Homework in the Home: How Student, Family, and Parenting-Style Differences Relate to the Homework Process

Parents (n = 709) were surveyed about involvement in their child's homework. A factor analysis revealed three dimensions of homework involvement similar to those found in more general studies of parenting style. These dimensions are autonomy support, direct involvement, and elimination of distractions. A fourth dimension, parental interference, differentiated itself from autonomy support for students in higher grades. Two-thirds of parents reported some negative or inappropriate form of involvement. Parenting style for homework was then related to student and family characteristics and student schooling outcomes. Results indicated parents with students in higher grade levels reported giving students more homework autonomy and less involvement of all other types. Parents in poorer families reported less support for autonomy and more interference. Parents reported less elimination of distractions when an adult was not at home after school and, for elementary school students, when there were more than one child living in the home. Elementary school parents of males reported more direct involvement in homework, while high school parents of females reported more direct involvement. More parental support for autonomy was associated with higher standardized test scores, higher class grades, and more homework completed. More positive parent involvement was associated with lower test scores and lower class grades, especially for elementary school students. Student attitudes toward homework were unrelated to parenting style for homework. Stage–environment fit theory and conceptions of families as varying in resources to support children are used to explain the findings and draw implications for parent behavior and educational practice.     

A heterotopology of the academy: mapping assemblages as possibilised heterotopias

Heterotopias are counter-sites of enacted utopias through which reality is simultaneously represented, contested and inverted. They are physical or mental spaces where, although norms of behaviours are suspended, there are connections with a plethora of other spaces. This article constructs a collective biography as a heterotopology of the academy. Academic subjectivities are produced and often constrained within powerful Higher Education discourses. Constructing an affective assemblage of becomings as a heterotopology, the authors deploy poststructural philosophy to re-story academic life experiences and conceptualise agency in the academy. Taking licence with the notion of academicity and heterotopia, the article describes how spaces in the measured university can be deterritorialised through generative lines of flight. An affective assemblage is presented that ruptures the discursive orientation of category boundary work where academics are constituted as ‘productive metric-minded knowledge workers’. The collective biography research approach facilitates a mapping of affective cartographies as a heterotopology and a critique of the discursive production of selves. The subjectivations of identity politics in matricised assemblages may be, even if momentarily, evaded, refused and agentically resisted.     

人文科学和博物馆：定义和联系

通常在文章的开头要首先阐明自己的态度 ,以使读者准确了解你所要谈论的问题。这篇文章关注两方面内容 :一个机构———博物馆和一个抽象的概念———人文科学。首先我想探究一下我们所说的人文科学和博物馆的含义 ,然后再把两者结合起来考虑。我要声明我并不是博物馆专家 ,而是国家人文科学基金会所称之为“人文学者”的那类人 ,意思是教某种人文学科课程的大学教师。我所涉及的领域是美国的文学和历史。对于博物馆 ,我有限的经历主要来自于大学博物馆和国家历史博物馆。我下面要谈的某些问题可能对博物馆教育工作者来说已经过时了 ,但对我…