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Parental Involvement in Homework: A Review of Current Research and Its Implications for Teachers, After School Program Staff, and Parent Leaders

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Bibliographic Details
Title: Parental Involvement in Homework: A Review of Current Research and Its Implications for Teachers, After School Program Staff, and Parent Leaders
Language: English
Authors: Walker, Joan M. T., Hoover-Dempsey, Kathleen V., Whetsel, Darlene R., Harvard Family Research Project, Cambridge, MA.
Source: Harvard Family Research Project. 2004.
Availability: Harvard Family Research Project, Harvard Graduate School of Education, 3 Garden Street, Cambridge, MA 02138. Tel: 617-495-9108; Fax: 617-495-8594; e-mail: hfrp@gse.harvard.edu.
Peer Reviewed: N
Page Count: 10
Publication Date: 2004
Document Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Descriptors: Parent Child Relationship, Learning Strategies, Homework, Parent Participation, After School Programs, Parent Teacher Cooperation, Parent Attitudes
Abstract: Parents often become involved in their children's education through homework. Whether children do homework at home, complete it in after school programs or work on it during the school day, homework can be a powerful tool for (a) letting parents and other adults know what the child is learning, (b) giving children and parents a reason to talk about what's going on at school, and (c) giving teachers an opportunity to hear from parents about children's learning. In 2001 the authors reviewed research on parental involvement in children's homework (Hoover-Dempsey et al., 2001). The review focused on understanding why parents become involved in their children's homework, what strategies they employ, and how involvement contributes to student learning. The review supported theoretical arguments that parents choose to become involved in homework because they believe they should be involved, believe their involvement will make a positive difference in their children's learning, and perceive that their involvement is invited, expected, and valued by school personnel (Hoover-Dempsey & Sandler, 1995, 1997). The review also suggested that parents engage in a wide range of activities in this effort, from establishment of basic structures for homework performance to more complex efforts focused on teaching for understanding and helping students develop effective learning strategies.
Abstractor: ERIC
Number of References: 22
Entry Date: 2005
Access URL: https://www.hfrp.org
Accession Number: ED484761
Database: ERIC
Description
Abstract:Parents often become involved in their children's education through homework. Whether children do homework at home, complete it in after school programs or work on it during the school day, homework can be a powerful tool for (a) letting parents and other adults know what the child is learning, (b) giving children and parents a reason to talk about what's going on at school, and (c) giving teachers an opportunity to hear from parents about children's learning. In 2001 the authors reviewed research on parental involvement in children's homework (Hoover-Dempsey et al., 2001). The review focused on understanding why parents become involved in their children's homework, what strategies they employ, and how involvement contributes to student learning. The review supported theoretical arguments that parents choose to become involved in homework because they believe they should be involved, believe their involvement will make a positive difference in their children's learning, and perceive that their involvement is invited, expected, and valued by school personnel (Hoover-Dempsey & Sandler, 1995, 1997). The review also suggested that parents engage in a wide range of activities in this effort, from establishment of basic structures for homework performance to more complex efforts focused on teaching for understanding and helping students develop effective learning strategies.