Jianzhong Xu

Self-regulation of homework behavior: Homework management at the secondary school level

Abstract:
The authors examined empirical models of variables posited to predict homework management at the secondary school level. The participants were 866 eighth-grade students from 61 classes and 745 eleventh-grade students from 46 classes. Most of the variance in homework management occurred at the student level, with affective attitude and homework interest appearing as 2 significant predictors at the class level. At the student level, homework management was positively associated with learning-oriented reasons, affective attitude, self-reported grade, family homework help, homework interest, teacher feedback, and adult oriented reasons. On the other hand, homework management was negatively associated with time spent watching television. In addition, Black girls, compared with Black boys, were more likely to manage their homework assignments.

Citation:
Xu, J., & Wu, H. (2013). Self-regulation of homework behavior: Homework management at the secondary school level. Journal of Educational Research, 106, 1-13.

Making science homework work: The perspectives of exemplary African American science teachers

Abstract:
This qualitative study examined the perspectives of exemplary African American teachers as they pertained to science homework. The participants were eight exemplary African American elementary science teachers in the southeastern United States. Data revealed that these teachers shared a strong sense of urgency to utilize homework as an important vehicle in science learning. To help their students be successful with their homework, they often provided additional provisions and used a variety of strategies to promote their students’ interest in their homework. In addition, they adapted an approach comparable to both Boykin’s Afrocultural Ethos (e.g., concerned with affect, expressive individualism, and verve) and “being a warm demander” (i.e., setting high expectations and insisting firmly yet respectfully that students meet those expectations). These findings suggest that there is merit in integrating these two frameworks, to better understand the perspectives of exemplary African American teachers, in general, and with science homework, in particular.

Citation:
Xu, J., Coats, L. T., & Davidson, M. L. (2012). Making science homework work: The perspectives of exemplary African American science teachers. Teachers College Record, 114(7), 1-32.

Predicting students’ homework environment management at the secondary school level.

Abstract:
Abstract: The present study examined empirical models of variables posited to predict students' homework environment management at the secondary school level. The participants were 866 8th graders from 61 classes and 745 11th graders from 46 classes. Most of the variance in homework environment management occurred at the student level, with classmates' shared homework interest as the only significant predictor at the class level. At the student level, homework environment management was positively associated with learning-oriented reasons (i.e. doing homework for reinforcing school learning and developing a sense of responsibility), homework interest, family homework help, academic achievement and teacher feedback. On the other hand, homework environment management was negatively associated with the amount of time spent on television and peer-oriented reasons (i.e. doing homework for working with and seeking approval from peers).

Citation:
Xu, J. (2012). Predicting students’ homework environment management at the secondary school level. Educational Psychology, 32, 183-200.

Promoting student interest in science: The perspectives of exemplary African American teachers.

Author(s): Linda Coats

Abstract:
The authors of this article argue both the urgency and the promise of establishing a constructive conversation among different bodies of research, including science interest, sociocultural studies in science education, and culturally relevant teaching. With the instructional practices of eight exemplary African American elementary teachers serving their investigative site, they begin to develop a theory for promoting student interest in science. They argue that this emerging theory is distinguishable by three broad propositions: having a genuine interest, scaffolding student interest, and offering multiple standpoints. They further show that their theory based on these three related propositions has provided an important framework to better understand a number of important issues in science education (e.g., early interest in science and hands-on science activities).

Citation:
Xu, J., Coats, L., & Davidson, M. (2012). Promoting student interest in science: The perspectives of exemplary African American teachers. American Educational Research Journal, 49, 124-154.