Looking at homework differently

Elementary School Journal

Volumn 100, Issue 5, 2000, Pages 528-548

  Corno, Lyn ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0001730764     PISSN: 00135984     EISSN: None     Source Type: Journal    
DOI: 10.1086/499654     Document Type: Article

References (65)

1. Au, K. (1980). Participation structures in a reading lesson with Hawaiian children. Anthropology and Education Quarterly, 11, 91-115.
2. Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-148.
3. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
4. Bell, M., Balfanz, R., Carroll, W., Hartfield, R., McBride, J., & Saecker, P. (1999). Everyday mathematics: Study links. Chicago: Everyday Learning.
5. Boekaerts, M. (1993). Being concerned with well-being and with learning. Educational Psychologist, 28, 149-167.
6. Brown, A. (1997). Transforming schools into communities of thinking and learning about serious matters. American Psychologist, 54, 399-413.
7. Butler, D. L. (1999, April). Identifying and remediating students' inefficient approaches to tasks. Paper presented at the annual meeting of the American Educational Research Association, Montreal.
8. Calkins, L. M. (1994). The art of teaching writing (2d ed.). Portsmouth, NH: Heinemann.
9. Clark, C. T., & Moss, P. A. (1996). Researching with: Ethical and epistemological implications of doing collaborative, change-oriented research with teachers and students. Teachers College Record, 97, 518-548.
10. Cooper, H. (1989). Homework. New York: Longman.
11. Corno, L. (1980). Individual and class level effects of parent-assisted instruction in classroom memory support strategies. Journal of Educational Psychology, 72, 278-292.
12. Corno, L. (1993). The best-laid plans: Modern conceptions of volition and educational research. Educational Researcher, 22(2), 14-22.
13. Corno, L. (1994). Student volition and education: Outcomes, influences, and practices. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 229-251). Hillsdale, NJ: Erlbaum.
14. Corno, L. (1996). Homework is a complicated thing. Educational Researcher, 25(8), 27-30.
15. Corno, L., Collins, K. M., & Capper, J. (1982). Where there's a way there's a will: Self-regulating the low achieving student. ERIC Document Reproduction Service No. ED 222 499 (TM 820 465)
16. Corno, L., Mitman, A., & Hedges, L. (1981). The influence of direct instruction on student self-appraisals: A hierarchical analysis of treatment and aptitude-treatment interaction effects. American Educational Research Journal, 18, 39-61.
17. Corno, L., & Randi, J. (1999). A design theory for classroom instruction in self-regulated learning? In C. M. Reigeluth (Ed.), Instructional-design theory and models: A new paradigm of instructional theory (Vol. 2, pp. 293-317). Mahwah, NJ: Erlbaum.
18. Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Francisco: Jossey-Bass.
19. Doyle, W. (1983). Academic work. Review of Educational Research, 53, 159-199.
20. Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
21. Eisenberger, R. (1992). Learned industriousness. Psychological Review, 99, 248-267.
22. Elawar, M. C, & Corno, L. (1985). A factorial experiment in teachers' written feedback on student homework: Changing teacher behavior a little rather than a lot. Journal of Educational Psychology, 77, 162-173.
23. Entwistle, N.J. (1987). Understanding classroom learning. London: Hodder & Stoughton.
24. Epstein, J. (1989). Family structures and student motivation: A developmental perspective. In C. Ames & R. Ames (Eds.), Research on motivation in education: Vol 3. Goals and cognitions (pp. 259-295). San Diego, CA: Academic Press.
25. Good, T. (Ed.). (1999). Non-subject-matter outcomes of schooling (Special issue). Elementary School Journal, 99(5), 383-528.
26. Greeno, J. G., Collins, A. M., & Resnick, L. (1996). Cognition and learning. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 15-46). New York: Macmillan.
27. Harp, S. F., & Mayer, R. E. (1998). How seductive details do their damage: A theory of cognitive interest in science learning. Journal of Educational Psychology, 90, 414-434.
28. Hart, J. (1999, September 27). Changing lessons after school: More work, less play urged for city centers. Boston Globe, pp. B1, B5.
29. Hartshorne, H., & May, M. A. (1928). Studies of the nature of character: 2, Studies in deceit. New York: Macmillan.
30. Harvey, P. C. (1982). Variations on direct instruction in one third-grade classroom. Unpublished doctoral dissertation, Stanford University, Stanford, CA.
31. Hill, C. (1994). Testing and assessment: An applied linguistic perspective. Educational Assessment, 2(3), 179-212.
32. Hoover-Dempsey, K. V., & Sandier, H. M. (1995). Parental involvement in children's education: Why does it make a difference? Teachers College Record, 97, 310-331.
33. Horowitz, M. J. (1976). Stress response syndromes. New York: Aronson.
34. Klavan, E. (1992). Taming the homework monster. New York: Poseidon.
35. Klinger, E. (1996). Emotional influences on cognitive processing, with implications for theories of both. In P. M. Gollwitzer & J. A. Bargh (Eds.), The psychology of action: Linking cognition and motivation to behavior (pp. 168-192). New York: Guilford.
36. Kuhl, J. (1985). Volitional mediators of cognition-behavior consistency: Self-regulatory processes and action versus state orientation. In J. Kuhl & J. Beckmann (Eds.), Action control: From cognition to behavior. West Berlin: Springer-Verlag.
37. Kuhl, J., & Kraska, K. (1989). Self-regulation and metamotivation: Computational mechanisms, development, and assessment. In R. Kanfer, P. L. Ackerman, & R. Cudeck (Eds.), Abilities, motivation, and methodology: The Minnesota symposium on individual differences (pp. 343-374). Hillsdale, NJ: Erlbaum.
38. Lakein, A. (1973). How to get control of your time and your life. New York: Signet.
39. Leone, C. M., & Richards, M. H. (1989). Classwork and homework in early adolescence: The ecology of achievement. Journal of Youth and Adolescence, 18(6), 531-548.
40. Lubow, A. (1999, August 15). An author of a certain age. New York Times Magazine, pp. 30-33.
41. McCaslin, M., & Good, T. (1996). Listening in classrooms. New York: Harper Collins.
42. McCaslin, M., & Murdock, T. (1991). The emergent interaction of home and school in the development of students' adaptive learning. In M. Maehr & P. Pintrich (Eds.), Advances in motivation and achievement (Vol. 7, pp. 213-259). Greenwich, CT: JAI.
43. McDermott, R., Goldman, S., & Varenne, H. (1984). When school goes home: Some problems in the organization of homework. Teachers College Record, 85(3), 391-409.
44. McLaughlin, M. W., Irby, M. A., & Langman, J. (1994). Urban sanctuaries. San Francisco: Jossey-Bass.
45. Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31, 132-141.
46. Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring strategies. Cognition and Instruction, 1, 117-175.
47. Perkins, D. (1993). Teaching for understanding. American Educator, 17(8), 28-35.
48. Raphel, A. (1998, November). Homework in the intermediate classroom: Research and ideas. Paper presented at the meeting of the California Math Council Southern Section, Palm Springs, CA.
49. Ratnesar, R. (1999, January 25). The homework are my family. Time, pp. 54-63.
50. Schacter, S., & Singer, J. E. (1962). Cognitive, social, and physiological determinants of emotional state. Psychological Review, 69, 379-399.
51. Schneider, B., & Stephenson, D. (1999). The ambitious generation: America's teenagers motivated but directionless. New Haven, CT: Yale University Press.
52. Snow, R. E. (1996). Aptitude development and education. Psychology, Public Policy, and Law, 2, 536-560.
53. Stanford Aptitude Seminar, (forthcoming). Remaking the concept of aptitude: Extending the legacy of Richard E. Snow. Mahwah, NJ: Erlbaum.
54. Tovey, R. (1997, November-December). Rethinking homework. Harvard Education Letter, 13, 6-8.
55. Urdan, T., Midgley, C., & Anderman, E. M. (1998). The role of classroom goal structure in students' use of self-handicapping strategies. American Educational Research Journal, 35, 101-122.
56. Vigue, D. I. (1999, September 24). Building bridges: Knowing teen culture gives teachers opportunity. Boston Globe, pp. A1, A18.
57. Warton, P. W., & Goodnow, J. J. (1991). The nature of responsibility: Children's understanding of "Your Job." Child Development, 62, 156-165.
58. Winne, P. H. (1995). Inherent details in self-regulated learning. Educational Psychologist, 30, 173-187.
59. Wolters, C. A. (1998). Self-regulated learning and college students' regulation of motivation. Journal of Educational Psychology, 90, 224-235.
60. Xu, J. (1994). Doing homework: A study of possibilities. Unpublished doctoral dissertation, Teachers College, Columbia University, New York.
61. Xu, J., & Corno, L. (1998). Case studies of families doing third-grade homework. Teachers College Record, 100, 402-436.
62. Zernike, K. (1999, September 20). Alumni carry on a "painful" legacy. Boston Globe, pp. A1, A14.
63. Zimmerman, B. J. (1998). Academic studying and the development of personal skill: A self-regulatory perspective. Educational Psychologist, 33, 73-86.
64. Zimmerman, B. J., &Schunk, D. H. (1989). Self-regulated learning and academic achievement: Theory, research, and practice. New York: Springer-Verlag.
65. Zuckerman, G. (1994). A pilot study of a ten-day course in cooperative learning for beginning Russian first graders. Elementary School Journal, 94, 405-420.