Homework and continued learning at home: How should parents be involved?

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dc.contributor.authorGledhill, Aimee
dc.date.accessioned2015-11-30T20:54:46Z
dc.date.available2015-11-30T20:54:46Z
dc.date.issued2015
dc.description.abstractLiterature surrounding parental involvement and homework is controversial. This literature review considers how parents should be involved in homework, and reflects on initiatives implemented to support parental involvement. It is mostly agreed that parental involvement is more beneficial through a supporting role, as opposed to actively ‘helping’. Furthermore, this involvement is more beneficial to achievement when conducted in the home, as opposed to in the schooling environment. Initiatives such as Learning Platforms and various forms of school-organised parental involvement programs are found to be successful in building partnerships, but often do not allow complete input from parents. Future research suggestions focus on considering the results across ethnicities within the New Zealand contexten
dc.identifier.issn2463-4417
dc.identifier.urihttp://hdl.handle.net/10092/11457
dc.identifier.urihttp://dx.doi.org/10.26021/830
dc.language.isoen
dc.publisherUniversity of Canterbury, College of Education, Health and Human Developmenten
dc.rightsCreative Commons Attribution 4.0 International License.en
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectHomeworken
dc.subjectParental Involvementen
dc.subjectParent-Teacher Partnershipen
dc.subjectAchievementen
dc.titleHomework and continued learning at home: How should parents be involved?en
dc.typeJournal Article
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