Eskew 1

Cassandra Eskew
Mr.Salow
English 11
4 December 2016
Annotated Bibliography
Landers, Mara, and Daniel Reinholz. "Students' Reflections on Mathematics Homework
Feedback."
Journal of Developmental Education, vol. 38, no. 3, Fall 2016, pp. 22.
This mixed methods, quasi-experimental study examines how community college
students in a developmental intermediate algebra course participation in a feedback reflection
activity throughout a semester and compares their outcomes with a class that did not engage in
this activity. What theyre trying to do in this article is study how feedback from the teachers to
students improve their ability to learn from homework feedback. A summary list of keywords or
ideas was created for each student and then all of the students lists were considered together to
identify larger themes or patterns across cases, (26). If a student could explain that the
reflections logs were useful for self-assessment and participated in ways that supported selfassessment, then the student was considered as having taken ownership of the value of this
activity,(26). The students in the nonparticipation group did not submit sufficient reflection
materials for analysis, so analyses of reflection practices focused on two groups (frequent
participations and decreased participation), (27). This relates because it focuses on homework,
and whether is helps students or not. The feedback of teachers to students help the students when
it comes to self reflections.

Carr, Nicole Schrat. "Increasing the effectiveness of homework for all learners in the inclusive
classroom." School Community Journal, vol. 31, no. 1, Fall 2016, pp. 169.
Homework, when designed and implemented properly, is a valuable tool for reinforcing
learning. Homework is often a contentious issue for students, parents, and teachers. When
utilized properly, homework can be a valuable tool for reinforcing learning that takes place in the
classroom. Unfortunately, many teachers do not use homework effectively, (Carr 169). The
quote explains how homework is a problem, and implies that teachers should use it more
effectively. In the article, Carr also explains the debate over the effectiveness of homework.
People, like teachers and administrators, argue that homework is very effective in the academic
environment, but other people argue that it is ineffective because their home environment.
Cathy Vatterott identified five fundamental characteristics of good homework: purpose,
efficiency, ownership, competence, and aesthetic appeal, (Carr 174). This relates to my topic
because it talks about the debate of homework being effective or not. This also shows solutions
to fix the issue that is happening here as well.

Gu, Limin, and Margaretha Kristoffersson. "Swedish Lower Secondary School Teachers
Perceptions
and Experiences Regarding Homework." Universal Journal of Educational Research,
vol. 3,
no. 4, Fall 2016, pp. 269-305.
This study investigates homework in Swedish lower secondary schools: teachers
perceptions and experiences about it and their understanding of its potentials and challenges for
students learning and development. Research has also found positive relations between
homework and students study habits as well as the development of self-

regulation,(Kristoffersson 1). This shows that she argues about how good homework is on its
effectiveness and how it helps students. What theyre going to do in this article is do a study that
has teachers do an online survey. The four themes are: homework activities and outcomes (B);
perceptions of homework aims (C); pedagogical strategies concerning homework design and
management (D); and school-organized homework assistant activities (E), (Kristoffersson 2).
This study focusses on the teachers experiences of homework and their understandings of
it . . . (Kristoffersson 6). This article relates because it argues the benefic and purpose of
homework. It shows teachers how is works and what the purpose of it is.

Costley, Kevin C. "Does Homework Really Improve Achievement?." Online Submission, Fall
2016.
During the first few decades of the 20th century, educators commonly believed that
homework helped create disciplined minds. By 1940, growing concern that homework interfered
with other home activities sparked a reaction against the practice of homework. We now stand
at an interesting crossroads in the evolution of the homework debate, (Costley 2). At first this
article talks about how the beliefs of homework has developed, and is now going into a debate.
Some people argue that too much homework can prove to be less effective for students. This
relates to my topic about the homework debate because it talks about how homework is or is not
effective for students. It shows the arguments people make about the topic, and tells about
studies they do to prove how it is or is not effective.

Blicha, Amy, and Phillip J. Belfiore. "The Effects of Automated Prompting and Self-Monitoring
on

Homework Completion for a Student with Attention Deficit Hyperactivity Disorder."

Journal of
Education and Learning , vol. 2, no. 3. Fall, 2016, pp. 51.
This study examined the effects of an intervention consisting of automated prompting and
self-monitoring on the level of independent homework task completion for an elementary-age
student with attention deficit hyperactivity disorder (ADHD). Many studies have described, not
surprisingly, students with attention and behavior challenges is at-risk for academic failure,
including failures of homework completion and homework accuracy, (Blicha 51). This talks
about how ADHD people struggle with their homework, and how it can effect them in the future.
At its best, homework is an academically useful, proactive, and appropriate educational
strategy to enhance study skills, time management, and self-discipline in students, while building
an ongoing, interactive connection between school and home, (Blicha 51). This also argues
about homework is effective for ADHD kids or people. So the way it relates to my homework
topic is how it argues about homework. It also shows the argument for certain students.

Tokarski, Jennifer E. "Thoughtful homework or busywork: Impact on student academic success."

Fall 2016.
Over the years the amount of homework and what kind of homework students are completing on
a nightly basis has changed dramatically. What this first talks about is how homework has
worked over the years. The author Jennifer Toraski said through student teaching I was
constantly amazed at the lack of training that I received and the inconsistency that I saw in each
classroom with regards to homework, (5). What this means is how it is affecting each students,
and how different those effects are. They are also doing a study to determine if students have a
benefit from homework and they amount of homework they get each night. The reason I chose

this one is because it talks about how students benefit or not benefit from homework. It shows a
study that the author has done to answer her question if it benefits students.