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The purpose of this chapter is to present a summary of the literature related to homework. First, information on the search procedures is provided, including the criteria for inclusion in this review. Second, a historical overview of homework in the United States is provided, including definitions and major changes in public opinion over time. The third section addresses the difficulties experienced by students with emotional disabilities in regard to homework. The fourth section reviews the homework policies presently in place at local school districts across the U.S. The fifth section discusses the effects of homework when basic classroom strategies, cooperative homework teams, self-management and goal setting, and assignment completion strategies are used. The sixth section describes the homework practices used, as reported by teachers and students. The seventh section describes the problems experienced by students with disabilities, from the perspective of teachers, parents, and students. A final section describes the kinds of problems associated with home-school communication.

This chapter compares student performance and course satisfaction in two large sections of an introductory financial accounting course. The students in one section used an online homework management system (OHMS), whereas the students in the other section used traditional homework methods. While an OHMS saves instructors’ valuable time, there is little extant research on how these systems affect students. Our study compares several performance measures and a general course satisfaction survey across the two groups of students. The results provide some evidence that an OHMS enhances students’ performance on some of the performance measures. Our results also show that there is no effect on students’ satisfaction in the course.

The use of “homework”, activities outside of the classroom or session, is widely applied in a range of disciplines including teaching, therapy and training. The argument advanced by advocates is that it provides an opportunity to consolidate knowledge learnt in the classroom and develop mastery in an applied environment. However, the use of homework has not been widely discussed or researched within business coaching, which is a form of personal development. This exploratory study aims to examine whether homework, as a coaching intervention, may enhance the clients' learning experience.

Data were collected from eight early career coaches and eight coaching clients. Not all clients were related to the coaches. Each client had experienced a minimum of three coaching sessions. Interviews were recorded and analysed using thematic analysis. The study explored the use of (1) client-led, (2) coach-led and (3) collaboratively developed homework during the engagements.

The findings indicated that homework is widely used and was perceived to have mixed effects. The positioning of the homework by the coach, including the terminology used to describe the activity, and the type of work can affect the level of engagement and thus the perceived value generated.

This is the first study to explore the nature of “homework” in coaching. More work is needed to better inform the use of “homework” in coaching practice, including the type of work and how this is agreed with different types of clients, for example, should homework be coach, collaborative or client led?

Research suggests that homework compliance within cognitive behavioral therapy is associated with treatment adherence and positive treatment outcomes through generalization of learned skills. The purpose of this paper is to determine whether there were differences in aggression and substance use between participants who did and did not complete therapy homework assignments.

Secondary analyses were conducted using data from Easton et al.’s (2017) randomized controlled trial of substance abuse domestic violence (SADV) treatment among substance dependent intimate partner violence (IPV) offenders. Analyses of covariance were conducted in order to determine whether homework completion had a significant effect on aggression and substance use. Correlational analyses were conducted to determine the association between quality of homework and outcomes.

Participants (n=63) who completed at least two homework assignments had fewer days of alcohol use during treatment compared to those who did not complete any assignments, p=0.03. There was not a difference in the number of days participants engaged in violence based on homework completion. Analyses indicated that those who displayed aggression proximal to alcohol use during treatment completed significantly fewer homework assignments compared to those who did not display aggression proximal to alcohol use (p=0.04).

This research was limited to a sample of male substance using offenders of IPV within the US additional research utilizing a larger sample size in order to investigate differences in homework completion across treatment groups is needed. Further analysis of the barriers to and predictors of homework compliance among this population is recommended.

This research highlights the need for incorporation of homework and further exploration of methods and treatment modalities to ensure homework compliance among substance using male offenders of IPV.

Reports on a study investigating homework clubs in public libraries in the UK. Describes the national social and political background against which homework clubs have been established and reports the results of research, focusing on the establishment of homework clubs and the role of partnerships in their development, their aims and objectives, their focus on pupils with special needs, their promotion, staffing issues, users, resources and monitoring and evaluation. It is concluded that although challenges lie ahead, particularly in the area of resourcing, the future looks bright for homework clubs with a great deal of positive commitment to their development. Recommendations for future progress are given.

Post‐industrial predictions of a rapid growth in new technology homeworking have gained widespread currency to become part of the conventional wisdom. However the evidence, including primary research material, suggests that the claims for new technology homeworking, both regarding its extent and its alleged benefits, have been considerably overestimated. In particular, new technology homeworking by itself does not appear to open up opportunities for women to improve their position in the labour market; the demographic changes predicted for the 1990s may provide a better bet. Nevertheless, there is a danger in assuming that all firms apply the same strategy when employing homeworkers; at least three different variations can be identified and this has important implications for personnel managers. The overestimation of new technology homeworking stands in stark contrast to traditional homeworking where the extent has been considerably underestimated. This marginalisation of traditional homeworking stems in large part from the distortion caused by the conceptual split between private and public realms. The failure to find evidence to support the growth of new technology homeworking leads to a consideration of how the arguments may better be considered as rhetoric designed to advance a certain set of ideas – in particular that set associated with “privatisation” as a political ideology.

Research on homework has typically focused on students’ beliefs, commitment to, and benefits of doing homework, but what about the influence of school policies and teachers’ beliefs and attitudes on the topic? Do schools with stricter rules and a clearer focus have teachers giving more homework? Are teachers who believe in the virtues of homework as a learning device and a convenient means for communicating with the home more likely to give, collect, mark, and return homework to students than teachers who see no benefits? This study developed a valid, reliable instrument, the homework attitude and behaviour inventory for teachers (HABIT), and administered it to 120 teachers in two schools with a clear, focused homework policy, and two without. Findings were that schools with a well‐defined homework policy had teachers who: gave, collected, marked, and returned homework significantly more often; and believed in the usefulness of these assignments. Multiple regressions showed a significant relationship between beliefs about homework, the homework behaviours, and the types of assignments made (repeat classwork, introduce new materials, explore new ideas, pursue imaginative topics at home). Regressing homework attitudes and school policies against teacher homework behaviours produced an adjusted R‐square of 49.5 (p < 0.001).

This paper has three aims: Firstly, it puts the pandemic-induced surge in homeworking into context by charting trends in homeworking in the UK since the early 1980s. Secondly, it examines what effect the growth in homeworking during the pandemic has had on employees' self-reported levels of productivity. Thirdly, it assesses whether the spike in homeworking is a flash in the pan or a permanent feature of the post-pandemic world.

The paper uses cross-sectional and longitudinal data taken from three nationally representative surveys of workers: (1) the Labour Force Survey (LFS), an official government survey carried out between 1981 and 2019; (2) a special module of the Opinions and Lifestyle Survey (OPN), also an official government survey, which has been run every week since the pandemic began in March 2020; and (3) the Understanding Society Covid-19 Study, an online survey of the same people interviewed on six occasions during 2020.

The recent surge in homeworking in the UK during the pandemic has been dramatic. Before 2020, it had taken almost 40 years for homeworking to grow by three percentage points, but its prevalence grew eight-fold virtually overnight as people were instructed to work at home if they can because of the pandemic. Despite theories and predictions to the contrary, employees reported that their productivity was not adversely affected. Seven out of ten employees said that they were able to get as much done while working at home in June 2020 as they were able to do six months earlier. By September 2020, this proportion had risen to 85%. However, around one in six homeworkers reported that their productivity had fallen.

While there are solid theoretical reasons for the paper's findings, these data do not allow us to test all of the mechanisms involved. In addition, our outcome measure relies on employees' self-reports of how their hourly productivity changed when working at home and is not based on a direct measure of changes to output per hour. However, surveys of employers also suggest that, on average, productivity has not been reduced by the pandemic-induced surge in homeworking.

This paper argues that a higher level of homeworking is here to stay. Nine out of ten employees who worked at home during the pandemic said that they would like to continue working at home when they did not have to. Furthermore, those keenest to continue working at home were the most productive, hence providing a business case for a sustained increase in the prevalence of homeworking after the pandemic has passed. Nevertheless, the experience of homeworking varies with those with higher domestic commitments reporting significantly lower levels of productivity.

There is an urgent need to investigate what effect enforced, as opposed to voluntary, homeworking has had on employee productivity. In addition, in order to decide whether continued homeworking should be encouraged or discouraged, policymakers and employers need to know what effect continuing with these arrangements is likely to have on employee productivity. This paper answers these questions using robust survey data collected in the UK throughout 2020, complemented by evidence taken from a variety of employer surveys.

The employment trend of working at home with computers in the United Kingdom is investigated, covering what computer homeworking is, who is involved, the form it takes and the types of organisations that have shown interest in it. Information is then provided concerning the extent of the growth in homeworking, and why there has not been the explosion of computer homeworking — as might have been expected as a result of the technological opportunities offered by the microcomputer — is explained.

Web-enhanced instruction is increasingly pervasive in higher education. Homework assignments and exams are increasingly completed online. Instructors evaluate the effectiveness of educational tools, such as web-based homework (WBH), in part through student performance that can be affected by students’ motivation. Thus, changes in students’ motivations and perceptions during an academic term can affect our assessment of the efficacy of the educational tool depending on when our assessment is conducted. No current studies identify variations in student perceptions of educational technology over time. Better understanding the changes in student perceptions of educational technology as they complete a course of study may help educators develop more effective instructional and pedagogical strategies. Our study explores how students’ attitudes toward WBH change with use.