Effects of Radical Raceway on Homework Completion and Accuracy in a Ninth-grade Social Studies Inclusion Class

摘要

Homework is a commonly used and occasionally controversial teaching practice in our public schools (Center for Public Education, 2007). Meta-analyses indicate that homework has positive effects on student learning that are moderated by age, subject area, and student characteristics (Hattie in Visible learning, Routledge, New York, 2009). Unfortunately, many students do not complete homework or do so with less accuracy. The present study examined the effects of Radical Raceway, a multi-component intervention package on the homework completion and accuracy of a ninth-grade social studies inclusion class. Radical Raceway produced immediate and consistent improvements in all students’ performance, including 10 adolescents with Individualized Education Plans. Intervention effects were replicated across subsequent experimental phases, teachers reported that it was effective and easy to implement, and students rated intervention goals, procedures, and outcomes favorably. Implications for future research and practice are discussed.