1. Parent Opinions
1.1. This research study is conducted on parents and children of which the children are in primary school. The study involves use of qualitative research techniques. It aims to describe the difficulties faced during the research/homework process by parents who have children in primary schools. It also aims to look at the difficulties that the children face when doing homework/research at home. It brings light to some of the issues that parents deal with at home with their children when it comes to homework assignments.
1.1.1. Ozer, U., & Keskin, S. (2015). Evaluating the Difficulties Faced by Primary School Students in Doing Homework/Research From Parents’ Point of View. Procedia - Social and Behavioral Sciences, 197, 933-938.
2. Schools and Teachers
2.1. The study in this research article explored how children from nondominant backgrounds—particularly in large urban centers—are impacted by teachers' homework practices. This studied surveyed teachers on why they assign homework, the type of homework they assign and their beliefs on the impact on their students. The results of this study revealed that although most teachers engaged in homework practices, most of the teachers in the study did make provisions for the fact that many of their children came from homes where English was not spoken at home and parents may not have the additional financial resources necessary to purchase materials for children to complete their homework
2.1.1. Brock, C., Lapp, Flood, Fisher, & Keonghee Tao Han. (2007). Does Homework Matter? An Investigation of Teacher Perceptions About Homework Practices for Children From Nondominant Backgrounds. Urban Education, 42(4), 349-372.
2.2. This article is focusing on teachers' values and the school environment as predictors of teachers' homework attitudes and behaviors. For example a relationship between schools with stricter rules and policies on teachers assigning more homework. Results in this research showed a match with schools that have a well-defined homework policy have teachers that believe homework is important, assign more homework, and assign variety of homework.
2.2.1. Wiesenthal, R., Cooper, B. S., Greenblatt, R., & Marcus, S. (1997). Relating school policies and staff attitudes to the homework behaviours of teachers an empirical study. Journal of Educational Administration, 35(4), 348-370. doi:http://dx.doi.org.lib-proxy.fullerton.edu/10.1108/09578239710171938
3. Student Choice
3.1. This research article talked about changing homework policies at a charter school to provide students the option to choose their own homework assignments. This study examines the views and practices of the teachers, students, and parents involved in the new homework policy. Data were collected from parent surveys, teacher focus groups, student interviews, observations, and student work samples. The findings indicate that the new policies lacked structure and students often sought support from teachers and parents to engage in meaningful homework tasks.
3.1.1. Catherine M Scott, and Nelda Glaze. "Homework Policy and Student Choice: Findings from a Montessori Charter School." Journal of Montessori Research 3.2 (2017): 1-18. Web.
3.2. This Research article conducts studies that focus on the relationships between multiple options for homework and student motivation as well as academic achievement. Results of this study showed that multiple choices of homework led to increase homework completion and an increase in student intrinsic motivation, increased competence and higher exam results.
3.2.1. Patall, E., Cooper, H., & Wynn, S. (2010). The Effectiveness and Relative Importance of Choice in the Classroom. Journal of Educational Psychology, 102(4), 896-915.
4. Implication of homework
4.1. This article is focused on the seeing homework as a standard and brings light to revised school policies to improve the quality of homework that students receive and complete.
4.1.1. Paul J. Watkins & David W. Stevens (2013) The Goldilocks Dilemma: Homework Policy Creating a Culture Where Simply Good Is Just Not Good Enough, The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 86:2, 80-85, DOI: 10.1080/00098655.2012.748642
4.2. This research article is on negative feelings students expressed regarding homework assignments, teacher motivation, and infringement on the quality of family life.
4.2.1. Burriss, K. G., & Snead, D. (2017). Middle School Students’ Perceptions Regarding the Motivation and Effectiveness of Homework. School Community Journal, 27(2), 193–210.
4.3. This research article is focused on two studies that assess the sensitivity of the students’ homework stress measure and the parents’ homework stress measure in determining expected differences in stress around homework for two different groups: (a) students with learning disabilities and their parents and (b) students without learning disabilities and their parents.
4.3.1. Katz, I., Buzukashvili, T., & Feingold, L. (2012). Homework Stress: Construct Validation of a Measure. The Journal of Experimental Education, 80(4), 405-421.