NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1124009
Record Type: Journal
Publication Date: 2016
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1059-308X
Homework as a Family Literacy Practice: What Counts as Best Practices for Children Deemed as High Risk for Academic Failure Due to Socioeconomic Status
Fox, Kathy R.
School Community Journal, v26 n2 p215-236 2016
Homework is a constant yet often controversial practice in homes and other settings. This study set out to determine answers to the question: "What practices were used to support children with homework in families deemed as at risk due to low socioeconomic factors?" Homework was examined as a common practice that routinely took place in a variety of settings with diverse participants. Interviews were conducted at an afterschool program and on home visits with families living in a small urban subsidized housing development. Findings showed that homework was viewed, shared, discussed, handled, and ultimately accomplished in ways which differed from established recommendations and mainstream teacher expectations. Implications from the reported cases showed that families held perceptions of the benefits, purposes, and effects of homework that had the potential to inform teachers in the design, implementation, and evaluation of meaningful, culturally responsive homework assignments.
Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools; High Schools; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I
Grant or Contract Numbers: N/A