메뉴 건너뛰기




Volumn 38, Issue 3, 2001, Pages 691-725

Primary Strategies for Promoting Homework Performance

Author keywords

[No Author keywords available]

Indexed keywords


EID: 0035604287     PISSN: 00028312     EISSN: None     Source Type: Journal    
DOI: 10.3102/00028312038003691     Document Type: Article
Times cited : (19)

References (49)
  • 2
    • 21844482080 scopus 로고
    • Superimposing a situation-specific and domain-specific perspective on an account of self-regulated learning
    • Alexander, P. (1995). Superimposing a situation-specific and domain-specific perspective on an account of self-regulated learning. Educational Psychologist, 30(4), 189-193.
    • (1995) Educational Psychologist , vol.30 , Issue.4 , pp. 189-193
    • Alexander, P.1
  • 4
    • 0031161593 scopus 로고    scopus 로고
    • Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students
    • Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Instruction and Learning, 7(2), 161-186.
    • (1997) Instruction and Learning , vol.7 , Issue.2 , pp. 161-186
    • Boekaerts, M.1
  • 5
    • 43949150689 scopus 로고
    • Eliciting self-explanations improves understanding
    • Chi, H. T. M., Leeuw, N., Chiu, M. H., & Lavancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477.
    • (1994) Cognitive Science , vol.18 , pp. 439-477
    • Chi, H.T.M.1    Leeuw, N.2    Chiu, M.H.3    Lavancher, C.4
  • 6
    • 0004211640 scopus 로고
    • White Plains, NY: Longman
    • Cooper, H. M. (1989a). Homework. White Plains, NY: Longman.
    • (1989) Homework
    • Cooper, H.M.1
  • 7
    • 0003102174 scopus 로고
    • Synthesis of research on homework
    • Cooper, H. M. (1989b). Synthesis of research on homework. Educational Leadership, 49(3), 85-91.
    • (1989) Educational Leadership , vol.49 , Issue.3 , pp. 85-91
    • Cooper, H.M.1
  • 10
    • 0032364975 scopus 로고    scopus 로고
    • Relationships among attitudes about homework, amount of homework assigned and completed, and student achievement
    • Cooper, H. M., Lindsay, J. J., Nye, B., & Greathouse, S. (1998). Relationships among attitudes about homework, amount of homework assigned and completed, and student achievement. Journal of Educational Psychology, 90, 70-83.
    • (1998) Journal of Educational Psychology , vol.90 , pp. 70-83
    • Cooper, H.M.1    Lindsay, J.J.2    Nye, B.3    Greathouse, S.4
  • 11
    • 21844481233 scopus 로고
    • Comments on Winne: Analytic and systemic research are both needed
    • Corno, L. (1995). Comments on Winne: Analytic and systemic research are both needed. Educational Psychologist, 30(4), 201-206.
    • (1995) Educational Psychologist , vol.30 , Issue.4 , pp. 201-206
    • Corno, L.1
  • 12
    • 0348009696 scopus 로고    scopus 로고
    • April. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
    • Corno, L., & Xu, J. (1998, April). Homework and personal responsibility. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
    • (1998) Homework and Personal Responsibility
    • Corno, L.1    Xu, J.2
  • 13
    • 0000515446 scopus 로고
    • Classroom intellectual composition and academic achievement
    • Dar, Y., & Resh, N. (1986). Classroom intellectual composition and academic achievement. American Educational Research Journal, 23(3), 357-374.
    • (1986) American Educational Research Journal , vol.23 , Issue.3 , pp. 357-374
    • Dar, Y.1    Resh, N.2
  • 18
    • 38249015104 scopus 로고
    • The heterogeneous class: A solution or just another problem?
    • Eilam, B., & Finegold, M. (1992). The heterogeneous class: A solution or just another problem? Studies in Educational Evaluation, 18, 165-178.
    • (1992) Studies in Educational Evaluation , vol.18 , pp. 165-178
    • Eilam, B.1    Finegold, M.2
  • 19
  • 20
    • 84973200829 scopus 로고
    • Student, teacher, and observer perceptions of the classroom environment before and after the transition to junior high school
    • Feld Laufer, H., Midgley, C., & Eccles, S. J. (1988). Student, teacher, and observer perceptions of the classroom environment before and after the transition to junior high school. Journal of Early Adolescence, 8, 133-156.
    • (1988) Journal of Early Adolescence , vol.8 , pp. 133-156
    • Feld Laufer, H.1    Midgley, C.2    Eccles, S.J.3
  • 21
    • 0010962771 scopus 로고
    • Homework in the elementary school: Limitations and hazards
    • Fleisher, G., & Ohel, S. (1974). Homework in the elementary school: Limitations and hazards. Studies in Education. 2, 159-166.
    • (1974) Studies in Education , vol.2 , pp. 159-166
    • Fleisher, G.1    Ohel, S.2
  • 22
    • 0000123994 scopus 로고
    • Does homework help? A review of research
    • Goldstein, A. (1960). Does homework help? A review of research. The Elementary School Journal, 60, 212-224.
    • (1960) The Elementary School Journal , vol.60 , pp. 212-224
    • Goldstein, A.1
  • 23
    • 0003087427 scopus 로고
    • (Occasional Paper No. 77). East Lansing, Michigan: Michigan State University, Institute for Research in Teaching
    • Good, L. T., & Brophy, E. J. (1985). School effects (Occasional Paper No. 77). East Lansing, Michigan: Michigan State University, Institute for Research in Teaching.
    • (1985) School Effects
    • Good, L.T.1    Brophy, E.J.2
  • 24
    • 0001909837 scopus 로고    scopus 로고
    • Definitions and empirical foundations
    • D. J. Hacker, J. Dunlosky, & C. A. Graeser (Eds.), Mahwah, NJ: Erlbaum
    • Hacker, J. D. (1998). Definitions and empirical foundations. In D. J. Hacker, J. Dunlosky, & C. A. Graeser (Eds.), Metacognition in educational theory and practice (pp. 1-23). Mahwah, NJ: Erlbaum.
    • (1998) Metacognition in Educational Theory and Practice , pp. 1-23
    • Hacker, J.D.1
  • 25
    • 0030509561 scopus 로고    scopus 로고
    • Effects of learning skills interventions on student learning: A meta-analysis
    • Hattie, J., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66(2), 99-136.
    • (1996) Review of Educational Research , vol.66 , Issue.2 , pp. 99-136
    • Hattie, J.1    Biggs, J.2    Purdie, N.3
  • 27
    • 0010197332 scopus 로고    scopus 로고
    • Facilitating successful prediction problem solving in biology through application of skill theory
    • Hurst, R.W., &; Milkent, M. M. (1996). Facilitating successful prediction problem solving in biology through application of skill theory. Journal of Research in Science Teaching, 33(5), 541-552.
    • (1996) Journal of Research in Science Teaching , vol.33 , Issue.5 , pp. 541-552
    • Hurst, R.W.1    Milkent, M.M.2
  • 28
    • 0346118283 scopus 로고
    • In search of homework that's fun
    • Junger, W., & Reinert, G. B. (1989). In search of homework that's fun. Education, 38, 84-97.
    • (1989) Education , vol.38 , pp. 84-97
    • Junger, W.1    Reinert, G.B.2
  • 30
    • 0345927025 scopus 로고
    • Some thoughts on the foundation of reflective education
    • Baron & R. Sternberg (Eds.), New York: W. H. Freeman
    • Lipman, M. (1987). Some thoughts on the foundation of reflective education. In J. Baron & R. Sternberg (Eds.), Teaching thinking skills: Theory and practice (pp. 151-161). New York: W. H. Freeman.
    • (1987) Teaching Thinking Skills: Theory and Practice , pp. 151-161
    • Lipman, M.1
  • 31
    • 0000659894 scopus 로고
    • The impact of learning journals on metacognitive and cognitive processes and learning performance
    • McCrindle, R. A., & Christensen, A. C. (1995). The impact of learning journals on metacognitive and cognitive processes and learning performance. Learning and Instruction, 5, 167-185.
    • (1995) Learning and Instruction , vol.5 , pp. 167-185
    • McCrindle, R.A.1    Christensen, A.C.2
  • 34
    • 0347379234 scopus 로고
    • Teachers' use of homework in high schools
    • Murphy, J., & Decker, K. (1989). Teachers' use of homework in high schools. Journal of Educational Research, 82(5), 261-269.
    • (1989) Journal of Educational Research , vol.82 , Issue.5 , pp. 261-269
    • Murphy, J.1    Decker, K.2
  • 36
    • 23544479005 scopus 로고
    • Homework: The old headache
    • Ortar, G. (1991). Homework: The old headache. Studies in Education, 55/56, 107-118.
    • (1991) Studies in Education , vol.55-56 , pp. 107-118
    • Ortar, G.1
  • 37
    • 84963428932 scopus 로고
    • Reciprocal teaching of comprehension fostering and monitoring activities
    • Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension fostering and monitoring activities. Cognition and Instruction, 1(2), 117-175.
    • (1984) Cognition and Instruction , vol.1 , Issue.2 , pp. 117-175
    • Palincsar, A.S.1    Brown, A.L.2
  • 38
    • 84935763108 scopus 로고
    • The effects of homework on learning: A quantitative synthesis
    • Paschal, R., Weinstein, T., & Walberg, H. (1984). The effects of homework on learning: A quantitative synthesis. Journal of Educational Research, 78(2), 97-104.
    • (1984) Journal of Educational Research , vol.78 , Issue.2 , pp. 97-104
    • Paschal, R.1    Weinstein, T.2    Walberg, H.3
  • 39
    • 0011415584 scopus 로고
    • Thinking frames: An integrative perspective on teaching cognitive skills
    • J. B. Baron, & R. J. Sternberg (Eds.), New York: W. H. Freeman
    • Perkins, D. N. (1987). Thinking frames: An integrative perspective on teaching cognitive skills. In J. B. Baron, & R. J. Sternberg (Eds.), Teaching thinking skills: Theory and practice (pp. 41-61). New York: W. H. Freeman.
    • (1987) Teaching Thinking Skills: Theory and Practice , pp. 41-61
    • Perkins, D.N.1
  • 40
    • 84965395537 scopus 로고
    • Are cognitive skills context-bound?
    • Perkins, D. N., & Salomon, G. (1989). Are cognitive skills context-bound? Educational Researcher, 18(2), 16-25.
    • (1989) Educational Researcher , vol.18 , Issue.2 , pp. 16-25
    • Perkins, D.N.1    Salomon, G.2
  • 41
    • 0007038783 scopus 로고    scopus 로고
    • Inductive reasoning and problem solving: The early grades
    • G. D. Phye (Ed.), San Diego: Academic Press
    • Phye, G. D. (1997). Inductive reasoning and problem solving: The early grades. In G. D. Phye (Ed.), Handhook of academic learning: Construction of knowledge (pp. 451-471). San Diego: Academic Press.
    • (1997) Handhook of Academic Learning: Construction of Knowledge , pp. 451-471
    • Phye, G.D.1
  • 44
    • 85068071049 scopus 로고
    • What's all the fuss about metacognition?
    • A. H. Schoenfeld (Ed.), Hillsdale, NJ: Erlbaum
    • Schoenfeld, H. A. (1987). What's all the fuss about metacognition? In A. H. Schoenfeld (Ed.), Cognitive science and mathematics education (pp. 189-215). Hillsdale, NJ: Erlbaum.
    • (1987) Cognitive Science and Mathematics Education , pp. 189-215
    • Schoenfeld, H.A.1
  • 45
    • 84981982515 scopus 로고
    • A preparatory program for passage into the ethnically integrated school: Impact on school climate and social relations
    • Schwarzwald, J., Hofman, M., & Rotem, T. (1988). A preparatory program for passage into the ethnically integrated school: Impact on school climate and social relations. British Journal of Educational Psychology, 58, 55-68.
    • (1988) British Journal of Educational Psychology , vol.58 , pp. 55-68
    • Schwarzwald, J.1    Hofman, M.2    Rotem, T.3
  • 46
    • 81755188276 scopus 로고
    • Self-regulation is ubiquitous but its forms vary with knowledge
    • Winne, P. (1995). Self-regulation is ubiquitous but its forms vary with knowledge. Educational Psychologist, 30(4), 223-228.
    • (1995) Educational Psychologist , vol.30 , Issue.4 , pp. 223-228
    • Winne, P.1
  • 47
    • 0032349481 scopus 로고    scopus 로고
    • Case studies of families doing third-grade homework
    • Xu, J., & Corno, L. (1998). Case studies of families doing third-grade homework. Teachers College Record, 100(2), 402-436.
    • (1998) Teachers College Record , vol.100 , Issue.2 , pp. 402-436
    • Xu, J.1    Corno, L.2
  • 49
    • 0002204168 scopus 로고
    • Students' differences in self-regulated learning: Relating grades, sex, and giftedness to self-efficacy and strategy use
    • Zimmerman, B. J., & Martinez-Pons, M. (1990). Students' differences in self-regulated learning: Relating grades, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51-59.
    • (1990) Journal of Educational Psychology , vol.82 , pp. 51-59
    • Zimmerman, B.J.1    Martinez-Pons, M.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.