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Parental involvement research has greatly expanded over the past decade, but findings are mixed, reflecting in part the conceptual and methodological limitations of many studies. On the basis of longitudinal questionnaire data from 1,685 sixth-grade students, the authors studied parental help with homework because it is the most common and most controversial type of parental involvement. Distinguishing between the quantity and quality of parental homework involvement, the research shows that completely different conclusions about the effectiveness of parental homework involvement will be reached if its quantity is assessed instead of its quality: How often parents helped with homework was negatively associated with the development of achievement, whereas homework help that was perceived as supportive had positive predictive effects, and homework help perceived as intrusive had negative effects. Moreover, the results show that effect sizes would be overestimated if students' prior achievement and family background were not controlled.

In this article, research conducted in the United States since 1987 on the effects of homework is summarized. Studies are grouped into four research designs. The authors found that all studies, regardless of type, had design flaws. However, both within and across design types, there was generally consistent evidence for a positive influence of homework on achievement. Studies that reported simple homework-achievement correlations revealed evidence that a stronger correlation existed (a) in Grades 7-12 than in K-6 and (b) when students rather than parents reported time on homework. No strong evidence was found for an association between the homework-achievement link and the outcome measure (grades as opposed to standardized tests) or the subject matter (reading as opposed to math). On the basis of these results and others, the authors suggest future research. (DIPF/Orig.).

Even though there is ample evidence that pronunciation plays a crucial role in effective second language (L2) communication, pronunciation training is frequently neglected in L2 classrooms due to time constraints or because instructors do not feel adequately prepared to teach pronunciation. To address this discrepancy, the present study investigates the effectiveness of a novel, homework-based method of pronunciation instruction. Novice German learners' (N = 122) perception and oral production skills on the word and sentence level were assessed at the beginning and the end of the semester. Learners were assigned to 1 of 3 groups: a homework-based pronunciation training group, an in-class training group, and a control group. The results showed that the learners in the homework training group significantly outperformed learners in the control group on some (but not all) measures of phonological perception skills and on comprehensibility measures of productions of individual words. Results further revealed no significant difference between learners who received homework-based or in-class pronunciation training and responses on a debriefing questionnaire showed that learners were equally satisfied with both training modalities. Taken together, these results suggest that homework-based pronunciation training is similarly effective as in-class practice. (Verlag).

Bei der elterlichen Hausaufgabenhilfe handelt es sich um eine der gängigsten Formen wie sich Eltern an der Schullaufbahn ihres Kindes beteiligen. Die bisherige Forschung hat sich allerdings hauptsächlich auf die Wahrnehmung des Kindes bezüglich der elterlichen Hausaufgabenhilfe fokussiert. In der vorliegenden Studie wurde untersucht, ob Eltern und ihre Kinder die elterliche Hausaufgabenhilfe unterschiedlich wahrnehmen. Es wurden Daten von 881 Kindern, ihren Müttern und Vätern im deutschsprachigen Teil Belgiens untersucht. Es wurden geringe bis mittlere Zusammenhänge (r = .23 bis r = .60) zwischen den Wahrnehmungen von Kindern und Eltern gefunden, wobei sich der höchste Zusammenhang für die Quantität der elterlichen Hausaufgabenhilfe finden ließ. Außerdem nahmen sowohl Mütter als auch Väter ihre eigene Hausaufgabenhilfe positiver wahr als ihre Kinder. Weitere Unterschiede wurden für das Geschlecht der Eltern und des Kindes festgestellt. Helping with homework is one of the most typical ways in which parents become involved in their children's schooling. Previous research has mainly focused on the child's perception of parental homework involvement. The present study examined whether parents and their children perceive parental homework involvement differently. We analysed data from 881 children, their mothers, and their fathers in the German-speaking part of Belgium. We found small to moderate associations (r=.23 to r=.60) between child and parent perceptions, the highest association being for the quantity of parental involvement. Moreover, both mothers and fathers perceived their own involvement more positively than did their children. Further differences were found concerning the gender of parent and child.

Many students suffer from motivational problems when doing homework. To investigate whether an intervention that effectively promoted value beliefs in mathematics promoted students' homework motivation and behavior, we analyzed data from a cluster-randomized controlled study with two classroom-based relevance interventions (writing a text or evaluating quotes from interviews) with 82 classrooms and 1,978 ninth-grade students. Students' math-specific homework motivation and behavior were assessed with homework diaries over a period of four weeks after the intervention. Latent growth curve analyses revealed that students in the text condition reported higher triggered interest, but also lower homework completion than students in the control condition in the first week after the intervention. Students in the quotations condition reported higher utility of homework for future life, and higher homework effort directly after the intervention. The study highlights the potential of classroom-based relevance interventions to foster homework-specific outcomes, when considering situational, behavior-related measures. (ZPID).

Despite the long history of homework and homework research, the role that homework plays in enhancing student achievement is, at best, only partly understood. In this review, we give an overview of twentieth-century homework research and discuss the reasons why the relationship between homework and achievement remains unclear. We identify the operationalization of homework and achievement and the problematic handling of hierarchically ordered data as two important factors affecting the validity of many of the studies performed over the last century. We then describe a new generation of homework studies using multilevel modeling to deal with hierarchically nested data. Finally, we argue that homework research should be more closely connected to well-founded psychological theories of learning and instruction, and we offer three potential links (theories of instruction time, self-regulation theory and expectancy-value theory, and teaching behavior).

Der Einfluss der Eltern auf die kindliche Schulleistung und auf die Lernmotivation gilt als unumstritten. Neben Strukturmerkmalen stehen Formen schulischer und häuslicher Elternbeteiligung im Mittelpunkt internationaler Studien. Die Perspektive der Eltern auf ihre Kommunikation mit den Lehrkräften und auf ihre eigene Rolle als Lernunterstützende ist bislang wenig erforscht. Durch die COVID-19-bedingten Schulschließungen ist die Relevanz dieser Aspekte zur Förderung kindlicher Lernprozesse aber besonders deutlich geworden. Die vorliegende Studie untersucht mithilfe eines Online-Surveys die Perspektive von Eltern in Baden-Württemberg (N = 1006). Im Fokus standen ihr Kommunikationsempfinden im Austausch mit den Lehrkräften, ihr Selbstkonzept als Lernunterstützende, ihre Rollenbelastung sowie ihre Unterstützung ihres Kindes bei Schulaufgaben. Eine latente Strukturgleichungsanalyse zeigte signifikante mittelstarke Zusammenhänge zwischen dem elterlichen Kommunikationsempfinden und ihrem Selbstkonzept als Lernunterstützende sowie ihrer Rollenbelastung. Ein kleiner Zusammenhang fand sich mit ihrer Unterstützung bei Schulaufgaben. Der elterliche Bildungsabschluss erwies sich hinsichtlich des Selbstkonzepts als relevant, die Klassenstufe und Noten des Kindes hinsichtlich der elterlichen Unterstützung. Die Notwendigkeit gelingender Kommunikationsprozesse mit Lehrkräften für die Unterstützung der Eltern wird diskutiert. (DIPF/Orig.). Many studies have examined the influence of parents on children's learning development and academic achievement, considering parental involvement at home and at school alongside with structural characteristics. Communication with teachers is a key element of cooperation and could be particularly relevant during school closures due to the COVID-19 pandemic. How parents perceive the communication with teachers and how they experience their role as learning assistants is still understudied. Against this background, the present study investigated how parents from the German state of Baden-Württemberg (N = 1006) perceived the communication with teachers during the first school closure as well as their own self-concept as learning assistants, their role strain, and their support of their child with schoolwork. Data were collected via an online survey. Results from a latent structural equation model showed significant relations between perceived communication and their self-concept as learning assistants on the one hand and their role strain on the other hand. A smaller, but also significant relation was found for parents' reported support of their child with schoolwork. Parental educational background (for self-concept) and children's grades (for support) turned out to be important control variables. The paper closes with a discussion of the need for successful communication with teachers to support parents, both in distance learning and beyond. (DIPF/Orig.).

Ob lebensweltbezogene Aufgaben routiniert abgearbeitet werden oder den Risiken der Entgrenzung erliegen, entscheidet sich auch über Praktiken der Wissensorganisation im Unterrichtsgespräch. In zwei kontrastierenden ethnografischen Protokollen aus einem laufenden Projekt wird die Konstruktion von Wissen in der Besprechung von Aufgaben mit Lebensweltbezug untersucht. Es wird rekonstruiert, dass der wechselseitige Bezug auf private Details und deren Kommentierung von Lehrpersonen und Peergroup nicht nur fachlich relevantes Wissen erzeugen und dabei die Leistung der einzelnen Schüler*innen markieren, sondern über die privaten Details auch der soziale Status und Gruppenzugehörigkeiten der Schüler*innen innerhalb der Klasse festgeschrieben werden. Diese unterschiedlichen Praktiken werden unter der Bezugnahme auf eine Theoretisierung von Unterricht als öffentliches Geschehen und dem daraus für die Schüler*innen entstehenden Erfordernis der Distanzierung herausgearbeitet. (DIPF/Orig.). Whether private life related tasks are routinely processed or whether they succumb to the risks of blurred boundaries, is also decided by practices of knowledge organisation in the classroom discussion. In the present article two contrasting ethnographic protocols from an ongoing project are examined on the construction of knowledge in the discussion of tasks relating to private life. It is analysed that the reciprocal reference and the commentary of private details by teachers and peergroup not only generate subject-relevant knowledge and thereby mark the performance of the individual pupils, but that through the private details the social status and group affiliations of the pupils within the class are also established. These different practices are identified with reference to the theorisation of school lessons as a public event and the resulting need for pupils to distance themselves from it. (DIPF/Orig.).