This study investigates whether homework assistance can improve a student’s social and academic development, with reference to the newly defined Danish public school reform. The reform, which will become effective from August 2014, requires the schools to have more lessons, and to offer homework assistance to the students as a part of a ‘better’ public school. This paper examines the resources of the homework assistance and analyses if the assistance is able to improve the individual student’s qualifications both academically and socially. Based on a phenomenological approach to qualitative case-study, this study examines the phenomenon ‘optional homework assistance’ at a Danish public school by observations and interviews with the students. The homework assistance, as it is formed at the x-school, includes 60 students and two teachers to assist the students. The students show up in the room for the homework assistance to do their homework, but the lack of resources can have critical consequences. However, the homework assistance has a certain atmosphere which makes it possible for the students to make social relations and develop their social skills. Compared to the academical requirements the reform sets up for the homework assistance, however, we have no final conclusion that homework assistance can develop a student academically.
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