Examining the Likelihood of Parents' Homework Involvement with Elementary-Age Students with Individualized Education Programs

Autor/inn/en	Womack, Tyler A.; Johnson, Austin H.
Titel	Examining the Likelihood of Parents' Homework Involvement with Elementary-Age Students with Individualized Education Programs
Quelle	In: Remedial and Special Education, 43 (2022) 4, S.211-221 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Womack, Tyler A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/07419325211047956
Schlagwörter	Individualized Education Programs; Students with Disabilities; Homework; Parent Participation; Elementary School Students; Expectation; Probability; Racial Differences; Ethnicity; Family Income; Family School Relationship; Satisfaction; Special Education + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Hausaufgabe; Elternmitwirkung; Expectancy; Erwartung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Rassenunterschied; Ethnizität; Familieneinkommen; Zufriedenheit; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Elementary-age students with Individualized Education Programs (IEPs) tend to experience more challenges and demonstrate lower homework completion as compared with peers without IEPs. Parent involvement in homework can significantly improve a child's homework achievement, but little research has examined the factors associated with higher levels of homework involvement for parents of children with IEPs. Using the 2016 Parent and Family Involvement survey, weighted hierarchical ordinal logistic regression analysis was implemented to determine how a child's IEP status, parents' demographic characteristics, school-level variables, and parents' expectations predicted parents' odds of helping their child with homework. Results indicated parents' race and income, along with school communication, parent satisfaction, and the interaction between a child's IEP status and parents' expectations predicted parents' likelihood of involvement in their child's homework. The implications of these findings and future directions are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01