ERIC Number: EJ1347321
Record Type: Journal
Publication Date: 2022-Aug
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0741-9325
EISSN: EISSN-1538-4756
Examining the Likelihood of Parents' Homework Involvement with Elementary-Age Students with Individualized Education Programs
Womack, Tyler A.; Johnson, Austin H.
Remedial and Special Education, v43 n4 p211-221 Aug 2022
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.
Descriptors: 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
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://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A