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Students#x00027; Achievement and Homework Assignment Strategies. The optimum time students should spend on homework has been widely researched although the results are far from unanimous. The main objective of this research is to analyze how homework assignment strategies in Bridge Agreement, Bridge Loan Agreement, schools affect students#x00027; academic performance and the differences in students#x00027; time spent on homework. Participants were a representative sample of Spanish adolescents ( N = 26,543) with a mean age of 14.4 (#x000B1;0.75), 49.7% girls. A test battery was used to measure academic performance in four subjects: Spanish, Mathematics, Science, and Citizenship. A questionnaire allowed the measurement of the indicators used for the description of homework and control variables. Two three-level hierarchical-linear models (student, school, autonomous community) were produced for each subject being evaluated. The relationship between academic results and homework time is negative at the individual level but positive at Excel Project school level. An increase in the amount of homework a school assigns is associated with an Bridge Agreement increase in the differences in student time spent on Excel Management, homework.

An optimum amount of homework is proposed which schools should assign to Bridge Agreement, Agreement Template maximize gains in achievement for students overall. The role of homework in academic achievement is an age-old debate (Walberg et al., 1985) that has swung between times when it was thought to be a tool for improving a country#x00027;s competitiveness and Navy Reserve By Psc Adams, times when it was almost outlawed. So Cooper (2001) talks about the battle over homework and the debates and Loan, rows continue (Walberg et al., 1985, 1986; Barber, 1986). It is considered a complicated subject (Corno, 1996), mysterious (Trautwein and K#x000F6;ller, 2003), a chameleon (Trautwein et al., 2009b), or Janus-faced (Flunger et al., 2015). One must agree with Cooper et al. (2006) that homework is a practice full of contradictions, where positive and negative effects coincide.

As such, depending on our preferences, it is possible to find data which support the argument that homework benefits all students (Cooper, 1989), or that it does not matter and should be abolished (Barber, 1986). Equally, one might argue a compensatory effect as it favors students with more difficulties (Epstein and Van Voorhis, 2001), or on the contrary, that it is a source of inequality as it specifically benefits those better placed on the social ladder (R#x000F8;mming, 2011). Furthermore, this issue has jumped over Practical To Risk Audit, the school wall and entered the home, contributing to the polemic by becoming a common topic about which it is possible to have an opinion without being well informed, something that Goldstein (1960) warned of decades ago after reviewing almost 300 pieces of Bridge Loan Loan Template, writing on Cosmetology Templates Business, the topic in Education Index and finding that only 6% were empirical studies. The relationship between homework time and educational outcomes has traditionally been the most researched aspect (Cooper, 1989; Cooper et al., 2006; Fan et al., 2017), although conclusions have evolved over time. The first experimental studies (Paschal et al., 1984) worked from the hypothesis that time spent on homework was a reflection of an Bridge Sample Agreement individual student#x00027;s commitment and diligence and Practical Based Internal, as such the relationship between time spent on homework and achievement should be positive. This was roughly the idea at the end of the Sample Bridge Loan, twentieth century, when more positive effects had been found than negative (Cooper, 1989), although it was also known that the relationship was not strictly linear (Cooper and Cosmetology Resume Templates Template, Valentine, 2001), and that its strength depended on the student#x00027;s age- stronger in post-compulsory secondary education than in compulsory education and almost zero in primary education (Cooper et al., 2012). With the turn of the century, hierarchical-linear models ran counter to this idea by showing that homework was a multilevel situation and the effect of homework on outcomes depended on classroom factors (e.g., frequency or amount of assigned homework) more than on Loan Loan Agreement, an individual#x00027;s attitude (Trautwein and K#x000F6;ller, 2003). Research with a multilevel approach indicated that individual variations in time spent had little effect on Sample Essay About Family. A Good Definition, academic results (Farrow et al., 1999; De Jong et al., 2000; Dettmers et al., 2010; Murillo and Loan Agreement, Mart#x000ED;nez-Garrido, 2013; Fern#x000E1;ndez-Alonso et al., 2014; N#x000FA;#x000F1;ez et al., 2014; Servicio de Evaluaci#x000F3;n Educativa del Principado de Asturias, 2016) and that when statistically significant results were found, the effect was negative (Trautwein, 2007; Trautwein et al., 2009b; Lubbers et al., 2010; Chang et al., 2014). The reasons for this null or negative relationship lie in the fact that those variables which are positively associated with homework time are antagonistic when predicting academic performance. For example, some students may not need to Resume Business spend much time on homework because they learn quickly and have good cognitive skills and Bridge Loan Sample Bridge Agreement Template, previous knowledge (Trautwein, 2007; Dettmers et al., 2010), or maybe because they are not very persistent in Practical Based Internal Audit, their work and do not finish homework tasks (Flunger et al., 2015).

Similarly, students may spend more time on homework because they have difficulties learning and concentrating, low expectations and motivation or because they need more direct help (Trautwein et al., 2006), or maybe because they put in a lot of effort and take a lot of care with their work (Flunger et al., 2015). Something similar happens with sociological variables such as gender: Girls spend more time on homework (Gershenson and Holt, 2015) but, compared to boys, in Bridge Loan Agreement, Loan Template, standardized tests they have better results in reading and worse results in If Your Has Shades Of Brown, Science and Mathematics (OECD, 2013a). On the other hand, thanks to multilevel studies, systematic effects on Loan Sample Loan, performance have been found when homework time is considered at the class or school level. Brown Urine Color Pale Urine Has Shades Of Brown? De Jong et al. (2000) found that the number of Bridge Bridge Agreement Template, assigned homework tasks in a year was positively and significantly related to results in mathematics. Separation Navy Reserve? Equally, the volume or amount of homework (mean homework time for the group) and the frequency of homework assignment have positive effects on Bridge Loan Loan Agreement, achievement. The data suggests that when frequency and volume are considered together, the Resume Templates | Best, former has more impact on results than the Agreement, Sample Agreement, latter (Trautwein et al., 2002; Trautwein, 2007). In fact, it has been estimated that in classrooms where homework is always assigned there are gains in Practical Approach To Risk, mathematics and science of 20% of a standard deviation over those classrooms which sometimes assign homework (Fern#x000E1;ndez-Alonso et al., 2015). Significant results have also been found in research which considered only homework volume at the classroom or school level. Dettmers et al. Loan Bridge Loan Template? (2009) concluded that the school-level effect of homework is positive in the majority of participating countries in PISA 2003, and Practical Approach Based Internal Audit, the OECD (2013b), with data from Loan Agreement, Sample Bridge Template, PISA 2012, confirms that schools in which students have more weekly homework demonstrate better results once certain school and student-background variables are discounted. To put it briefly, homework has a multilevel nature (Trautwein and K#x000F6;ller, 2003) in which the variables have different significance and effects according to Resume Template the level of Bridge Bridge Loan Agreement, analysis, in this case a positive effect at class level, and a negative or null effect in Urine Color Urine Of Brown, most cases at the level of the individual. Furthermore, the fact that the clearest effects are seen at the classroom and school level highlights the role of homework policy in schools and teaching, over and above the time individual students spend on homework.

From this complex context, this current study aims to Sample Loan Template explore the relationships between the strategies schools use to assign homework and the consequences that has on students#x00027; academic performance and on Essay About Family. Write A Good Definition, the students#x00027; own homework strategies. Agreement, Loan Template? There are two specific objectives, firstly, to systematically analyze the differential effect of Urine Pale Urine Color Has Shades, time spent on homework on educational performance, both at school and individual level. We hypothesize a positive effect for homework time at school level, and a negative effect at the individual level. Secondly, the Loan Agreement, Sample Agreement, influence of homework quantity assigned by schools on Sample Essay About How To Write A Good Definition Essay, the distribution of Loan, time spent by students on homework will be investigated. This will test the previously unexplored hypothesis that an increase in the amount of homework assigned by each school will create an increase in Instructional - Oak, differences, both in Bridge Agreement, Sample Template, time spent on homework by the students, and in academic results. Confirming this hypothesis would mean that an excessive amount of homework assigned by Excel Management schools would penalize those students who for various reasons (pace of work, gaps in learning, difficulties concentrating, overexertion) need to spend more time completing their homework than their peers. In order to resolve this apparent paradox we will calculate the optimum volume of homework that schools should assign in order to benefit the Loan Template, largest number of Essay About Family. Write Definition Essay, students without contributing to Bridge Agreement, Sample Bridge Agreement an increase in differences, that is, without harming educational equity.

The population was defined as those students in Separation Isp And By Psc, year 8 of compulsory education in the academic year 2009/10 in Spain. In order to provide a representative sample, a stratified random sampling was carried out Bridge Loan Agreement, Bridge Template, from the 19 autonomous regions in Spain. The sample was selected from each stratum according to a two-stage cluster design (OECD, 2009, 2011, 2014a; Ministerio de Educaci#x000F3;n, 2011). In the first stage, the primary units of the sample were the schools, which were selected with a probability proportional to the number of students in the 8th grade. The more 8th grade students in a given school, the higher the likelihood of the Brown Urine Brown Urine Of Brown, school being selected. In the second stage, 35 students were selected from each school through simple, systematic sampling.

A detailed, step-by-step description of the sampling procedure may be found in Bridge Sample, OECD (2011). The subsequent sample numbered 29,153 students from 933 schools. Some students were excluded due to lack of information (absences on the test day), or for having special educational needs. The baseline sample was finally made up of 26,543 students. Pay Or By Psc? The mean student age was 14.4 with a standard deviation of 0.75, rank of Bridge Bridge Loan Template, age from 13 to 16. Some 66.2% attended a state school; 49.7% were girls; 87.8% were Spanish nationals; 73.5% were in the school year appropriate to their age, the remaining 26.5% were at Instructional Reimbursement - Oak least 1 year behind in terms of their age.

Test application, marking, and data recording were contracted out via public tendering, and Bridge Loan Bridge, were carried out by qualified personnel unconnected to Instructional the schools. The evaluation, was performed on two consecutive days, each day having two 50 min sessions separated by a break. At the end of the second day the students completed a context questionnaire which included questions related to Loan Agreement, Sample Template homework. The evaluation was carried out in compliance with current ethical standards in Spain. Families of the students selected to participate in the evaluation were informed about the study by the school administrations, and were able to To Risk Based Audit choose whether those students would participate in the study or not. The performance test battery consisted of 342 items evaluating four subjects: Spanish (106 items), mathematics (73 items), science (78), and citizenship (85).

The items, completed on paper, were in various formats and were subject to binary scoring, except 21 items which were coded on a polytomous scale, between 0 and 2 points (Ministerio de Educaci#x000F3;n, 2011). Loan Agreement, Sample Bridge Agreement? As a single student is Color Brown Color Has Shades Of Brown, not capable of answering the Sample Bridge, complete item pool in the time given, the items were distributed across various booklets following a matrix design (Fern#x000E1;ndez-Alonso and Mu#x000F1;iz, 2011). The mean Cronbach #x003B1; for the booklets ranged from 0.72 (mathematics) to 0.89 (Spanish). Student scores were calculated adjusting the bank of items to Rasch#x00027;s IRT model using the ConQuest 2.0 program (Wu et al., 2007) and were expressed in a scale with mean and standard deviation of 500 and 100 points respectively. The student#x00027;s scores were divided into five categories, estimated using the plausible values method. In large scale assessments this method is better at recovering the true population parameters (e.g., mean, standard deviation) than estimates of scores using methods of maximum likelihood or expected a-posteriori estimations (Mislevy et al., 1992; OECD, 2009; von Davier et al., 2009). A questionnaire was made up of a mix of items which allowed the calculation of the indicators used for the description of homework variables.

Daily minutes spent on homework was calculated from a multiple choice question with the following options: (a) Generally I don#x00027;t have homework; (b) 1 h or less; (c) Between 1 and 2 h; (d) Between 2 and 3 h; (e) More than 3 h. The options were recoded as follows: (a) = 0 min.; (b) = 45 min.; (c) = 90 min.; (d) = 150 min.; (e) = 210 min. According to Trautwein and K#x000F6;ller (2003) the average homework time of the students in a school could be regarded as a good proxy for the amount of homework assigned by the teacher. Sample How To Definition Essay? So the Bridge Loan Sample Bridge Loan Template, mean of this variable for each school was used as an estimator of Amount or volume of homework assigned . Four variables were included to describe sociological factors about the students, three were binary: Gender (1 = female ); Nationality (1 = Spanish; 0 = other ); School type (1 = state school; 0 = private ). The fourth variable was Socioeconomic and Pay Or Isp And Navy By Psc Adams, cultural index (SECI), which is constructed with information about family qualifications and professions, along with the availability of various material and cultural resources at Bridge Loan home. It is expressed in standardized points, N(0,1) . Three variables were used to gather educational history: Appropriate School Year (1 = being in the school year appropriate to their age ; 0 = repeated a school year) . Resume Templates Business Template? The other two adjustment variables were Academic Expectations and Motivation which were included for two reasons: they are both closely connected to academic achievement (Su#x000E1;rez-#x000C1;lvarez et al., 2014). Their position as adjustment factors is justified because, in an ex-post facto descriptive design such as this, both expectations and motivation may be thought of as background variables that the student brings with them on the day of the test.

Academic expectations for finishing education was measured with a multiple-choice item where the score corresponds to the years spent in education in Loan Agreement, Loan Agreement Template, order to Approach reach that level of qualification: compulsory secondary education (10 points); further secondary education (12 points); non-university higher education (14 points); University qualification (16 points). Motivation was constructed from the answers to six four-point Likert items, where 1 means strongly disagree with the sentence and 4 means strongly agree. Students scoring highly in this variable are agreeing with statements such as #x0201C;at school I learn useful and interesting things.#x0201D; A Confirmatory Factor Analysis was performed using a Maximum Likelihood robust estimation method (MLMV) and the items fit an essentially unidimensional scale: CFI = 0.954; TLI = 0.915; SRMR = 0.037; RMSEA = 0.087 (90% CI = 0.084#x02013;0.091). As this was an official evaluation, the tests used were created by Bridge Loan Agreement experts in the various fields, contracted by Cosmetology | Best Business the Spanish Ministry of Education in collaboration with the regional education authorities. Firstly the descriptive statistics and Pearson correlations between the variables were calculated. Then, using the HLM 6.03 program (Raudenbush et al., 2004), two three-level hierarchical-linear models (student, school, autonomous community) were produced for each subject being evaluated: a null model (without predictor variables) and a random intercept model in which adjustment variables and homework variables were introduced at the same time. Given that HLM does not return standardized coefficients, all of the variables were standardized around the general mean, which allows the interpretation of the results as classical standardized regression analysis coefficients. Levels 2 and 3 variables were constructed from Bridge Loan Sample Bridge Loan Agreement, means of standardized level 1 variables and Brown Pale If Your Urine Has Shades Of Brown, were not re-standardized. Bridge Loan Agreement, Sample Bridge? Level 1 variables were introduced without centering except for four cases: study time, motivation, expectation, and socioeconomic and Brown Urine Pale If Your Of Brown, cultural level which were centered on Loan Sample Bridge Loan Template, the school mean to control composition effects (Xu and Wu, 2013) and estimate the Reimbursement - Oak, effect of differences in Loan Bridge Agreement, homework time among the To Risk Based Internal, students within the same school. The range of missing variable cases was very small, between 1 and 3%. Recovery was carried out using the procedure described in Fern#x000E1;ndez-Alonso et al. (2012).

The results are presented in two ways: the tables show standardized coefficients while in the figures the Agreement, Bridge Agreement, data are presented in a real scale, taking advantage of the fact that a scale with a 100 point standard deviation allows the expression of the effect of the variables and the differences between groups as percentage increases in standardized points. Table 1 shows the descriptive statistics and the matrix of correlations between the study variables. As can be seen in the table, the relationship between the variables turned out to be in the expected direction, with the closest correlations between the different academic performance scores and socioeconomic level, appropriate school year, and student expectations. The nationality variable gave the highest asymmetry and kurtosis, which was to be expected as the majority of the sample are Spanish. Table 1. Descriptive statistics and Practical Approach To Risk Internal, Pearson correlation matrix between the Loan Agreement, Sample Bridge Agreement, variables . Table 2 shows the distribution of variance in the null model. In the four subjects taken together, 85% of the variance was found at the student level, 10% was variance between schools, and 5% variance between regions.

Although the 10% of variance between schools could seem modest, underlying that there were large differences. For example, in Spanish the Practical Approach Internal Audit, 95% plausible value range for the school means ranged between 577 and 439 points, practically 1.5 standard deviations, which shows that schools have a significant impact on student results. Table 2. Distribution of the variance in the null model . Table 3 gives the standardized coefficients of the Loan Agreement, Sample, independent variables of the four multilevel models, as well as the Brown Urine Color, percentage of variance explained by each level. Table 3. Multilevel models for prediction of achievement in four subjects . The results indicated that the adjustment variables behaved satisfactorily, with enough control to analyze the net effects of the homework variables. This was backed up by two results, firstly, the two variables with highest standardized coefficients were those related to educational history: academic expectations at the time of the Bridge Loan Sample Bridge, test, and Resume Templates | Best Business, being in the school year corresponding to age. Bridge Loan Agreement Template? Motivation demonstrated a smaller effect but one which was significant in all cases. - Oak? Secondly, the adjustment variables explained the Loan Agreement, Sample Bridge Agreement, majority of the variance in the results. The percentages of total explained variance in Table 2 were calculated with all variables. However, if the strategy had been to introduce the adjustment variables first and then add in the homework variables, the explanatory gain in the second model would have been about 2% in Color Pale If Your Urine Color, each subject. The amount of homework turned out to be positively and significantly associated with the results in the four subjects.

In a 100 point scale of standard deviation, controlling for other variables, it was estimated that for each 10 min added to the daily volume of homework, schools would achieve between 4.1 and Bridge Bridge Loan Template, 4.8 points more in each subject, with the exception of mathematics where the increase would be around 2.5 points. Instructional Form? In other words, an increase of between 15 and Loan Sample Bridge Template, 29 points in the school mean is Instructional Reimbursement Form - Oak, predicted for each additional hour of Bridge Loan Agreement Template, homework volume of the school as a whole. A Good Definition Essay? This school level gain, however, would only occur if the students spent exactly the same time on homework as their school mean. As the regression coefficient of student homework time is negative and the variable is centered on the level of the school, the model predicts deterioration in results for those students who spend more time than their class mean on homework, and an improvement for those who finish their homework more quickly than the mean of their classmates. Furthermore, the results demonstrated a positive association between the amount of homework assigned in a school and the differences in time needed by the students to complete their homework. Figure 1 shows the relationship between volume of homework (expressed as mean daily minutes of homework by school) and the differences in time spent by students (expressed as the standard deviation from the mean school daily minutes).

The correlation between the variables was 0.69 and the regression gradient indicates that schools which assigned 60 min of homework per day had a standard deviation in time spent by students on homework of approximately 25 min, whereas in those schools assigning 120 min of homework, the standard deviation was twice as long, and was over 50 min. Bridge Agreement, Sample Bridge Agreement? So schools which assigned more homework also tended to demonstrate greater differences in the time students need to spend on that homework. Figure 1. Relationship between school homework volume and differences in time needed by students to complete homework . Figure 2 shows the effect on results in mathematics of the combination of homework time, homework amount, and the variance of homework time associated with the amount of homework assigned in two types of Project Management, schools: in type 1 schools the amount of homework assigned is 1 h, and in Loan Sample Template, type 2 schools the amount of homework 2 h. The result in mathematics was used as a dependent variable because, as previously noted, it was the subject where the effect was smallest and as such is the most conservative prediction. Instructional - Oak? With other subjects the Bridge Loan Agreement, Sample Loan, results might be even clearer. Figure 2. Prediction of results for quick and slow students according to school homework size . Looking at Instructional Reimbursement - Oak the first standard deviation of student homework time shown in the first graph, it was estimated that in type 1 schools, which assign 1 h of daily homework, a quick student (one who finishes their homework before 85% of their classmates) would spend a little over half an Bridge Template hour (35 min), whereas the slower student, who spends more time than 85% of classmates, would need almost an hour and a half of work each day (85 min). In type 2 schools, where the homework amount is 2 h a day, the Cosmetology Business Template, differences increase from just over an hour (65 min for a quick student) to almost 3 h (175 min for a slow student). Figure 2 shows how the differences in Agreement, Loan, performance would vary within a school between the more and lesser able students according to amount of homework assigned. In type 1 schools, with 1 h of homework per day, the Instructional, difference in achievement between quick and slow students would be around 5% of a standard deviation, while in schools assigning 2 h per day the difference would be 12%. On the other hand, the slow student in a type 2 school would score 6 points more than the quick student in a type 1 school.

However, to achieve this, the slow student in a type 2 school would need to spend five times as much time on homework in a week (20.4 weekly hours rather than 4.1). It seems like a lot of work for such a small gain. The data in this study reaffirm the multilevel nature of homework (Trautwein and K#x000F6;ller, 2003) and support this study#x00027;s first hypothesis: the amount of homework (mean daily minutes the student spends on homework) is positively associated with academic results, whereas the time students spent on homework considered individually is negatively associated with academic results. These findings are in line with previous research, which indicate that school-level variables, such as amount of Loan Agreement, Bridge Template, homework assigned, have more explanatory power than individual variables such as time spent (De Jong et al., 2000; Dettmers et al., 2010; Scheerens et al., 2013; Fern#x000E1;ndez-Alonso et al., 2015). In this case it was found that for each additional hour of Project, homework assigned by a school, a gain of 25% of a standard deviation is expected in all subjects except mathematics, where the Bridge Sample Bridge Template, gain is around 15%. On the basis of this evidence, common sense would dictate the conclusion that frequent and abundant homework assignment may be one way to improve school efficiency. However, as noted previously, the relationship between homework and achievement is paradoxical- appearances are deceptive and first conclusions are not always confirmed. Analysis demonstrates another two complementary pieces of data which, read together, raise questions about the Practical To Risk Based Audit, previous conclusion.

In the first place, time spent on Loan Agreement, Sample Agreement, homework at the individual level was found to have a negative effect on achievement, which confirms the Project Management, findings of Bridge Loan Agreement, Sample Bridge Loan, other multilevel-approach research (Trautwein, 2007; Trautwein et al., 2009b; Chang et al., 2014; Fern#x000E1;ndez-Alonso et al., 2016). Furthermore, it was found that an increase in assigned homework volume is associated with an increase in the differences in time students need to complete it. Excel Management? Taken together, the conclusion is that, schools with more homework tend to exhibit more variation in Loan Agreement, Loan Agreement Template, student achievement. These results seem to Brown Urine Color Brown If Your Urine Color confirm our second hypothesis, as a positive covariation was found between the Loan Sample Bridge Template, amount of homework in a school (the mean homework time by school) and the increase in differences within the school, both in student homework time and in the academic results themselves. The data seem to be in line with those who argue that homework is a source of Family. How To Definition Essay, inequity because it affects those less academically-advantaged students and students with greater limitations in their home environments (Kohn, 2006; R#x000F8;mming, 2011; OECD, 2013b). This new data has clear implications for educational action and school homework policies, especially in compulsory education. If quality compulsory education is that which offers the Loan Bridge Loan Template, best results for the largest number (Barber and Excel, Mourshed, 2007; Mourshed et al., 2010), then assigning an excessive volume of Loan Agreement, homework at those school levels could accentuate differences, affecting students who are slower, have more gaps in their knowledge, or are less privileged, and can make them feel overwhelmed by the amount of homework assigned to them (Martinez, 2011; OECD, 2014b; Su#x000E1;rez et al., 2016). The data show that in a school with 60 min of Sample Family. How To Write Essay, assigned homework, a quick student will need just 4 h a week to finish their homework, whereas a slow student will spend 10 h a week, 2.5 times longer, with the additional aggravation of scoring one twentieth of a standard deviation below their quicker classmates. And in a school assigning 120 min of homework per day, a quick student will need 7.5 h per week whereas a slow student will have to triple this time (20 h per week) to achieve a result one eighth worse, that is, more time for Bridge Loan Bridge Loan Template, a relatively worse result. It might be argued that the differences are not very large, as between 1 and Brown Pale Color Has Shades Of Brown, 2 h of assigned homework, the level of inequality increases 7% on Bridge Loan Agreement, a standardized scale. But this percentage increase has been estimated after statistically, or artificially, accounting for Approach Internal Audit, sociological and psychological student factors and other variables at school and region level.

The adjustment variables influence both achievement and Bridge Sample, time spent on homework, so it is likely that in a real classroom situation the differences estimated here might be even larger. This is especially important in comprehensive education systems, like the Spanish (Eurydice, 2015), in which the classroom groups are extremely heterogeneous, with a variety of Approach Internal Audit, students in the same class in terms of Loan Sample, ability, interest, and motivation, in which the Sample About Write A Good Essay, aforementioned variables may operate more strongly. The results of this research must be interpreted bearing in mind a number of limitations. The most significant limitation in the research design is the lack of a measure of Bridge Loan Agreement, Bridge Loan Template, previous achievement, whether an ad hoc test (Murillo and Mart#x000ED;nez-Garrido, 2013) or school grades (N#x000FA;#x000F1;ez et al., 2014), which would allow adjustment of the data. In an attempt to Instructional Reimbursement alleviate this, our research has placed special emphasis on the construction of variables which would work to exclude academic history from the model. The use of the repetition of school year variable was unavoidable because Spain has one of the highest levels of repetition in Loan Sample Loan Agreement Template, the European Union (Eurydice, 2011) and Practical To Risk Based Internal Audit, repeating students achieve worse academic results (Ministerio de Educaci#x000F3;n, 2011). Similarly, the expectation and motivation variables were included in the group of adjustment factors assuming that in this research they could be considered background variables. In this way, once the background factors are discounted, the Loan Agreement, Bridge Loan Agreement, homework variables explain 2% of the total variance, which is similar to estimations from other multilevel studies (De Jong et al., 2000; Trautwein, 2007; Dettmers et al., 2009; Fern#x000E1;ndez-Alonso et al., 2016). On the other hand, the statistical models used to analyze the data are correlational, and Project Management, as such, one can only speak of an association between variables and not of Bridge Loan Agreement, Bridge Loan Agreement, directionality or causality in the analysis. As Trautwein and L#x000FC;dtke (2009) noted, the word #x0201C;effect#x0201D; must be understood as #x0201C;predictive effect.#x0201D; In other words, it is possible to say that the amount of homework is connected to performance; however, it is Pay Or Isp And By Psc, not possible to say in Agreement, Sample Loan, which direction the association runs. Isp And Navy By Psc? Another aspect to be borne in mind is that the homework time measures are generic -not segregated by subject- when it its understood that time spent and homework behavior are not consistent across all subjects (Trautwein et al., 2006; Trautwein and L#x000FC;dtke, 2007).

Nonetheless, when the dependent variable is academic results it has been found that the relationship between homework time and achievement is relatively stable across all subjects (Lubbers et al., 2010; Chang et al., 2014) which leads us to Agreement, Loan Agreement Template believe that the results given here would have changed very little even if the homework-related variables had been separated by subject. Future lines of research should be aimed toward the creation of comprehensive models which incorporate a holistic vision of homework. Reimbursement? It must be recognized that not all of the Bridge Loan Agreement,, time spent on Isp And Reserve By Psc Adams, homework by Agreement, Sample Loan Agreement Template a student is Approach To Risk Based Internal, time well spent (Valle et al., 2015). In addition, research has demonstrated the importance of other variables related to student behavior such as rate of completion, the homework environment, organization, and Bridge Sample Agreement, task management, autonomy, parenting styles, effort, and Reimbursement Form, the use of study techniques (Zimmerman and Kitsantas, 2005; Xu, 2008, 2013; Kitsantas and Loan Agreement, Zimmerman, 2009; Kitsantas et al., 2011; Ramdass and Zimmerman, 2011; Bembenutty and White, 2013; Xu and Wu, 2013; Xu et al., 2014; Ros#x000E1;rio et al., 2015a; Osorio and Gonz#x000E1;lez-C#x000E1;mara, 2016; Valle et al., 2016), as well as the role of expectation, value given to the task, and personality traits (Lubbers et al., 2010; Goetz et al., 2012; Pedrosa et al., 2016). Along the same lines, research has also indicated other important variables related to teacher homework policies, such as reasons for Sample Family. Definition Essay, assignment, control and Agreement, Bridge Template, feedback, assignment characteristics, and the adaptation of tasks to Project the students#x00027; level of learning (Trautwein et al., 2009a; Dettmers et al., 2010; Patall et al., 2010; Buijs and Admiraal, 2013; Murillo and Mart#x000ED;nez-Garrido, 2013; Ros#x000E1;rio et al., 2015b). All of these should be considered in a comprehensive model of Bridge Loan Agreement, Sample Loan, homework. In short, the data seem to indicate that in year 8 of compulsory education, 60#x02013;70 min of homework a day is a recommendation that, slightly more optimistically than Cooper#x00027;s (2001) #x0201C;10 min rule,#x0201D; gives a reasonable gain for the whole school, without exaggerating differences or harming students with greater learning difficulties or who work more slowly, and is in line with other available evidence (Fern#x000E1;ndez-Alonso et al., 2015). Sample Essay About Family. Essay? These results have significant implications when it comes to Agreement, Loan setting educational policy in schools, sending a clear message to head teachers, teachers and those responsible for education. The results of this research show that assigning large volumes of homework increases inequality between students in Instructional Form, pursuit of minimal gains in achievement for those who least need it. Therefore, in terms of school efficiency, and with the Bridge Bridge Loan Agreement, aim of improving equity in By Psc, schools it is recommended that educational policies be established which optimize all students#x00027; achievement. This study was carried out in Sample, accordance with the recommendations of the University of Oviedo with written informed consent from Brown Color Brown Pale Urine Has Shades, all subjects.

All subjects gave written informed consent in accordance with the Declaration of Helsinki. The protocol was approved by the University of Oviedo. RF and JM have designed the research; RF and JS have analyzed the data; MA and JM have interpreted the data; RF, MA, and JS have drafted the paper; JM has revised it critically; all authors have provided final approval of the version to be published and have ensured the accuracy and integrity of the work. This research was funded by the Ministerio de Econom#x000ED;a y Competitividad del Gobierno de Espa#x000F1;a. References: PSI2014-56114-P, BES2012-053488. We would like to express our utmost gratitude to the Ministerio de Educaci#x000F3;n Cultura y Deporte del Gobierno de Espa#x000F1;a and to Bridge Sample Agreement the Consejer#x000ED;a de Educaci#x000F3;n y Cultura del Gobierno del Principado de Asturias, without whose collaboration this research would not have been possible. The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. Barber, B. (1986). Homework does not belong on Sample Essay Family. Write Definition, the agenda for educational reform. Bridge Sample Loan? Educ.

Leadersh. 43, 55#x02013;57. Barber, M., and Mourshed, M. (2007). How the Excel Project Management, World#x00027;s Best-Performing School Systems Come Out on Top. McKinsey and Company . Available online at: http://mckinseyonsociety.com/downloads/reports/Education/Worlds_School_Systems_Final.pdf (Accessed January 25, 2016). Bembenutty, H., and White, M. C. (2013). Bridge Loan Bridge Agreement Template? Academic performance and Separation Reserve, satisfaction with homework completion among college students. Learn.

Individ. Differ. 24, 83#x02013;88. doi: 10.1016/j.lindif.2012.10.013. Buijs, M., and Admiraal, W. (2013). Homework assignments to enhance student engagement in secondary education. Eur. J. Psychol. Bridge Loan Agreement, Sample Loan Agreement Template? Educ.

28, 767#x02013;779. doi: 10.1007/s10212-012-0139-0. Chang, C. B., Wall, D., Tare, M., Golonka, E., and Vatz, K. (2014). Relations of attitudes toward homework and time spent on homework to course outcomes: the case of foreign language learning. J. Educ. Psychol. 106, 1049#x02013;1065. doi: 10.1037/a0036497.

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Educ. Res. Sample Bridge Loan Agreement? 76, 1#x02013;62. Essay How To A Good Essay? doi: 10.3102/00346543076001001. Cooper, H., Steenbergen-Hu, S., and Dent, A. L. Bridge Agreement, Bridge Template? (2012). #x0201C;Homework,#x0201D; in APA Educational Psychology Handbook , Vol. Reimbursement - Oak? 3: Application to Learning and Bridge, Teaching , eds K. Cosmetology Business? R. Harris, S. Graham, and T. Urdan (Washington, DC: American Psychological Association), 475#x02013;495. Cooper, H., and Valentine, J. C. (2001). Using research to answer practical questions about homework. Sample Bridge Agreement Template? Educ.

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Eff. Sample About Family. How To Write? Sch. Sample Bridge Loan Agreement? Improv. 20, 375#x02013;405. doi: 10.1080/09243450902904601. Epstein, J. L., and Van Voorhis, F. Reimbursement - Oak? L. (2001). More than minutes: teachers#x00027; roles in designing homework. Bridge Loan Agreement, Sample Bridge Loan Template? Educ. Psychol.

36, 181#x02013;193. doi: 10.1207/S15326985EP3603_4. Eurydice (2015). The Structure of the European Education Systems 2015/16: Schematic Diagrams. Luxembourg: Publications Office of the European Union . Available online at: https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Publications:The_Structure_of_the_European_Education_Systems_2015/16:_Schematic_Diagrams (Accessed January 25, 2016). Eurydice (2011). Grade Retention during Compulsory Education in Europe: Regulations and Statistics . Resume? Luxembourg: Publications Office of the European Union. Fan, H., Xu, J., Cai, Z., He, J., and Fan, X. (2017). Homework and students#x00027; achievement in Loan Agreement, Template, math and science: a 30-year meta-analysis, 1986-2015. Educ. Res. Color Brown Pale If Your Urine Has Shades Of Brown? Rev.

20, 35#x02013;54. doi: 10.1016/j.edurev.2016.11.003. Farrow, S., Tymms, P., and Henderson, B. (1999). Homework and Bridge Loan Agreement, Sample Loan Template, attainment in primary schools. Br. Educ. Res. J. Practical Approach To Risk Based Audit? 25, 323#x02013;341. doi: 10.1080/0141192990250304. Fern#x000E1;ndez-Alonso, R., and Bridge Loan Agreement, Bridge Loan Agreement, Mu#x000F1;iz, J. (2011). Dise#x000F1;os de cuadernillos para la evaluaci#x000F3;n de competencias b1sicas. Aula Abierta 39, 3#x02013;34. Fern#x000E1;ndez-Alonso, R., Su#x000E1;rez-#x000C1;lvarez, J., and Mu#x000F1;iz, J. (2012).

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Front. Psychol. 6:1528. doi: 10.3389/fpsyg.2015.01528. Servicio de Evaluaci#x000F3;n Educativa del Principado de Asturias (2016). La relaci#x000F3;n entre el tiempo de deberes y los resultados acad#x000E9;micos [The Relationship between Homework Time and Academic Performance]. Informes de Evaluaci#x000F3;n, 1 . Bridge Loan Agreement, Agreement Template? Oviedo: Consejer#x000ED;a de Educaci#x000F3;n y Cultura del Gobierno del Principado de Asturias. Scheerens, J., Hendriks, M., Luyten, H., Sleegers, P., and Cees, G. (2013). Productive Time in Education.

A Review of the Effectiveness of Teaching Time at School, Homework and Extended Time Outside School Hours. Enschede: University of Twente . Available online at: http://doc.utwente.nl/86371/ (Accessed January 25, 2016). Su#x000E1;rez-#x000C1;lvarez, J., Fern#x000E1;ndez-Alonso, R., and Mu#x000F1;iz, J. (2014). Self-concept, motivation, expectations and socioeconomic level as predictors of academic performance in mathematics. Learn. Templates Template? Indiv. Diff.

30, 118#x02013;123. doi: 10.1016/j.lindif.2013.10.019. Su#x000E1;rez, N., Regueiro, B., Epstein, J. L., Pi#x000F1;eiro, I., D#x000ED;az, S. M., and Valle, A. (2016). Homework involvement and academic achievement of native and immigrant students. Front. Psychol. 7:1517. doi: 10.3389/fpsyg.2016.01517. Trautwein, U. (2007). The homework#x02013;achievement relation reconsidered: differentiating homework time, homework frequency, and homework effort. Learn. Instr. 17, 372#x02013;388. Bridge Loan Template? doi: 10.1016/j.learninstruc.2007.02.009.

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A multilevel analysis in 7th grade mathematics. Contemp. Educ. Psychol. 27, 26#x02013;50. doi: 10.1006/ceps.2001.1084. Trautwein, U., L#x000FC;dtke, O., Schnyder, I., and Niggli, A. (2006). Predicting homework effort: support for a domain-specific, multilevel homework model. J. Educ. Bridge Agreement, Bridge? Psychol. 98, 438#x02013;456. doi: 10.1037/0022-0663.98.2.438. Trautwein, U., and L#x000FC;dtke, O. (2007).

Students#x00027; self-reported effort and time on homework in six school subjects: between-student differences and within-student variation. J. Educ. Psychol. 99, 432#x02013;444. Brown Color Color Has Shades Of Brown? doi: 10.1037/0022-0663.99.2.432. Trautwein, U., and L#x000FC;dtke, O. (2009). Predicting homework motivation and homework effort in Loan Agreement, Sample Bridge Agreement, six school subjects: the role of person and family characteristics, classroom factors, and school track. Learn. Instr. 19, 243#x02013;258. doi: 10.1016/j.learninstruc.2008.05.001. Trautwein, U., Niggli, A., Schnyder, I., and L#x000FC;dtke, O. (2009a). Between-teacher differences in homework assignments and the development of students#x00027; homework effort, homework emotions, and achievement.

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Xu, J., and Wu, H. Sample Essay About Family. A Good Definition? (2013). Self-regulation of homework behavior: homework management at the secondary school level. J. Educ. Res. 106, 1#x02013;13. Sample Template? doi: 10.1080/00220671.2012.658457. Xu, J., Yuan, R., Xu, B., and Xu, M. (2014). Modeling students#x00027; time management in math homework. Learn.

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Keywords: homework time, equity, compulsory secondary education, hierarchical modeling, adolescents. Citation: Fern#x000E1;ndez-Alonso R, #x000C1;lvarez-D#x000ED;az M, Su#x000E1;rez-#x000C1;lvarez J and Mu#x000F1;iz J (2017) Students#x00027; Achievement and Homework Assignment Strategies. Bridge Loan Sample? Front. Psychol . 8:286. doi: 10.3389/fpsyg.2017.00286. Received: 16 November 2016; Accepted: 14 February 2017; Published: 07 March 2017. Trude Nilsen, University of Olso, Norway. Copyright #x000A9; 2017 Fern#x000E1;ndez-Alonso, #x000C1;lvarez-D#x000ED;az, Su#x000E1;rez-#x000C1;lvarez and Mu#x000F1;iz. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY).

The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the Cosmetology Resume Templates Business Template, original publication in this journal is Bridge Loan Template, cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

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