Homework-Communication Problems Among Parents, Classroom Teachers, and Special Education Teachers

Abstract

JL. UBLIC EDUCATION HAS EXPERIENCED A LONGand turbulent history of criticism and reform focused on virtually every aspect of its service to children and adolescents. However, perhaps at no time has the American educational system come under closer scrutiny than during the 1980s and early 1990s as professionals, business leaders, and politicians, as well as parents and other laypersons, have increasingly called for improving the quality of education at all levels. A number of national commissions and reports have been particularly strident in their support for major changes in the system (e.g., National Coalition of Advocates for Students, 1985; National Commission on Excellence in Education, 1983). A central focus of many of these criticisms was an increased commitment to educational rigor. Specifically, reformers called for the need to raise standards and increase accountability, heighten expectations for student performance, increase instructional time through efficient usage and/or extended school years, reform and restructure teacher education, promote home-school partnerships, and encourage communities to hold schools more accountable (Michaels, 1988;Westbury, 1984).During the mid-1980s, paralleling the reform movement in general education, a reform movement in special education also began in earnest due to urgent calls for the integration of students with disabilities into general education classes. Specifically, the Regular Education Initiative (REI) (Will, 1986) and more recently the inclusion movement (National Association of School Boards of Education [NASBE], 1992) have increased the likelihood that students with disabilities will receive a significant portion or all of their instruction in general education classrooms.

A Comparison of the Homework Problems of Secondary School Students with Behavior Disorders and Nondisabled Peers

“…Finally, both teachers and parents need to employ effective home-school communication strategies (Jayanthi, Nelson, Sawyer, Bursuck, & Epstein, 1995). The need to communicate is especially important in the area of homework as this activity, although assigned in school, is typically done in the home under the supervision of the parent(s).…”

Focus on Family: Homework Supports for Children With Learning Disabilities

“…Homework performance of children with LD is influenced by not only child and teacher skills, but also parent skills (Bryan, Burnstein, & Bryan, 2001). Unfortunately, parental feelings of inadequacy may inhibit parent-school collaboration (Burke, 2013), and their doubts about their ability coupled with unpleasant homework interactions tend to have negative effects on family life (Jayanthi et al, 1995). Frustrated by their inability to help their children, some parents even consider homework to be an added burden (Baumgartner, Bryan, Donahue, & Nelson, 1993).…”

Homework Communication Problems: Perspectives of Special and General Education Parents

“…Items for both surveys were obtained from previous explorative research that was conducted to identify communication problems related to homework among parents and teachers (Jayanthi et al, 1995a). Homework Problem Survey I was two pages long (double-sided) and included 14 close-ended questions.…”

“…Perceptions of parents may differ from those of teachers for several reasons, including different levels of training and expertise, different relationships with the student=child, and opportunities to observe the child interact with homework assignments in different contexts (school versus home). The degree of agreement between parents and teachers may also be affected by the quality of communication regarding homework, a variable that could not be assessed with the relatively restricted sample drawn in the Jayanthi et al (1995a) study. Second, the perceptions of both special and general education parents regarding the homework communication problems reported by Jayanthi et al (1995a) will be described and compared.…”

“…The degree of agreement between parents and teachers may also be affected by the quality of communication regarding homework, a variable that could not be assessed with the relatively restricted sample drawn in the Jayanthi et al (1995a) study. Second, the perceptions of both special and general education parents regarding the homework communication problems reported by Jayanthi et al (1995a) will be described and compared. Perceptions of special and general education parents may differ due to differences in their child's experiences with homework.…”