Effective Instruction in Homework for Students with Disabilities

Mims, Aquilla; Harper, Cynthia; Armstrong, Stephen; Savage, Sherri

doi:10.1177/004005999102400110

Cited by 16 publications

(9 citation statements)

References 2 publications

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“…Teachers should assign homework that students have a reasonable probability of completing correctly, so that assignments foster proficiency in or maintenance of skills (Epstein et al, 1993). Homework assignments related to the acquisition of new concepts and skills should be avoided because students may be practicing or attempting to apply concepts that they have not yet mastered (Mims, Harper, Armstrong, & Savage, 1991;Rosenberg, 1989). Teachers should also use multiple pathways.…”

Section: Vary Amount and Type Of Homeworkmentioning

confidence: 99%

“…Frequent evaluation that encompasses in-class daily reviews of homework, written comments on students' assignments, and homework grades that contribute to students' report card grades also can motivate students to complete their homework (Mims et al, 1991;Strother, 1984). To minimize the time demands associated with frequent evaluation of homework, teachers can employ self-or peer-correction procedures (Epstein et al, 1993;Walbergetal., 1985).…”

Section: Provide Motivating Actsmentioning

confidence: 99%

“…For example, praising students for completing their homework successfully; displaying exemplary homework assignments; and delivering social, activity, and tangible reinforcers can encourage students to complete their homework (Cooper & Nye, 1994;Frith, 1991). Teachers should also communicate to students the consequences of failing to complete their homework assignments (Patton, 1994;Polloway et al, 1994) and refrain from using homework as punishment (Mims et al, 1991).…”

Section: Provide Motivating Actsmentioning

confidence: 99%

“…In addition to considering the impact of homework on families, teachers can minimize some of the potential homework-completion problems between parents and their children by providing parents with recommendations for assisting their children with their homework, including communicating with teachers, giving feedback to their children, using praise and positive reinforcement, employing motivational techniques and incentive programs, establishing a schedule and an environment that is conducive to completing homework, teaching their children to use self-management techniques, coping with frustration and resistance, and refraining from doing homework for their children (Kay et al, 1994;Landers, 1984;Mims et al, 1991;Salend & Schliff, 1988). Teachers also can give parents a checklist to monitor and guide their children's homework and work habits (Clary, 1986).…”

Section: Involve Parentsmentioning

confidence: 99%

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Increasing the Homework Completion Rates of Students with Mild Disabilities

Salend

Gajria

1995

Remedial and Special Education

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Whether students with mild disabilities are educated in mainstreamed general education classes or special education settings, it is likely that they will be assigned homework by their teacher(s). assignment of homework can affect their school performance and the grades they receive in their classes. however, because of a variety of factors, many students with mild disabilities experience difficulty completing their homework. this article presents educators with guidelines for increasing the homework completion rates of students with mild disabilities, including (a) varying the amount and type of homework assignments, (b) providing motivating acts so that students complete their homework, (c) using peermediated strategies, (d) establishing and following homework routines, (e) teaching strategies to improve students' study and organizational skills, and (f) involving parents in the homework process.

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Section: Vary Amount and Type Of Homeworkmentioning

confidence: 99%

Section: Provide Motivating Actsmentioning

confidence: 99%

Section: Provide Motivating Actsmentioning

confidence: 99%

Section: Involve Parentsmentioning

confidence: 99%

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Increasing the Homework Completion Rates of Students with Mild Disabilities

Salend

Gajria

1995

Remedial and Special Education

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“…To compound these issues, students with special needs may lack the attention span necessary for a majority of secondary classes. Although subject specific teachers receive preparation on teaching adolescent children, they may not acquire teaching strategies and techniques for specific learning deficits of students with special needs (Mims, Harper, Armstrong, & Savage, 1991).…”

Section: Introductionmentioning

confidence: 99%

Using Case–Scenarios to Determine the Perceptions of Secondary Agriculture Teachers and 4-H Youth Development Personnel Regarding Interorganizational Cooperation

McKim¹,

Torres²

2010

JAE

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This study determined the effectiveness of 'Annie's Project-Education for Farm Women' in improving women's skill sets. Illinois farm women who participated in Annie's Project were given a pre-test or baseline survey which measured farming practices in the five areas of risk (production, marketing, financial, legal and human resource). The women were later resurveyed. The main methodology to measure improvement in skill is calculated by the difference in the percentage of 'yes' responses from the baseline to the post-test. Results suggest an overall increase of 10.92 percent with the largest improvement occurring in the financial area of risk. In general, the differences in 'yes' responses were found to be significantly different from zero. Regression analysis was also performed to determine whether socio-economic variables, such as marital status and farm size, play a role in the difference in the percentages of 'yes' responses.Keywords: farm women, educational programs, annie's project IntroductionEducational outreach programs for farm women are becoming more prevalent throughout the United States. The Alaskan Women in Timber, the Minnesota Agri-Women and the University of Vermont's Women's Agricultural Network are just a few of a growing number of outreach programs. The central research question for this research is: are these programs effective in increasing the skills of farm women? A secondary research question is: are any socioeconomic variables essential in explaining who could benefit from educational programs?This study focuses on one program known as 'Annie's Project-Education for Farm Women' as an example. The main purpose of this article will be to assess the effectiveness of Annie's Project by considering the extent to which Illinois women's skill sets improved as a result of participating in the program. The paper includes the following: literature review and conceptual model, purpose and objectives, program description, research methods and data, survey results and conclusion. The methods and results rely on a statistical review of survey responses based upon analysis of mean, variance and multiple regression. Results indicate a significant increase in women's skill sets. There is some evidence from regression analysis, but highly inconclusive, that socio-economic factors may play a role in the skills gained by women participating in Annie's Project. It is more likely that the increase in skill sets occur regardless of socio-economic factors. Literature Review and Conceptual ModelFor a variety of factors, the role of women in agriculture is increasing. A brief review of the literature showed that the role of women is indeed increasing but the reasons for this increase are complex. The main purpose for this paper is more modest than fully understanding the causes of women's role in agriculture; it is to evaluate educational programs, such as Annie's Project, that might help educate women for increased production and financial management of farms. Regardless of the reasons for the increase, educatio...

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Nash

2008

Encyclopedia of Special Education

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Effective Instruction in Homework for Students with Disabilities

Cited by 16 publications

References 2 publications

Increasing the Homework Completion Rates of Students with Mild Disabilities

Increasing the Homework Completion Rates of Students with Mild Disabilities

Using Case–Scenarios to Determine the Perceptions of Secondary Agriculture Teachers and 4-H Youth Development Personnel Regarding Interorganizational Cooperation

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