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This study investigated differences in teachers’ and parents’ perceptions about homework and their correlations with children’s achievement in Grade 4 – the end grade for primary school in Lithuania. Data were collected at the end of Grade 4 (February–March 2024). Teachers (n = 39) answered online questionnaires on homework frequency and expected homework time; parents (n = 525) completed paper questionnaires about homework frequency, time, and help. Children (n = 576) completed tests measuring literacy and math skills, and school administrations provided children’s Grade 4 grades and results from national standardized testing. Most parents and teachers reported that homework was assigned daily. Teachers reported that children should spend around one hour daily on homework; parents reported children spending on average one hour and ten minutes daily on homework and a great variation in the amount of weekly homework help children received. Compared to teachers, parents reported more frequent homework and more homework time. Only parental reports of time spent and help received for homework significantly correlated to children’s academic performance measures, albeit negatively. Overall, parents and teachers perceived homework time differently. Additionally, the less well Grade 4 students did academically, the more time they spent on homework, and the more help they required from family.

The major objectives of our study were (a) to identify student profiles according to five homework characteristics (homework time, frequency, quality, interest, and favorability) and (b) to examine their relationship with three critical variables in the homework process—homework effort, completion, and math achievement. Latent profile analysis (LPA) was used to examine a data set with 3018 8th graders in China. Based on these characteristics, five distinct profiles were identified: Profile 1 ( Low ), Profile 2 ( Moderate Time/High With Others ), Profile 3 ( Low Frequency/Moderate With Others ), Profile 4 ( Moderate Time/High Frequency/Low With Others ), and Profile 5 ( High Time and Frequency/Moderate With Others ) . Parent education was positively associated with the two healthiest profiles (Profile 2 and Profile 5). Finally, profile membership was a significant predictor of homework effort, completion, and math achievement. Specifically, our study suggests that students can work about 30 min on math homework and achieve the same results, if they work often, with high quality, fueled by interest and favorability (compared with students who spend about 110 min on math homework). Taken together, our study provided novel insights into the combination of homework characteristics that could have significant implications for homework practice and research.

This study investigated differences in teachers’ and parents’ perceptions about homework and their correlations with children’s achievement in Grade 4 – the end grade for primary school in Lithuania. Data were collected at the end of Grade 4 (February–March 2024). Teachers (n = 39) answered online questionnaires on homework frequency and expected homework time; parents (n = 525) completed paper questionnaires about homework frequency, time, and help. Children (n = 576) completed tests measuring literacy and math skills, and school administrations provided children’s Grade 4 grades and results from national standardized testing. Most parents and teachers reported that homework was assigned daily. Teachers reported that children should spend around one hour daily on homework; parents reported children spending on average one hour and ten minutes daily on homework and a great variation in the amount of weekly homework help children received. Compared to teachers, parents reported more frequent homework and more homework time. Only parental reports of time spent and help received for homework significantly correlated to children’s academic performance measures, albeit negatively. Overall, parents and teachers perceived homework time differently. Additionally, the less well Grade 4 students did academically, the more time they spent on homework, and the more help they required from family.

本研究旨在了解臺灣學生家庭作業時間和家庭作業頻率與學習成就之間的關係。為達研究目的，本研究以階層線性模式分析2007年「國際數學與科學教育成就趨勢調查」四年級學生與八年級學生資料。研究發現：一、四年級學生的學生層次數學（科學）家庭作業時間對數學（科學）學習成就有顯著負向的影響效果。二、四年級學生的班級層次數學（科學）家庭作業頻率對數學（科學）學習成就沒有顯著的影響效果。三、八年級學生的學生層次數學（科學）家庭作業時間對數學（科學）學習成就有顯著正向的影響效果。四、八年級學生的班級層次數學（科學）家庭作業頻率對數學（科學）學習成就有顯著正向的影響效果。根據研究發現，本研究提出教師分派四年級學生的數學（科學）家庭作業，宜優先提高家庭作業頻率，而非增加家庭作業份量；以及教師分派八年級學生的數學（科學）家庭作業，份量可以酌情增加，頻率也可以酌情提高的建議

Grandparents play a vital role in providing childcare to families. Qualitative research and evidence from parents raise concerns that it is grandparents who are socio-economically disadvantaged who provide grandchild care more regularly, perform more intensive tasks, and care out of financial necessity. However, no European studies have investigated these issues at population level. This study is based on grandparents aged 50+ who looked after grandchildren. Data are from wave 8 of the nationally representative English Longitudinal Study of Ageing (2016/2017). We exploit newly collected information on frequency of grandchild care, activities, and reasons for care. Using multinomial regressions, we first examined the extent to which grandparents’ socio-economic characteristics (wealth and education) are associated with frequency of grandchild care. Second, using logistic regressions, we investigated whether wealth and education are associated with activities and reasons for grandchild care. Overall, grandparents from disadvantaged socio-economic backgrounds were more likely to provide more regular childcare. Similarly, grandparents in the lowest wealth quartile were more involved in hands-on activities (cooking, taking/collecting grandchildren to/from school), whereas highly educated grandparents were more likely to help grandchildren with homework. Finally, better-off grandparents were more likely to look after grandchildren to help parents and provide emotional support and less likely to report difficulty in refusing to provide care. Our findings show that grandparental childcare varies by socio-economic status with more intensive childcare activities falling disproportionately on those with fewer resources, and this may act to exacerbate existing socio-economic inequalities in later life.

The Federal Communications Commission (FCC) is responsible for regulation in the communications marketplace and for management of the nation’s non-federal radio spectrum. During the past year, FCC economists continued to work on auctions so as to repurpose mid-band spectrum for advanced wireless services – including 5G – as well as initiatives to close the connectivity gap and make broadband more affordable. FCC economists also evaluated the likely competitive effects of Verizon’s proposed acquisition of prepaid competitor TracFone Wireless. Finally, FCC economists helped in setting up the novel Broadband Data Collection.

The dairy farm and on-farm production processes are the subject of numerous evaluations. These are not only evaluations of the economic efficiency of milk production. Opinions expressed by various social groups are also an important contribution to improving the approach to milk production on the farm. As a result of such opinions, a vision of an ideal dairy farm may be formed. The aim of the study was to develop the thematic area of an ideal dairy farm in the opinion of two groups of students who were learning remotely (in the distance learning system) due to the Covid-19 pandemic. The first group consisted of six Erasmus+ students. The second group consisted of 70 full-time Polish students. As part of their homework, the students answered three questions about the ideal dairy farm. Students had 4 weeks to do their homework. Erasmus+ students’ homework was used to propose a ranking method for assessing the answers to three questions by the students themselves. Homework of Polish students was used to analyze the frequency of using certain keywords. Polish students, in their homework on the ideal dairy farm, mainly used the basic concepts related to dairy production. Unfortunately, a very small number of students used terms that represent a responsible approach to dairy production, including ethical aspects, freedom, sustainability, animal pain, antibiotics, and organic milk production. In conclusion, it was indicated that the curriculum should be structured in such a way as to raise students’ awareness of dairy production and its current challenges.

Background Depression is among the leading causes of disability worldwide. Not all people with depression respond adequately to standard treatments. An innovative therapy that has shown promising results in controlled trials is music therapy. Based on a previous trial that suggested beneficial effects of integrative improvisational music therapy (IIMT) on short and medium-term depression symptoms as well as anxiety and functioning, this trial aims to determine potential mechanisms of and improvements in its effects by examining specific variations of IIMT. Methods/design A 2 × 2 factorial randomised controlled trial will be carried out at a single centre in Finland involving 68 adults with a diagnosis of depression (F32 or F33 in International Statistical Classification of Diseases and Related Health Problems 10th revision). All participants will receive 6 weeks of bi-weekly IIMT, where they are invited to improvise music and reflect on those improvisations with a music therapist in a one-to-one setting. Potential enhancements to IIMT will include: home-based listening to recorded improvisations (LH) from IIMT sessions to facilitate integration of therapeutic processing into daily life; and resonance frequency breathing (RFB), a breathing exercise at the beginning of each session to facilitate emotional expression and processing. Participants will be randomised in a 1:1:1:1 ratio into each combination (IIMT alone or with one or both enhancements). The primary outcome is depressive symptoms measured by the Montgomery–Åsberg Depression Rating Scale (MADRS) at 6 weeks. Secondary outcomes are depressive symptoms at 6 months; anxiety, quality of life, and functioning at 6 weeks and 6 months; and adverse events. Secondary underlying mechanisms/process variables are self-rated momentary depression level before every IIMT session; and homework compliance in IIMT + LH. Statistical analyses involve an intention-to-treat approach, using a linear mixed-effects model examining the main effects (LH vs no LH; RFB vs no RFB) and interaction effects (LH × RFB). Discussion This trial will contribute to understanding the mechanisms of IIMT and may further enhance the effectiveness of an intervention that was previously shown to be superior to standard care alone for adults with depression. Trial registration ISRCTN11618310 . Registered on 26 January 2018.

Educators are emphasizing the need for developing students through arts and literature. Our case illustration demonstrates that business students are motivated to develop their personality through cultural artifacts and different theories. The article has two purposes: the first is to present management education, which emphasizes the importance of valuing culture and students’ implicit management theories, while the second is to suggest recommendations for integrating cultural content into management education, which we present through the managerial challenge of preserving Australian Slovenian cultural homes. The article presents a qualitative study on management perception of 106 business students who are embedded in contemporary culture and innovative cultural management education practices at the University of Ljubljana. The possibility and benefits of converting the complete curriculum of cultural management education emerge from this research. We hope that this article will enlighten educators and researchers to conduct further studies on cultural management education and multiple intelligences development.

This experiment tested gains in spoken fluency and ability to complete a dictation listening task accurately among 33 Japanese L1 English language users. Both a control group (N = 17) and an experimental group (N = 16) studied Anki vocabulary cards each week for 10 weeks and described three picture stories that contained the vocabulary words every week. Both groups studied 10 common bigrams (such as take advantage) each week while the experimental group additionally studied sets of 10 reduced trigrams (how do you) and did narrow listening homework each week. The results for spoken storytelling fluency found a large advantage for the experimental group while fluency for the free speaking task showed a medium advantage for the experimental group that was not statistically significant. For the listening dictation task, both groups reduced their errors from pretest to posttest but neither group was statistically different from each other.