Department of Educational Psychology
Date of this Version
January 1994
Abstract
The purpose of this article is to place homework in the framework of an emerging interest in the development of effective home-school partnerships. Specifically, review of the homework literature is provided with attention to parent-, teacher-, and child-mediated programs. Several homework programs that have received empirical support are described. Finally, the role of the school psychologist in supporting and coordinating complementary home-school homework programs is explored.
Comments
Published in School Psychology Quarterly, 9:1 (1994), pp. 60–80. Copyright © 1994 American Psychological Association. Used by permission. “This article may not exactly replicate the final version published in the APA journal. It is not the copy of record.” http://www.apa.org/journals/spq/