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Helping with homework? : Homework as a site of tensions between parents and teenagers.

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Helping with homework? : Homework as a site of tensions between parents and teenagers. / Solomon, Yvette J.; Warin, Jo; Lewis, Charlie.
In: British Educational Research Journal, Vol. 28, No. 4, 2002, p. 603-622.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

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Vancouver

Solomon YJ, Warin J, Lewis C. Helping with homework? : Homework as a site of tensions between parents and teenagers. British Educational Research Journal. 2002;28(4):603-622. doi: 10.1080/0141192022000005850

Author

Solomon, Yvette J. ; Warin, Jo ; Lewis, Charlie. / Helping with homework? : Homework as a site of tensions between parents and teenagers. In: British Educational Research Journal. 2002 ; Vol. 28, No. 4. pp. 603-622.

Bibtex

@article{5c60c187aabf44e2b7687e6859ea54a1,
title = "Helping with homework? : Homework as a site of tensions between parents and teenagers.",
abstract = "The setting of homework is strongly encouraged by the Department for Education and Employment on the assumption that support from parents, once gained, is unproblematic and useful. However, a number of researchers have observed the possibility of a negative impact of homework on families. This article presents interview data from families with teenagers, in which homework was described as a significant site of parent-teenager tensions. For many parents, homework was invested with the opportunity for reparation for their own scholastic failures or lost opportunities. Others felt that they lacked the competence to help and were disenfranchised by homework demands. Parents' concerns about their children's futures create a climate of pressure to succeed as they support a homework agenda that is not necessarily their own and which they have little power to influence.",
author = "Solomon, {Yvette J.} and Jo Warin and Charlie Lewis",
year = "2002",
doi = "10.1080/0141192022000005850",
language = "English",
volume = "28",
pages = "603--622",
journal = "British Educational Research Journal",
issn = "0141-1926",
publisher = "Routledge",
number = "4",

}

RIS

TY - JOUR

T1 - Helping with homework? : Homework as a site of tensions between parents and teenagers.

AU - Solomon, Yvette J.

AU - Warin, Jo

AU - Lewis, Charlie

PY - 2002

Y1 - 2002

N2 - The setting of homework is strongly encouraged by the Department for Education and Employment on the assumption that support from parents, once gained, is unproblematic and useful. However, a number of researchers have observed the possibility of a negative impact of homework on families. This article presents interview data from families with teenagers, in which homework was described as a significant site of parent-teenager tensions. For many parents, homework was invested with the opportunity for reparation for their own scholastic failures or lost opportunities. Others felt that they lacked the competence to help and were disenfranchised by homework demands. Parents' concerns about their children's futures create a climate of pressure to succeed as they support a homework agenda that is not necessarily their own and which they have little power to influence.

AB - The setting of homework is strongly encouraged by the Department for Education and Employment on the assumption that support from parents, once gained, is unproblematic and useful. However, a number of researchers have observed the possibility of a negative impact of homework on families. This article presents interview data from families with teenagers, in which homework was described as a significant site of parent-teenager tensions. For many parents, homework was invested with the opportunity for reparation for their own scholastic failures or lost opportunities. Others felt that they lacked the competence to help and were disenfranchised by homework demands. Parents' concerns about their children's futures create a climate of pressure to succeed as they support a homework agenda that is not necessarily their own and which they have little power to influence.

U2 - 10.1080/0141192022000005850

DO - 10.1080/0141192022000005850

M3 - Journal article

VL - 28

SP - 603

EP - 622

JO - British Educational Research Journal

JF - British Educational Research Journal

SN - 0141-1926

IS - 4

ER -