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Case Studies of Families Doing Third-grade Homework by Jianzhong Xu & Lyn Corno — 1998In this article, we describe data from six cases studies of children doing third-grade
homework with their parents. The study combined observation and interview data
from children, parents, and teachers to take a close look at the dynamics of homework
and its potential to develop self-responsibility in children. We discuss both
methodology and results in the context of related investigations and modern theoretical
direction. Our data provide clear evidence that everyday experiences with homework,
as mediated by parents, provide opportunities for children to learn to cope with various
difficulties and distractions associated with doing homework. How children seize those
opportunities and begin to develop strategies and skills for doing homework, along
with the nature of the mediation parents provide, are key topics for discussion. Our
study suggests directions for future research, theory, and practice regarding homework.To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
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- Jianzhong Xu
E-mail Author
- Lyn Corno
Teachers College, Columbia University
Lyn Corno is adjunct professor of education and psychology, Teachers College, Columbia University, and Board Chair of the National Society for the Study of Education. She is co-author, with Judi Randi, of "Teachers as Innovators," International Handbook of Teachers and Teaching, Vol. II (Kluwer, 1997).
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