifying the effectiveness of the system and its practicality.

A comparison of limited vs unlimited attempts with online homework grades in introductory statistics courses

AbstractOnline homework programs allow professors to preset how many attempts per homework problem each student is allowed to have. Some professors prefer to allow a limited number of extra attempts, and others prefer to allow students to have an unlimited number of extra attempts. Do these preferences lead to a difference in average homework grades? To study this question, seven statistics courses over the Fall 2020 and Spring 2021 semesters were analyzed. The Fall semester had a limited number of extra attempts for each homework problem, and the Spring semester had an unlimited number of extra attempts. The results of the study conclude that there is no statistically significant difference in average homework grades for most homework assignments. In any homework assignment with a statistically significant difference, there was a quantifiably small difference.

Can Script Training Improve Narrative and Conversation in Aphasia across Etiology?

Script training is an effective treatment of stable (e.g., stroke-induced) and progressive aphasia of varying severities and subtypes. The theoretical underpinnings of script training are discussed and include fluency-inducing conditions, speech shadowing, principles of neuroplasticity, and automatization. Script training outcomes are reviewed, with a focus on discourse in persons with stable aphasia (PWSAs) and in persons with primary progressive aphasia (PWPPAs). PWSAs and PWPPAs are able to acquire and maintain short scripted monologues or conversational dialogues, with some evidence of generalization to untrained topics and settings. Advances in both technology and access have enriched script training protocols, so they now range from no-tech written script approaches to high-tech audiovisual support and avatars. Advances in audio and/or visual support promote large amounts of practice of less errorful whole-message language processing during a fluent language inducing condition. With enough practice, users decrease reliance on supports and independently produce scripted content. Script training can be delivered in a variety of settings (individual, group, telepractice), lends itself well to homework programs, and is in accordance with the principles of neuroplasticity for neurorehabilitation. Incorporating script training into therapy programming is advantageous throughout aphasia recovery following brain injuries such as stroke. It is also beneficial for persons with progressive disease for prophylaxis, remediation, and compensation. Recommendations for implementing script training in clinical practice and future research directions are presented.

Positive Youth Development and Citizenship Behaviors in Young Athletes: U.S. and Canadian Coaches’ Perspectives

It has been argued that sport is a way for youth to develop psychosocial skills that lead to holistic development. However, participation itself in sport does not lead to this growth; mechanisms for growth must be intentional, often conducted by coaches. Thus, the purpose of this descriptive study was to understand the integration of positive youth development concepts of citizenship into youth sport organizations. One hundred five coaches from the United States and Canada completed an online survey created by the researchers and comprising preexisting measures and newly devised questions. The coaches most heavily emphasized a mastery climate focusing on effort and having fun and emphasized winning the least. Additionally, coaches perceived their youth athletes to learn respect for others, teamwork, and respect for self at the highest rates through participation in their program. Regarding specific techniques for developing citizenship, participants provided many concrete examples in open responses: creating leadership development opportunities for girls in their organization, having league homework programs, and running food drives. Research has identified time as a major barrier to the implementation of opportunities for the explicit transfer of citizenship skills, and the participants provided several methods of growth that are not time intensive. The practical implications and limitations of the results are discussed.Subscribe to TPE

How to Fit Response to Intervention Into a Heavy Workload

How to Fit Response to Intervention Into a Heavy Workload

Academic Enrichment in High-Functioning Homework Afterschool Programs

As part of afterschool programs with homework assistance, students are provided with a location and time to complete their homework, as well as instructional assistance. This mixed-method study investigated the program content and delivery processes of seven high-functioning homework programs. Results of this study revealed that in addition to providing students with ample time and resources to complete their homework, these programs also focused on teaching students particular study skills that were perceived as essential across content areas. Furthermore, all the homework programs under study employed such motivational strategies as positive and nurturing environments, and mentoring and reward systems, to encourage students to complete their homework. Finally, communication with school teachers was perceived as a critical element toward homework program success.

Is computer-generated interactive mathematics homework more effective than traditional instructor-graded homework?

The article discusses the effectiveness of computer-generated interactive math homework compared with traditional instructor-generated homework. The authors describe a study which attempts to discern the effectiveness of online homework programs such as MyMathLab. The importance of homework to the school learning environment is examined and the use of technology in education is explored. Details about MyMathLab and the College Algebra course used in the study are provided and the results of the study are also analyzed.

The Effects of Homework Programs and After-School Activities on School Success

The role of homework needs to be considered withinthe context of the broader developmental needs ofchildren. This article focuses on how children spendtheir time after school and how homework, as wellas other activities, can contribute to school success.Children differ in their after-school experiences,from "latchkey" children who lacksupervision and structure, to the overextended childengaged in multiple extracurricular activities withlittle time for unstructured play. The authors summarizeresearch on the impact of after-school activities—including homework programs—on schoolperformance and make recommendations with regardto best practices for children who differ intheir resources, abilities, and interests. Balancinghomework with other aspects of the child's homelife to promote positive developmental outcomes isrecommended.

Boundaries and Role Conflict When Work and Family are Colocated: A Communication Network and Symbolic Interaction Approach

As virtual workplaces and homework programs become more common, workers often find themselves inhabiting multiple worlds and multiple roles simultaneously. For these individuals, boundary transitions are both more frequent and more challenging. This paper expands current theory on work-related boundary transitions by: (1) conceptualizing role conflict in the logic of dynamic communication networks, and (2) reconceptualizing ritual and routine behavior in boundary transitions as not simply aids to mental transitions but also as communicative and symbolic performance that is oriented toward other role senders. Underlying the framework is the concept of time-space paths (Giddens, 1979; Heidegger, 1996) as critical elements of role boundary identification and demarcation. This paper contributes to a better understanding of boundary issues for homeworkers by using a communication framework and emphasizing the agency that homeworkers have to mold others' expectations.

The Effects of Homework Programs and After-School Activities on School Success

The role of homework needs to be considered within the context of the broader developmental needs of children. This article focuses on how children spend their time after school and how homework, as well as other activities, can contribute to school success. Children differ in their after-school experiences, from "latchkey" children who lack supervision and structure, to the overextended child engaged in multiple extracurricular activities with little time for unstructured play. The authors summarize research on the impact of after-school activities —including homework programs—on school performance and make recommendations with regard to best practices for children who differ in their resources, abilities, and interests. Balancing homework with other aspects of the child's home life to promote positive developmental outcomes is recommended.

Sim

We describe the design and implementation of a program called sim to measure similarity between two C computer programs. It is useful for detecting plagiarism among a large set of homework programs. This software is part of a project to construct tools to assist the teaching of computer science.

Homework and Students with Learning Disabilities and Behavior Disorders

This article provides a limited review of the effects of homework on students with disabilities, the essentials of effective homework programs, and variables that affect home-school partnerships. The emphasis is on students with learning disabilities and behavior disorders who are at risk for academic failure and poor school adjustment. The authors introduce the University of Utah Homework Partners series, which highlights three homework packages: a cooperative learning teams-based approach for classrooms, a package to train parents to be positive academic tutors for their children, and a systematic program to train parents in effective homework practices. The latter package is the major focus of this article because it emphasizes home-school partnerships for students with disabilities. Sanity Savers for Parents: Tips for Tackling Homework is a training program that teaches parents how to assess, design, and troubleshoot an effective in-home homework program for their child. The overall emphasis of this program is on practical interventions that are positive and motivating and include a home-to-school link to maximize the generalization of effects for students with learning and behavior disabilities.

Evluation of the Homework Problem Checklist with Students with Behavior Disorders

In response to the call for educational reform, educators are beginning to review their programs and implement new instructional strategies such as homework programs to enhance the academic performance of students. Naturally, reliable and valid assessment instruments will be needed to identify students experiencing homework difficulties. The purpose of this study was to determine the inter-rater reliability and internal consistency of the Homework Problem Checklist (HPC) (Anesko, Schoiock, Ramirez, & Levine. 1987) for use with students with behavior disorders (BD). Fifty-one pairs of teachers and parents of students with BD completed the rating scale describing students' homework problems. The HPC demonstrated low to moderate levels of inter-rater reliability. Acceptable levels of internal consistency were reported for both teacher and parent ratings.

Industrial Homework Programs

Industrial Homework Programs