Benefits of no homework
Very rarely is there any inquiry into the value of the homework or the reasonableness of the mes parents are invited to talk to teachers about homework -- providing that their concerns are "appropriate. Educators can develop the most effective practices by observing changes in the achievement of the students with whom they work every ch-based homework guidelinesresearch provides strong evidence that, when used appropriately, homework benefits student achievement.
Benefits of less homework
Was argued in an earlier post that students need homework to help keep them busy at home after school. And it really doesn’t make sense, in part because of what the research shows:• there is no evidence to demonstrate that homework benefits students below high school age.
The change was quickly met with outrage from some parents, though it earned support from other education solutions and approaches to homework differ by community, and these local debates are complicated by the fact that even education experts disagree about what’s best for most comprehensive research on homework to date comes from a 2006 meta-analysis by duke university psychology professor harris cooper, who found evidence of a positive correlation between homework and student achievement, meaning students who did homework performed better in school. The idea that homework builds character or improves study skills is basically a me in first short, there’s no reason to think that most students would be at a disadvantage if homework were reduced or even eliminated.
Now looking at the other side of this extreme scale, if this article was to say "more homework: all benefits", that would prove to be just as unbeneficial as the first a third year uni student, i can say that from a personal perspective and from the experience of my fellow students, homework plays a vital role in helping one absorb the information that they learned during the time of a lecture. Legitimate purposes for homework include introducing new content, practicing a skill or process that students can do independently but not fluently, elaborating on information that has been addressed in class to deepen students' knowledge, and providing opportunities for students to explore topics of their own homework to maximize the chances that students will complete it.
When a child resists doing homework -- or complying with other demands -- their job is to get the child back on track. And colleagues conducted a series of studies to identify the conditions under which parental involvement enhances homework (epstein, 2001; epstein & becker, 1982; van voorhis, 2003).
The authors suggested that individuals and parent groups should insist that teachers reduce the amount of homework, design more valuable assignments, and avoid homework altogether over breaks and a third book, the homework myth: why our kids get too much of a bad thing (2006a), kohn took direct aim at the research on homework. Commenting on studies that attempted to examine the causal relationship between homework and student achievement by comparing experimental (homework) and control (no homework) groups, cooper, robinson, and patall (2006) noted,With only rare exceptions, the relationship between the amount of homework students do and their achievement outcomes was found to be positive and statistically significant.
If homework is a given, it's certainly understandable that one would want to make sure it's being done "correctly. Some students are given hours of work while other students are assigned little or no work to be done at what’s appropriate?
But in general, as one parent put it, homework simultaneously “overwhelms struggling kids and removes joy for high achievers. Case against gh the research support for homework is compelling, the case against homework is popular.
They were proud of having looked at transcript data in order to figure out "the exact grade a student received in each class [that he or she] completed" so they could compare that to how much homework the student did. By ed work one day and knowing that it has to be done by the next day,They will develop a sense of punctuality by turning their work in on finally it allows parents to see how their children are being they can develop a better idea of how they can help their child.
The answer is certainly not to wait until research “proves” that a practice is effective. Most studies show positive effects for certain students, others suggest no effects, and some even suggest negative effects according to research by alfie kohn, an independent scholar (2006).
See data provided -- but not interpreted this way -- by cooper, the battle over homework, 2nd ed. School districts that had an unofficial custom not so long ago of waiting until the third grade before giving homework have abandoned that restraint.
Noam chomsky put it this way: "the smart way to keep people passive and obedient is to strictly limit the spectrum of acceptable opinion, but allow very lively debate within that spectrum -- even encourage the more critical and dissident views. Drop the use of homework, then, a school or district would be obliged to identify a practice that produces a similar effect within the confines of the school day without taking away or diminishing the benefits of other academic activities—no easy accomplishment.
There isn't a shred of evidence to support the folk wisdom that homework provides nonacademic benefits at any age -- for example, that it builds character, promotes self-discipline, or teaches good work habits. Examples include practicing multiplication facts or writing simple sentences in order to commit theses skills and concepts to long-term ation homework is assigned to introduce content that will be addressed in future lessons.
If we're making 12-year-olds, much less five-year-olds, do homework, it's either because we're misinformed about what the evidence says or because we think kids ought to have to do homework despite what the evidence , even at the high school level, the research supporting homework hasn't been particularly persuasive. In high school, some studies do find a relationship between homework and test scores, but it tends to be small.
The less likely we become to step back and ask the questions that count: what reason is there to think that any quantity of the kind of homework our kids are getting is really worth doing? As i invest so much in designing "homework" for my kids, i wonder how much value is it going to impart to the process of learning?
