Interactive Homework

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Interactive homework promotes meaningful conversations between parents and their children pertaining to schoolwork (Epstein, 1994; Cooper et al., 2001).

This interaction, between family members and the students helps promote educational interest and academic achievements.

Parent training can be helpful for assisting young children with homework.

Training is important because otherwise, some parents may be inadequately prepared to effectively equip children with skills to improve their overall academic outcomes.

Training sessions can accommodate multiple grade levels, K-3, because strategies are not grade-level specific.

Workshops are intended to train teachers how to: (1) evaluate parents'/children's interests using "Interest Inventories"; (2) develop vocabulary lists to involve students in word study across the curriculum; (3) write clear directions for homework assignments to facilitate productive parent-child dialogue about vocabulary and inference questions or word problems; (4) encourage parents to use their experiences to tutor students during the completion of homework; (5) develop developmentally effective inference questions or word problems across the K-3 curriculum; (6) analyze the quality of students' inference making/problem solving in order to make recommendations for increasing parent involvement and student outcomes.

Those students who experience both low teacher support and low parent involvement also earn lower GPAs (0.6 on a 4.0 scale) (Henderson & Mapp, 2002). Using student-managed interventions to increase homework completion and accuracy.

These findings suggest that educators should play an active role in the recruitment of meaningful parent involvement. Journal of Applied Behavior Analysis, 27(1), 85-99.

Teacher Training Teacher training can provide teachers with strategies to help students and parents develop positibve dispositions for home learning activities that are intended to increase parental involvement and student academic outcomes (Bailey, 2002: Epstein & Van Voorhis, 2001).

Initial training should last from 3-4 days, with at least 45 hours of follow-up training throughout the following school year.

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