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Papers on “homework academic achievement effect size”

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1. Research on Cooperative Learning and Achievement: What We Know, What We Need to Know

   Robert E. Slavin · 1996 · Contemporary Educational Psychology · 1,646 cites

   Research on cooperative learning is one of the greatest success stories in the history of educational research.While there was some research on this topic from the early days of this century, the amount and quality of that research greatly accelerated in the early 1970s and continues unabated today, a quarter-century later.Hundreds of studies have compared cooperative learning to various control methods on a broad range of measures, but by far the most frequent objective of this research is to determine the effects of cooperative learning on student achievement.Studies of the achievement effects of cooperative learning have taken place in every major subject, at all grade levels, and in all

2. The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievement and Adjustment: a literature review

   Charles Desforges, Alberto Abouchaar · 2003 · Digital Education Resource Archive (University College London) · 1,138 cites

   authors' and do not necessarily reflect those of the Department for Education and Skills.

3. Student engagement and achievement in American secondary schools

   <vcard>BEGIN:vCard\VERSION:3.0\FN:B. Bradford Brown\ORG:University of Wisconsin-Madison\ADR;TYPE=WORK,POSTAL,PARCEL:;;1000 Bascom Mall;Suite 377;Madison;WI;53706;US\END:vCard</vcard>, <vcard>BEGIN:vCard\VERSION:3.0\FN:Adam Gamoran\ORG:University of Wisconsin-Madison\ADR;TYPE=WORK,POSTAL,PARCEL:;;1025 W. Johnson St.;;Madison;WI;53706;US\END:vCard</vcard>, <vcard>BEGIN:vCard\VERSION:3.0\FN:Susie D. Lamborn\ORG:University of Wisconsin-Madison\ADR;TYPE=WORK,POSTAL,PARCEL:;;1000 Bascom Mall;Suite 377;Madison;WI;53706;US\END:vCard</vcard>, et al. · 1993 · Choice Reviews Online · 1,119 cites

   Findings from five main projects in the National Center on Effective Secondary Schools, which operated from December 1, 1985 to February 28, 1991, are presented. Projects investigated different aspects of engagement and achievement problems through literature reviews, analyses of existing data sets, and new studies of students and staff in 32 middle and 62 high schools throughout the United States. Material from the projects is integrated into the following chapters: (1) "The Significance and Sources of Student Engagement" (F. M. Newmann, G. G. Wehlage, and S. D. Lamborn); (2) "Taking Students Seriously" (A. Gamoran and M. Nystrand); (3) "Higher-Order Thinking and Prospects for Classroom Tho

4. Early childhood nutrition and academic achievement: a longitudinal analysis

   Paul Glewwe, Hanan G. Jacoby, Elizabeth M. King · 2001 · Journal of Public Economics · 832 cites

5. Teachers developing assessment for learning: impact on student achievement

   Dylan Wiliam, Clare Lee, Christine Harrison, et al. · 2004 · Assessment in Education Principles Policy and Practice · 661 cites

   While it is generally acknowledged that increased use of formative assessment (or assessment for learning) leads to higher quality learning, it is often claimed that the pressure in schools to improve the results achieved by students in externally‐set tests and examinations precludes its use. This paper reports on the achievement of secondary school students who worked in classrooms where teachers made time to develop formative assessment strategies. A total of 24 teachers (2 science and 2 mathematics teachers, in each of six schools in two LEAs) were supported over a six‐month period in exploring and planning their approach to formative assessment, and then, beginning in September 1999, the

6. Does Burnout Affect Academic Achievement? A Meta-Analysis of over 100,000 Students

   Daniel J. Madigan, Thomas Curran · 2020 · Educational Psychology Review · 490 cites

7. Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes

   Daniel J. Madigan, Lisa E. Kim · 2020 · International Journal of Educational Research · 460 cites

8. Parental involvement in homework: Relations with parent and student achievement‐related motivational beliefs and achievement

   Eleftheria Ν. Gonida, Kai S. Cortina · 2014 · British Journal of Educational Psychology · 285 cites

   BACKGROUND: Parental involvement in homework is a home-based type of involvement in children's education. Research and theory suggest that it is beneficial for learning and achievement under certain conditions and for particular groups of individuals. AIMS: The study examined whether different types of parents' involvement in homework (autonomy support, control, interference, cognitive engagement) (1) are predicted by their mastery and performance goals for their child and their beliefs of the child's academic efficacy, and (2) predict student achievement goal orientations, efficacy beliefs, and achievement. Grade-level differences were also investigated. SAMPLE: The sample consisted of 282