Volume 38, Issue 3 (2009)
Contextualizing Homework Interventions
Thomas J. Power
Homework is a complicated process. It involves a sequence of events that begins in school with the teacher giving an assignment, proceeds with a transition to the home (or after-school program) that typically involves parents (or caregivers), and ends hopefully with the submission of homework in school. There are so many reasons that homework can become a problem, including (a) assignments that are too long or difficult, (b) poor communication of assignments to students by teachers, (c) student failure to remember or record assignments, (d) lack of collaboration between family and school, (e) conflictual parent– child relationships, (f) inadequate supervision of homework, (g) poor organizational strategies, (h) failure to provide immediate feedback in school, and (i) inadequate school-based contingency systems for homework performance. As such, interventions for homework generally need to be multi-systemic (involving family and school), relational (addressing teacher–student, parent–teacher, and parent–child relationships), and multicomponent (including components that address antecedents and consequences; Power, Karustis, & Habboushe, 2001).
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