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ERIC Number: EJ1014359
Record Type: Journal
Publication Date: 2013-May
Pages: 9
Abstractor: ERIC
Reference Count: 12
ISBN: N/A
ISSN: ISSN-0094-0771
Parent Perceptions and Recommendations about Homework Involving Wikis and Blogs
Portier, Christine A.; Peterson, Shelley Stagg; Capitao-Tavares, Zelia; Rambaran, Kamla
Middle School Journal (J3), v44 n5 p6-14 May 2013
Homework is an important way for teachers to develop relationships with their students' parents and other caregivers. The learning activities teachers assign for homework provide parents a window into the content and skills their children are learning at school. Parents have a chance to participate in their children's schooling by monitoring and assisting them with their homework. As such, homework helps to keep schools accountable to parents. A number of researchers have found that when parents are involved in their children's homework, the learning value of the homework increases (Baker, 2003; Margolis, 2005). The research reported in this article contributes something new to the conversation on parental involvement and homework by presenting parents' perspectives and recommendations related to online homework involving Web 2.0 technologies (O'Reilly, 2007). Two of the authors of this paper are researchers who gathered data about the teachers' writing instruction over the course of a year, carried out the survey research, and wrote the description of the parent survey results. The other two authors are grades five and six teachers who provided an authentic perspective for considering how teachers might use the survey results in their classrooms. (Contains 4 figures.)
Association for Middle Level Education. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@nmsa.org; Web site: http://www.nmsa.org/Publications/MiddleSchoolJournal/tabid/435/Default.aspx
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A