Citations (50)
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Melissa A. Collier-Meek & Lisa M. H. Sanetti. (2019) Treatment integrity of a homework intervention: Evaluating parent and student adherence, exposure, and program differentiation. International Journal of School & Educational Psychology 7:1, pages 56-68.
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Melissa Orkin, Sidney May & Maryanne Wolf. (2017) How Parental Support During Homework Contributes to Helpless Behaviors Among Struggling Readers. Reading Psychology 38:5, pages 506-541.
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Allison R. Walker, Terri S. Collins & Amelia K. Moody. (2014) Focus on Family: Homework Supports for Children With Learning Disabilities. Childhood Education 90:4, pages 319-322.
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Laura L. Pendergast, Marley W. Watkins & Gary L. Canivez. (2014) Structural and convergent validity of the homework performance questionnaire. Educational Psychology 34:3, pages 291-304.
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Idit Katz, Tamara Buzukashvili & Liat Feingold. (2012) Homework Stress: Construct Validation of a Measure. The Journal of Experimental Education 80:4, pages 405-421.
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Howard Margolis. (2005) Resolving Struggling Learners' Homework Difficulties: Working With Elementary School Learners and Parents. Preventing School Failure: Alternative Education for Children and Youth 50:1, pages 5-12.
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Lora Battle-Bailey. (2004) Review of Research: Interactive Homework for Increasing Parent Involvement and Student Reading Achievement. Childhood Education 81:1, pages 36-40.
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Pamela M. Coutts. (2004) Meanings of Homework and Implications for Practice. Theory Into Practice 43:3, pages 182-188.
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Pamela M. Warton. (2001) The Forgotten Voices in Homework: Views of Students. Educational Psychologist 36:3, pages 155-165.
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Articles from other publishers (41)
María Cecilia Roma. (2023) Estudiantes con Dificultades Específicas del Aprendizaje en nivel superior. Psicología del desarrollo:4, pages 33-50.
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Sarah Isabelle Hofer, Frank Reinhold, Dilan Hulaj, Marco Koch & Jörg-Henrik Heine. (2022) What Matters for Boys Does Not Necessarily Matter for Girls: Gender-Specific Relations between Perceived Self-Determination, Engagement, and Performance in School Mathematics. Education Sciences 12:11, pages 775.
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Idit Katz, Marianna Alesi & Angelica Moè. (2022) Homework Stress and Learning Disability: The Role of Parental Shame, Guilt, and Need Frustration. Learning Disabilities Research & Practice 37:4, pages 231-241.
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Dave L. Edyburn. (2020) Universal Usability and Universal Design for Learning. Intervention in School and Clinic 56:5, pages 310-315.
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Janin BrandenburgSina S. Huschka. (2021) Wie unterstützen Eltern die häuslichen Lernaktivitäten von Kindern mit Lernstörung?. Kindheit und Entwicklung 30:2, pages 116-126.
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Conny Griepenburg, Kirsten Schuchardt, Pia Lautenschläger & Claudia Mähler. (2021) Wirksamkeit einer strukturierten, kindgerechten Psychoedukation bei Lernstörungen. Lernen und Lernstörungen 10:2, pages 75-87.
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David C.D. van Alten, Chris Phielix, Jeroen Janssen & Liesbeth Kester. (2020) Effects of self-regulated learning prompts in a flipped history classroom. Computers in Human Behavior 108, pages 106318.
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Meilu Sun, Jianxia Du & Jianzhong Xu. (2020) Math Homework Purpose Scale. Swiss Journal of Psychology 79:2, pages 47-54.
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Dolors Forteza, Laura Fuster & Francisca Moreno-Tallón. (2019) Barreras para el Aprendizaje y la Participación en la Escuela del Alumnado con Dislexia: Voces de Familias. Revista Internacional de Educación para la Justicia Social 8:2, pages 113.
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Mengping Tsuei & Yung-Yu Hsu. (2019) Parents’ Acceptance of Participation in the Integration of Technology into Children’s Instruction. The Asia-Pacific Education Researcher 28:5, pages 457-467.
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Caroline Villiger, Silke Hauri, Annette Tettenborn, Erich Hartmann, Catherine Näpflin, Isabelle Hugener & Alois Niggli. (2019) Effectiveness of an extracurricular program for struggling readers: A comparative study with parent tutors and volunteer tutors. Learning and Instruction 60, pages 54-65.
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Gert Gelderblom, Kim Schildkamp, Jules Pieters & Melanie Ehren. (2016) Data-based decision making for instructional improvement in primary education. International Journal of Educational Research 80, pages 1-14.
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Tomer Einat & Amela Einat. (2015) To Learn or Not to Learn—This Is the Question. The Prison Journal 95:4, pages 423-448.
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Derek Houser, Larry Maheady, David Pomerantz & Michael Jabot. (2015) Effects of Radical Raceway on Homework Completion and Accuracy in a Ninth-grade Social Studies Inclusion Class. Journal of Behavioral Education 24:4, pages 402-417.
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Sabrina Vandevelde, Hilde Van Keer, Gonny Schellings & Bernadette Van Hout-Wolters. (2015) Using think-aloud protocol analysis to gain in-depth insights into upper primary school children's self-regulated learning. Learning and Individual Differences 43, pages 11-30.
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Einat Lichtinger & Avi Kaplan. (2015) Employing a case study approach to capture motivation and self-regulation of young students with learning disabilities in authentic educational contexts. Metacognition and Learning 10:1, pages 119-149.
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Jianzhong Xu, Xitao Fan & Jianxia Du. (2015) HOMEWORK MANAGEMENT SCALE: CONFIRMING THE FACTOR STRUCTURE WITH MIDDLE SCHOOL STUDENTS IN CHINA. Psychology in the Schools 52:4, pages 419-429.
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Ramzi Nasser. (2014) Using Mobile Device to Increase Student Academic Outcomes in Qatar. Open Journal of Social Sciences 02:02, pages 67-73.
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Carol Ann Falkenberg & Patricia M. Barbetta. (2013) The Effects of a Self-Monitoring Package on Homework Completion and Accuracy of Students with Disabilities in an Inclusive General Education Classroom. Journal of Behavioral Education 22:3, pages 190-210.
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Donna Kotsopoulos & Joanne Lee. (2012) A naturalistic study of executive function and mathematical problem-solving. The Journal of Mathematical Behavior 31:2, pages 196-208.
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Bryan M. Ness & Michael J. Middleton. (2011) A Framework for Implementing Individualized Self-Regulated Learning Strategies in the Classroom. Intervention in School and Clinic 47:5, pages 267-275.
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Eunsook Hong, Mary Greene & Stephanie Hartzell. (2011) Cognitive and Motivational Characteristics of Elementary Teachers in General Education Classrooms and in Gifted Programs. Gifted Child Quarterly 55:4, pages 250-264.
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Bryan Michael Ness, McKay Moore Sohlberg & Richard W. Albin. (2010) Evaluation of a Second-Tier Classroom-Based Assignment Completion Strategy for Middle School Students in a Resource Context. Remedial and Special Education 32:5, pages 406-416.
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Nadia Rousseau, Rollande Deslandes, Véronique Hardy, Hélène Fournier & Léna Bergeron. (2014) Perceptions des élèves du primaire à l’égard des devoirs et des leçons. Revue de l’Université de Moncton 42:1-2, pages 277-303.
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Christopher A. Sink. (2008) Elementary School Counselors and Teachers: Collaborators for Higher Student Achievement. The Elementary School Journal 108:5, pages 445-458.
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Marguerite Maher. (2007) Home-School Partnership within Mathematics Intervention. Australasian Journal of Early Childhood 32:3, pages 48-58.
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Lora Battle Bailey. (2006) Interactive Homework: A Tool for Fostering Parent–Child Interactions and Improving Learning Outcomes for At-risk Young Children. Early Childhood Education Journal 34:2, pages 155-167.
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Timothy J. Cleary & Barry J. Zimmerman. (2004) Self‐regulation empowerment program: A school‐based program to enhance self‐regulated and self‐motivated cycles of student learning. Psychology in the Schools 41:5, pages 537-550.
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Lynn Kern Koegel, Robert L. Koegel, William Frea & Israel Green-Hopkins. (2003) Priming as a Method of Coordinating Educational Services for Students With Autism. Language, Speech, and Hearing Services in Schools 34:3, pages 228-235.
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