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dc.contributor Brock, Stephen E. en_US
dc.contributor.advisor Holland, Melissa L. en_US
dc.contributor.author Hernandez, Melissa
dc.contributor.author Morales, Victoria
dc.date.accessioned 2020-06-23T20:02:50Z
dc.date.available 2020-06-23T20:02:50Z
dc.date.issued 2020-06-23
dc.date.submitted 2020-04-30
dc.identifier.uri http://hdl.handle.net/10211.3/216812
dc.description Thesis (Ed.S., School Psychology)--California State University, Sacramento, 2020. en_US
dc.description.abstract Homework is commonly perceived as a valued and normalized educational practice. Many parents and educators expect daily assigned homework, while neglecting to question its effectiveness or acknowledge the stress and inequity that it may cause (Kohn, 2006). Over the last several decades, there has been an increase in the intense scholastic demands placed on students, with amplified emphasis on achieving excellent grades, performing well on standardized tests, and assigning students larger amounts of homework (Kohn, 2006). Despite research suggesting there is no correlation between homework and achievement for the elementary population, there is a dearth of research on the social-emotional impact on elementary-aged students (Cooper, 2006). Even fewer studies take into account the perspectives of homework’s effects on the social and emotional health of diverse student populations. Given the rising numbers of students of nondominant language and backgrounds attending American schools, a question that merits deliberation is how nondominant families are impacted by homework. Consequently, further examination of this issue is vital as a result of the present lack of research. The present research study investigated parent, teacher, and student perspectives regarding homework and students’ social-emotional health, with the emphasis of understanding the perspectives of nondominant families. The perceived purposes of homework and the beliefs surrounding the ideal amount of time students should spend on homework were also investigated. The participants in this study were students in grades 4-6 (n = 112), their parents (n = 107), and their teachers (n = 6). Preliminary research data suggests that (a) the impact of homework on students’ social-emotional health is inconsistent across raters, as parents generally perceive a more positive impact relative to teachers and students; and students reported more positive feeling when completing homework at school versus home; (b) the perceptions of monolingual English-speaking parents and non-English-speaking or bilingual parents on the purposes of homework are mixed, as the latter group perceive homework more positively than their counterparts; and (c) there are similarities in the perceptions of the actual and ideal amounts of assigned homework amongst monolingual English-speaking parents and non-English-speaking or bilingual parents, with the exception of homework on weekends. Limitations, implications for future research, and a sample of recommendations for educators and families surrounding homework assistance and for promoting social-emotional health are discussed. en_US
dc.description.sponsorship Graduate and Professional Studies in Education en_US
dc.language.iso en_US en_US
dc.subject Non-English en_US
dc.subject Homework and social-emotional impact en_US
dc.subject Nondominant en_US
dc.subject Parent perceptions of homework en_US
dc.title Homework implications across diverse student populations en_US
dc.type Thesis en_US


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