References
- Ayers, W. (2010). To teach: The journey of a teacher (3rd ed.). New York, NY: Teachers College Press.
- Bailey, L. B., Silvern, S. B., Brabham, E., & Ross, M. (2004). The effects of interactive reading homework and parent involvement on children's inference responses. Early Childhood Education Journal, 32(3), 173–178.
- Cardenas, E. (2012, August 6). A brief history of homework. Latino Perspectives Magazine. Retrieved from http://latinopm.com/education/a-brief-history-of-homework-14511
- Carr, N. S. (2013). Increasing the effectiveness of homework for all learners in the inclusive classroom. School Community Journal, 23(1), 169–182.
- Chandler-Olcott, K. (2002). Teacher research as a self-extending system for practitioners. Teacher Education Quarterly, 29(1), 23–38.
- Cook, J. S. (2009). “Coming into my own as a teacher”: Identity, disequilibrium, and the first year of teaching. The New Educator, 5(4), 274–292.
- Cooper, H. (2008). Effective homework assignments ( Research brief). Reston, VA: National Council of Teachers of Mathematics.
- Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76(1), 1–62.
- Gallas, K. (1998). “Sometimes I can be anything”: Power, gender, and identity in a primary classroom. New York, NY: Teachers College Press.
- Ginsburg, L., Rashid, H., & English-Clarke, T. (2008). Parents learning mathematics: For their children, from their children, with their children. Adult Learning, 19(3–4), 21–26.
- González, N., Moll, L. C., & Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum Associates.
- Hogg, L. (2011). Funds of knowledge: An investigation of coherence within the literature. Teaching and Teacher Education, 27(3), 666–677.
- Horton, M., & Freire, P. (1990). We make the road by walking: Conversations on education and social change. Philadelphia, PA: Temple University Press.
- Kehrer, P., Kelly, K., & Heffernan, N. (2013). Does immediate feedback while doing homework improve learning? In C. Boonthum-Denecke & G. M. Youngblood (Eds.), Proceedings of the 26th International Florida Artificial Intelligence Research Society Conference (pp. 542–545). Palo Alto, CA: Association for the Advancement of Artificial Intelligence.
- Kim, Y., & Riley, D. A. (2014). Utilizing parental homework as a form of parent involvement in early care and education. NHSA Dialog, 17(2), 90–94.
- Kohn, A. (2006). The homework myth: Why our kids get too much of a bad thing. Jackson, TN: Da Capo Books.
- Redding, S. (2000). Parents and learning. Geneva, Switzerland: UNESCO. Retrieved from http://unesdoc.unesco.org/images/0012/001254/125451e.pdf
- Richardson, V. (1996). From behaviorism to constructivism in teacher education. Teacher Education and Special Education, 19(3), 263–271.
- Saldaña, J. (2009). The coding manual for qualitative researchers. Thousand Oaks, CA: Sage.
- Trahan, C. H., & Lawler-Prince, D. (1999). Parent partnerships: Transforming homework into home–school activities. Early Childhood Education Journal, 27(1), 65–68.
- Vatterott, C. (2010). Five hallmarks of good homework. Educational Leadership, 68(1), 10–15.
- Warton, P. M. (2001). The forgotten voices in homework: Views of students. Educational Psychologist, 36(3), 155–165.
- Weischadle, D. E. (2002). Extended learning opportunities: Some lessons from the field. Education, 123(1), 214–221.
- Zeichner, K. M. (2003). Teacher research as professional development for P–12 educators in the USA. Educational Action Research, 11(2), 301–326.