This document summarizes a teacher's implementation of a new classroom policy that eliminated required homework for 5th grade students. The teacher conducted research on the effectiveness of homework which showed mixed or no benefits for younger students. A survey of parents found that most supported the new policy, and observed their children engaging in more independent learning activities at home. By removing required homework, the teacher aimed to reduce frustration and start each school day positively rather than dealing with incomplete homework.
This document discusses research on the effects of homework at different school levels and the role of parents in supporting homework. The main points are:
1) There is little evidence that homework benefits learning at the primary school level, but more support for benefits at the middle and high school levels.
2) Parental involvement is most effective when it encourages student autonomy rather than being overly controlling and focuses on the learning process rather than just outcomes.
3) An authoritative parenting style with warmth and reasonable control tends to benefit student motivation and learning, while authoritarian or laissez-faire styles do not.
This document discusses the role of homework in education. It summarizes surveys of parents, students, and teachers which found that most students spend 1-3 hours per night on homework. This contradicts teachers' beliefs that homework should take less time. The document also discusses misunderstandings around homework, such as the belief it promotes learning and standardized test scores. Guidelines are presented for making homework more effective and reducing stress, such as making it more student-directed and ensuring time for other activities. The impact of excessive homework on family relationships is also examined. Overall, the document questions current homework practices and whether changes should be made.
This PPT is desingned and prepared for Irushadhiyya School Teachers to help them to Prepare and Privide Students with Effective Homwework. The facilitators were Mohamed Nasir & Junaina Ismail.
And your homework is… : top tips for giving and checking homework
Summary by Debbie Lifschitz
Panel Chair: Penny Ur,
Panel Includes: Nava Horwitz, Debbie Lifschitz, Julie Nevo, Monica Rahvalschi and Aviva Shapiro
The document discusses homework, including its purpose and importance. It provides guidelines for how much homework students should receive each day and notes that homework allows students to review and reinforce skills, prepare for future lessons, and extend their learning. The document also discusses the role of parents in supporting their child's homework and communicating with teachers. Students were asked about homework and responded that they find homework most useful when it allows investigation and application of skills without assistance, and they prefer it not be too difficult or take up weekends.
The document discusses the debate around whether homework increases student achievement. It provides background on student performance in the US and explores different perspectives on the advantages and disadvantages of homework presented in various studies. The author aims to determine through an action research project at their high school whether giving homework to one class but not the other impacts student assessment results. The methodology section outlines plans to collect data from grades and student surveys.
There is a need to know our students, not only their interests but common changes they suffer in their growing process. The fact of knowing our students better may affect our teaching in a positive way.
This presentation discusses the benefits of homework for students, parents, and teachers. It notes that homework teaches students time management, problem solving, and how to review class material and set priorities. For parents, homework allows them to see what their children are learning, review school materials, and connect with their children. For teachers, homework provides feedback on how well students understand topics and assesses students outside the classroom.
This document discusses research on the effects of homework at different school levels and the role of parents in supporting homework. The main points are:
1) There is little evidence that homework benefits learning at the primary school level, but more support for benefits at the middle and high school levels.
2) Parental involvement is most effective when it encourages student autonomy rather than being overly controlling and focuses on the learning process rather than just outcomes.
3) An authoritative parenting style with warmth and reasonable control tends to benefit student motivation and learning, while authoritarian or laissez-faire styles do not.
This document discusses the role of homework in education. It summarizes surveys of parents, students, and teachers which found that most students spend 1-3 hours per night on homework. This contradicts teachers' beliefs that homework should take less time. The document also discusses misunderstandings around homework, such as the belief it promotes learning and standardized test scores. Guidelines are presented for making homework more effective and reducing stress, such as making it more student-directed and ensuring time for other activities. The impact of excessive homework on family relationships is also examined. Overall, the document questions current homework practices and whether changes should be made.
This PPT is desingned and prepared for Irushadhiyya School Teachers to help them to Prepare and Privide Students with Effective Homwework. The facilitators were Mohamed Nasir & Junaina Ismail.
And your homework is… : top tips for giving and checking homework
Summary by Debbie Lifschitz
Panel Chair: Penny Ur,
Panel Includes: Nava Horwitz, Debbie Lifschitz, Julie Nevo, Monica Rahvalschi and Aviva Shapiro
The document discusses homework, including its purpose and importance. It provides guidelines for how much homework students should receive each day and notes that homework allows students to review and reinforce skills, prepare for future lessons, and extend their learning. The document also discusses the role of parents in supporting their child's homework and communicating with teachers. Students were asked about homework and responded that they find homework most useful when it allows investigation and application of skills without assistance, and they prefer it not be too difficult or take up weekends.
The document discusses the debate around whether homework increases student achievement. It provides background on student performance in the US and explores different perspectives on the advantages and disadvantages of homework presented in various studies. The author aims to determine through an action research project at their high school whether giving homework to one class but not the other impacts student assessment results. The methodology section outlines plans to collect data from grades and student surveys.
There is a need to know our students, not only their interests but common changes they suffer in their growing process. The fact of knowing our students better may affect our teaching in a positive way.
This presentation discusses the benefits of homework for students, parents, and teachers. It notes that homework teaches students time management, problem solving, and how to review class material and set priorities. For parents, homework allows them to see what their children are learning, review school materials, and connect with their children. For teachers, homework provides feedback on how well students understand topics and assesses students outside the classroom.
Parent Teacher Conferences: What's new, fresh ideas and best practices from education thought leaders and technology specialists. Sponsored by McGraw-Hill Education and VolunteerSpot, the leading FREE, easy online parent-teacher conference scheduling tool.
QuizBroz is the solution for any student looking to learn from an expert online. The platform provides both students and tutors with a one stop shop that streamlines their search
This document discusses research on the effects of homework. It finds that homework may be beneficial for academic achievement in high school but there is little support for benefits in primary school. Homework does not clearly develop independent learning skills as believed, though skills can be taught in the classroom. While older students are more self-regulated, their motivation may decrease as costs of homework outweigh benefits. The document explores debates around homework historically and asks teachers to discuss implications for school homework policy based on the research presented.
Engaged Parents, Engaged Students: Theory and Practice Ving
This document discusses the importance of parent engagement in education. It argues that parent involvement is crucial for student success and achievement, and that effective communication between teachers and parents is key. The document is divided into two parts: the first examines research showing the positive impact of teacher-parent communication on student outcomes. The second provides tips and techniques for teachers to create structured parent involvement programs and facilitate meaningful communication through various methods, including the use of technology.
This document summarizes disciplinary policies and programs at Crescent Academy for the 2014-2015 school year. It includes data on suspensions over three years, descriptions of the Conscious Discipline program used to teach social-emotional skills, classroom management routines, and a student referral form outlining the process for addressing minor and major behavioral issues. The goal is to reduce suspensions by building positive relationships and teaching students skills to regulate their emotions and behavior.
Increasing Parent and Teacher Involvement: Employing Research Discoveries to ...Bilinguistics
Involving caregivers and teachers in the therapeutic process is a major component of successful therapy. However, social, familial, personal, and environmental factors can make caregiver and teacher involvement difficult.
In this course we identify the benefits of family involvement and will then provide five research-based strategies for how to improve our interactions with families and teachers. We refer to the strategies as SMILE (Sign, Model, Imitate, Label, and Expand). These strategies have been found to improve communication skills in young children. We will define the SMILE strategies, provide the rationale behind them, and demonstrate how to implement the strategies when serving an early-childhood population.
DISCUSSION ISSUES ON DISPARITIES IN ACHIEVEMENTFatin Amira
This document discusses disparities in educational achievement between rural and urban students in Malaysia. It begins by providing context on the importance of education for economic development but notes ongoing issues with rural-urban performance gaps. The Malaysian government has invested heavily in education to improve rural student achievement and reduce these disparities. However, perceptions of inferior rural school performance persist. The document then examines some factors contributing to differences in academic achievement between rural and urban students, including family background/support, teacher quality, and school resources.
Parent Engagement in First Nation Schools: An EthnographyFaymus Copperpot
This presentation is based on my research completed via the Masters of Education program. I have combined research with my own experiences as an Ojibway child, mother and finally my experiences as a teacher.
Increased parent involvement leads to higher student achievement. Research shows that the amount of time parents spend reading with their children before kindergarten makes a significant impact, with children from low-income families being read to on average 25 hours compared to 1,700 hours for middle-income families. Schools and parents need to work together, with schools focusing on teaching core subjects and parents focusing on developing character. Providing learning resources at home, turning daily activities into learning opportunities, and making parents feel welcome at school are important for increasing parent involvement.
This document discusses trends and issues in education for mathematical sciences. It begins by noting the consensus that educating children is key to economic development, but that rural-urban disparities in education performance remain a problem in developing countries despite government efforts. The document then examines differences in academic achievement between rural and urban students in Malaysia. It identifies family factors like parental education levels and encouragement, as well as teacher quality as influencing rural student performance. Effective teachers are described as loving teaching, demonstrating care for students, and having strong content knowledge.
Roles of Parents on Students' Academic AchievementSyafiqah Kadar
Parental involvement plays an important role in students' academic achievement. Studies have shown that students perform better when their parents are more involved in their education by creating a supportive home learning environment, communicating regularly with teachers, helping with homework, holding high expectations, and participating in school activities and decision-making. Factors like socioeconomic status, parenting styles, family structure, and parent-child interactions at home all influence a student's learning and achievement. Schools that encourage collaboration with families tend to see students succeed not just academically but throughout their lives.
The document discusses the importance of parent involvement in promoting student achievement. It provides information from four credible sources that find parental involvement positively impacts students' academic performance, behavior, attendance, and social-emotional development. The sources outline how involvement can include parenting skills, communication, volunteering, learning at home, decision-making, and community collaboration. While parent involvement benefits students generally, the document notes some research questioning whether approaches are equally effective across all cultural and socioeconomic groups.
Ian haywood the effective teacher-parent relationshipIan Haywood
Effective relationships between teachers, students, and parents are important for student success. Teachers must work to build strong relationships with both students and parents to support student learning and development. Teachers must also collaborate with other teachers to share best practices, address challenges, and present a united front for students. Open communication, respect, and trust between all parties involved in a child's education is key.
1. Parental involvement in a child's education leads to higher grades, test scores, graduation rates, attendance, motivation, self-esteem, and lower rates of drug/alcohol use and violence.
2. There are three major factors that influence parental involvement: parents' beliefs about their role, their confidence in positively influencing their child's education, and their perception that the school wants them involved.
3. Understanding the cultural, family, education, language, work, and personal backgrounds of parents is important for encouraging involvement.
This document discusses school uniforms, student identification cards, and homework policies in the Philippines. It outlines the arguments for and against school uniforms, noting their potential benefits in reducing distractions, stereotyping, and costs. It also discusses DepEd Order 180 from 2010, which limits homework assignments on weekends to allow students more rest and family time. However, teachers' groups oppose this policy, believing homework can teach self-learning and discipline if assigned reasonably. The document presents both sides of the homework debate without making a clear recommendation.
This poem describes a student making various excuses for not having completed their homework, including that their homework was left on the dining room table, they had to help with food shopping, relatives stayed over and took their room, they didn't have a sheet of paper, the computer broke, and the printer wasn't working. The poem ends by saying that while these excuses are made, the student still receives detention for one o'clock, though an honest response of simply forgetting would be a nicer shock.
Parent Teacher Conferences: What's new, fresh ideas and best practices from education thought leaders and technology specialists. Sponsored by McGraw-Hill Education and VolunteerSpot, the leading FREE, easy online parent-teacher conference scheduling tool.
QuizBroz is the solution for any student looking to learn from an expert online. The platform provides both students and tutors with a one stop shop that streamlines their search
This document discusses research on the effects of homework. It finds that homework may be beneficial for academic achievement in high school but there is little support for benefits in primary school. Homework does not clearly develop independent learning skills as believed, though skills can be taught in the classroom. While older students are more self-regulated, their motivation may decrease as costs of homework outweigh benefits. The document explores debates around homework historically and asks teachers to discuss implications for school homework policy based on the research presented.
Engaged Parents, Engaged Students: Theory and Practice Ving
This document discusses the importance of parent engagement in education. It argues that parent involvement is crucial for student success and achievement, and that effective communication between teachers and parents is key. The document is divided into two parts: the first examines research showing the positive impact of teacher-parent communication on student outcomes. The second provides tips and techniques for teachers to create structured parent involvement programs and facilitate meaningful communication through various methods, including the use of technology.
This document summarizes disciplinary policies and programs at Crescent Academy for the 2014-2015 school year. It includes data on suspensions over three years, descriptions of the Conscious Discipline program used to teach social-emotional skills, classroom management routines, and a student referral form outlining the process for addressing minor and major behavioral issues. The goal is to reduce suspensions by building positive relationships and teaching students skills to regulate their emotions and behavior.
Increasing Parent and Teacher Involvement: Employing Research Discoveries to ...Bilinguistics
Involving caregivers and teachers in the therapeutic process is a major component of successful therapy. However, social, familial, personal, and environmental factors can make caregiver and teacher involvement difficult.
In this course we identify the benefits of family involvement and will then provide five research-based strategies for how to improve our interactions with families and teachers. We refer to the strategies as SMILE (Sign, Model, Imitate, Label, and Expand). These strategies have been found to improve communication skills in young children. We will define the SMILE strategies, provide the rationale behind them, and demonstrate how to implement the strategies when serving an early-childhood population.
DISCUSSION ISSUES ON DISPARITIES IN ACHIEVEMENTFatin Amira
This document discusses disparities in educational achievement between rural and urban students in Malaysia. It begins by providing context on the importance of education for economic development but notes ongoing issues with rural-urban performance gaps. The Malaysian government has invested heavily in education to improve rural student achievement and reduce these disparities. However, perceptions of inferior rural school performance persist. The document then examines some factors contributing to differences in academic achievement between rural and urban students, including family background/support, teacher quality, and school resources.
Parent Engagement in First Nation Schools: An EthnographyFaymus Copperpot
This presentation is based on my research completed via the Masters of Education program. I have combined research with my own experiences as an Ojibway child, mother and finally my experiences as a teacher.
Increased parent involvement leads to higher student achievement. Research shows that the amount of time parents spend reading with their children before kindergarten makes a significant impact, with children from low-income families being read to on average 25 hours compared to 1,700 hours for middle-income families. Schools and parents need to work together, with schools focusing on teaching core subjects and parents focusing on developing character. Providing learning resources at home, turning daily activities into learning opportunities, and making parents feel welcome at school are important for increasing parent involvement.
This document discusses trends and issues in education for mathematical sciences. It begins by noting the consensus that educating children is key to economic development, but that rural-urban disparities in education performance remain a problem in developing countries despite government efforts. The document then examines differences in academic achievement between rural and urban students in Malaysia. It identifies family factors like parental education levels and encouragement, as well as teacher quality as influencing rural student performance. Effective teachers are described as loving teaching, demonstrating care for students, and having strong content knowledge.
Roles of Parents on Students' Academic AchievementSyafiqah Kadar
Parental involvement plays an important role in students' academic achievement. Studies have shown that students perform better when their parents are more involved in their education by creating a supportive home learning environment, communicating regularly with teachers, helping with homework, holding high expectations, and participating in school activities and decision-making. Factors like socioeconomic status, parenting styles, family structure, and parent-child interactions at home all influence a student's learning and achievement. Schools that encourage collaboration with families tend to see students succeed not just academically but throughout their lives.
The document discusses the importance of parent involvement in promoting student achievement. It provides information from four credible sources that find parental involvement positively impacts students' academic performance, behavior, attendance, and social-emotional development. The sources outline how involvement can include parenting skills, communication, volunteering, learning at home, decision-making, and community collaboration. While parent involvement benefits students generally, the document notes some research questioning whether approaches are equally effective across all cultural and socioeconomic groups.
Ian haywood the effective teacher-parent relationshipIan Haywood
Effective relationships between teachers, students, and parents are important for student success. Teachers must work to build strong relationships with both students and parents to support student learning and development. Teachers must also collaborate with other teachers to share best practices, address challenges, and present a united front for students. Open communication, respect, and trust between all parties involved in a child's education is key.
1. Parental involvement in a child's education leads to higher grades, test scores, graduation rates, attendance, motivation, self-esteem, and lower rates of drug/alcohol use and violence.
2. There are three major factors that influence parental involvement: parents' beliefs about their role, their confidence in positively influencing their child's education, and their perception that the school wants them involved.
3. Understanding the cultural, family, education, language, work, and personal backgrounds of parents is important for encouraging involvement.
This document discusses school uniforms, student identification cards, and homework policies in the Philippines. It outlines the arguments for and against school uniforms, noting their potential benefits in reducing distractions, stereotyping, and costs. It also discusses DepEd Order 180 from 2010, which limits homework assignments on weekends to allow students more rest and family time. However, teachers' groups oppose this policy, believing homework can teach self-learning and discipline if assigned reasonably. The document presents both sides of the homework debate without making a clear recommendation.
This poem describes a student making various excuses for not having completed their homework, including that their homework was left on the dining room table, they had to help with food shopping, relatives stayed over and took their room, they didn't have a sheet of paper, the computer broke, and the printer wasn't working. The poem ends by saying that while these excuses are made, the student still receives detention for one o'clock, though an honest response of simply forgetting would be a nicer shock.
On well being and behavior of students, who often feel over burdened with too much of assignments to cope with; the new idea associated homework these days is to create more thought provoking smarter assignments that require critical thinking rather than churning through the same ideas over and over again throughout the paper. See more at: https://www.youtube.com/watch?v=VUxKTHPKXAc&feature=youtu.be
The document discusses strategies for making homework more effective. It suggests that homework policies should be flexible, promote student learning, and involve students. The amount of homework should vary by grade level and be clearly communicated. Feedback is important, and technology can support homework in some ways. The overall message is that homework works best when it reinforces lessons, has a clear purpose, and involves minimal parental involvement beyond occasional assistance.
The document discusses recommendations for homework based on research. It suggests that the amount of homework should increase with grade level, from 30-40 minutes for elementary school to 120 minutes for high school. Parental involvement in homework should be minimal as research shows it can have negative effects. If homework is assigned, teachers should identify whether the purpose is practice, preparation, or elaboration, and provide feedback, which is most effective for learning.
The document summarizes key points from a book that argues homework is unnecessary and counterproductive. The book claims that homework takes away from children's free time, causes stress and family conflict, and does little to improve learning. While some studies claim homework benefits learning, the author argues these studies are flawed and the positive effects are small. The book questions why more homework is assigned and whether it truly helps prepare students for the future. It advocates rethinking homework policies to assign less homework and focus more on quality than quantity.
This document provides guidance and strategies for making homework meaningful and effective. It suggests developing a growth mindset in students by praising effort rather than innate ability. Homework should strengthen skills, allow independent learning, and extend classroom knowledge. Teachers should give relevant assignments and clarify expectations. Parents are encouraged to create a distraction-free study space and communicate with teachers about struggles. Alternatives to homework like logs and intervention programs provide support. The purpose of resources like homework club is to help students who need structure and assistance to complete assignments successfully.
The document discusses best practices for homework based on research. It recommends that homework should have a clear educational purpose, be appropriate for students' abilities and needs, and strengthen the connection between school and home. Research finds generally positive correlations between homework and achievement when homework is well-designed and explained. The document provides guidance for teachers, students, and parents on effective homework policies and practices.
- The document discusses findings from surveys of parents, students, and teachers on their perceptions of homework. The majority of parents and students felt students spend too much time (over an hour per night) on homework. However, many teachers felt homework should be assigned every night, taking 20 minutes or less.
- The document raises questions about the real aims of homework, common misuses like busy work, and the impacts of excessive homework on family relationships and student stress levels. It considers whether homework policies need reforming to reduce stress and promote balanced lifestyles for students.
A presentation to a Foundations of Education class where the purpose was to provoke thought on if/why/when homework should be assigned in their future classrooms.
Homework causes stress, obesity, lack of sleep, and pollution according to this document. The authors argue that homework is unnecessary, as the key concepts should be taught in class. It cites research showing no long-term benefits to excessive homework and that kids' mental focus declines after 1.5 hours of homework. The document concludes that less homework assigned, more in-class time, and study halls would help kids be healthier and less stressed.
This document provides a summary of the key concepts and activities to be covered in a geography and history exam, including defining important political terms, explaining differences between types of governments and ideologies, identifying important countries and global institutions on maps, and completing diagrams related to the functions of states, social states, democracies, and political ideologies. Students are asked to define terms, point out countries, answer questions, and complete various diagrams and tables as review exercises.
Problems and Issues in the Philippine Educational SystemJames Paglinawan
The document discusses several key problems with the Philippine educational system:
1) Declining quality of education as seen in poor test scores and a high percentage of students and teachers failing certification exams.
2) Large disparities in educational achievement based on socioeconomic status, with disadvantaged students having high dropout rates.
3) Underfunding of education relative to other ASEAN countries and low spending per student that has declined in real terms.
4) A mismatch between the skills taught and actual job requirements that leads to educated unemployment.
This document summarizes a study on parental participation in student homework in Kenya. The study found that although parents were willing to be involved, many socioeconomic factors hindered their participation, including illiteracy and low income. Homework was often incomplete or not done at all, and students were punished as a result. The lack of a clear homework policy in Kenya contributed to these issues. The study concluded that developing an inclusive homework policy that considers socioeconomic and cultural factors could help address these problems and improve student learning outcomes.
One of the most controversial questions is Should kids have homework or why homework is important. Read to know the answer with facts, pros, cons, and a constructive conclusion.
Homeschooling is a very hot topic these days. More and more families are choosing to homeschool their children, but many people still don’t know what it entails or why it’s so popular. In order to be successful when homeschooling your child, you need to be creative and have a lot of patience.
The document discusses the importance of homework for students. It provides 10 reasons why homework is important: 1) it helps build responsibility, 2) develops work ethics, 3) improves time management, 4) gives confidence, 5) teaches study habits, 6) allows more parent-child time, 7) links to improved test scores, 8) enhances self-esteem, 9) provides valuable feedback, and 10) prepares students for future careers. Overall, the document argues that homework is a useful tool for learning that helps students succeed when they understand its purpose and relevance.
We are aware of the fact that every child is unique and performs differently in school and at home. These children differ in almost everything be it their behavior, learning or grasping. The way they perform in studies is quite different and this is the reason because of which they cannot be compared to one another. Some students are brilliant and can work hard and perform on their own, while on the other hand, there are some who need extra attention and care through which they can perform well in school. The situation for each child quite varies. The results that a student gets in school are not only his individual efforts but it is the efforts that are invested together by the students, parents, teachers, and the school authorities. However, if a child takes home tuitions then it is an added advantage for them that helps them to outperform in their academics. This is actually a very helpful solution as here the students can directly interact with the tutor and clears their doubts individually. Home tuitions are basically the provision of academic guidance at a student’s home. There are various benefits of home tuitions or person tutoring for both students as well as the parents. Some of the benefits are:-
This document discusses how a child's environment affects their cognitive growth. It outlines that children who attend daycare between ages 1-5 show increased cognitive development compared to children who do not. Children need interaction with other children and a stimulating environment to promote learning. Theories from Vygotsky and Piaget are discussed, with Vygotsky believing adult interaction is crucial and Piaget focusing on self-learning. Teachers can enhance learning by arranging classrooms to be well-organized with clearly defined spaces and seating arrangements that facilitate interaction and minimize distractions. Parents can also influence development through activities like reading, establishing routines, and creating a stimulating home environment.
This document outlines a study on the impact of parental involvement on student academic performance. The study will involve three third grade boys whose reading scores are low, despite tutoring. The researcher hypothesizes that lack of parental involvement may be contributing to their low grades. Over eight weeks, the students will complete weekly reading packets with their parents. Student grades and parent/student surveys will be used to assess whether parental involvement improves academic performance.
This document outlines the roles of parents in supporting distance learning. It discusses that while parents do not replace teachers, they play an active role by motivating children, providing a learning space, giving feedback to teachers, and facilitating lessons. Parents should establish routines, help children take ownership of their learning, and check in daily. Parents are encouraged to ensure honesty, instill good manners, and incorporate physical activity and spirituality into the learning process.
Technology can be the great equalizer in a classroom with diverse learners. Whereas teachers can find it difficult to differentiate instruction for 30+ students in one class, all with different needs and abilities, “assistive technology” (devices and software to assist students with disabilities) can often help teachers personalize lessons and skills enhancement to each child. Children with learning disabilities often have better technology skills than their teachers and are drawn to computers and other gadgets, so using them in the classroom makes perfect sense. For children with physical disabilities, technology can give access to learning opportunities previously closed to them. E-readers help students turn book pages without applying dexterity, and voice adaptive software can help students answer questions without needing to write. Computers are engaging and more advanced than the typical modified lesson allows. The widely-used teacher education textbook Educating Exceptional Children has a special section in each chapter focused on assistive technology explaining how it is used with exceptionalities ranging from giftedness to autism.
Homework allows students to revise classroom learnings and builds the habit of self-study. This helps them to score better. At MIT Vishwashanti Gurukul, we understand the importance of homework in student's life. That is why our mentors give homework to each student.
To know more details you can visit here: https://www.mitgurukul.com/Importance-of-homework.php
This document provides an overview of homework for parents and families. It discusses why teachers assign homework, how homework can help children learn, and recommendations for the right amount of homework by grade level. The document aims to help parents understand the purpose and benefits of homework, and provides tips for how families can support their children in successfully completing assignments.
The document proposes developing a mobile application to improve communication between a school and parents/guardians. It would allow parents to access classroom blogs, school news, and contact lists. Research suggests parental involvement is important for student achievement and motivation. The intervention plan involves gathering input from teachers, parents, and students on important app features. An 8-week timeline is outlined that includes proposal, surveying stakeholders, compiling findings, and meeting with app development companies. Ethical considerations focus on maintaining parental involvement to support students' education. Data collection will utilize surveys and checklists to determine how to increase parental involvement through the app.
Similar to Homework, Effects on Student Achievement (2010) (12)
The document provides details about three worked examples that are intended to teach students various math and data skills. Worked Example 1 shows how to add mixed numbers with unlike denominators through step-by-step instructions. Worked Example 2 demonstrates solving basic equations with one variable using addition and subtraction. Worked Example 3 outlines the process for students to create a double bar graph from a provided data table. The examples are intended for students ages 8-13 and aim to address specific learning goals and gaps through interactive instructional modules.
This job aid provides teachers with step-by-step instructions for setting up a classroom blog using KidBlog.org to meet Common Core technology standards. It outlines how to create an account, set up a class, make posts, approve comments, add and remove users, and adjust blog settings. Screenshots and concise directions are provided for each step to simplify the process and alleviate frustration. The job aid is designed to reduce cognitive load on users by presenting content in a clear, visually organized manner.
This document provides instructions for teachers to set up and manage a class blog. It includes steps to create an account, set up a class with students, make posts, approve comments, add or remove users, and adjust blog settings and preferences. The dashboard provides summaries of recent activity on the blog.
The document discusses a classroom policy implemented by two 5th grade teachers that eliminated required homework. The policy was designed to reduce frustration for students, parents, and teachers around incomplete or incorrect homework. It aimed to place responsibility for learning outside the classroom back on parents and students. The teachers provided various supports to help students and parents, such as class discussions on alternatives to homework, a class newsletter, and a class website with educational resources. Research on the impact of homework is mixed, with some studies finding benefits for older students but less effectiveness or potential detriments for younger students.
The document summarizes key points from the book "Trust Matters" which discusses the importance of trust in leadership. It outlines that trust must be intentionally built through consistency, competence, and consideration of stakeholders' emotions. Betrayals of trust can happen quickly and restoring trust is a lengthy process requiring admitting mistakes, apologizing, and changing behaviors. The book provides a framework for principals to build trust through their vision, modeling, coaching, managing, and mediating roles. As a future leader, intentionally building and maintaining trust is vital for a successful school.
The document summarizes key points from the book "Teacher Leadership" by Ann Lieberman and Lynne Miller. It discusses three main roles of teacher leaders as advocates, innovators, and stewards to enact positive change in schools. The book emphasizes building a collaborative culture among teachers by developing new teacher leaders to prevent burnout among current leaders. It also describes two programs, the National Writing Project and Leadership for Tomorrow's Schools, that aim to improve teaching and develop leadership skills among teachers. However, the reviewer notes the challenge is encouraging more teachers who currently refuse leadership roles to participate.
This article reviews the effects of year-round schooling on administrators. It discusses that year-round schedules provide shorter breaks between academic years, so principals have little to no actual vacation time since they spend breaks planning for the upcoming school year. This can lead to burnout of administrators. It also identifies three different year-round schedules and notes that year-round schooling is adopted to house more students, potentially improve achievement for disadvantaged students, and save money, though cost reductions may be minimal in extreme climates. The article questions whether disadvantages of longer school years outweigh advantages and considers effects on all stakeholders.
This article reviews the effects of year-round schooling on administrators. It discusses that year-round schedules provide shorter breaks between academic years, so principals have little to no actual vacation time since they spend breaks planning for the upcoming school year. This can lead to burnout of administrators. It also identifies three different year-round schedules and notes that year-round schooling is adopted to house more students, potentially improve achievement for disadvantaged students, and save money, though cost reductions may be minimal in extreme climates. The article questions whether disadvantages of longer school years outweigh advantages and considers effects on all stakeholders.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
1. Homework
“The most important attitude
that can be formed is that of desire
to go on learning.”
(John Dewey)
Jennifer Kaupke
October 13, 2010
Dr. Arnold Danzig
EDA 548
2. I. Background
Homework is said to be a mode for building time management and responsibility,
keeping parents involved in their child’s academics, and reinforcing skills being taught in class.
However, it frequently becomes a source of much frustration for parents, teachers and students.
Parents and students are frustrated when the homework is too difficult for the students or when
homework takes too much time. Teachers are frustrated when students do not complete their
homework or parents help too much with homework. Another complaint by parents is that it
takes time away from family activities. In addition to the complications that arise when dealing
with homework, there is also the issue of its effectiveness.
In the Tempe Elementary School District, there are policies and guidelines regarding
homework. These policies and guidelines outline the focus of homework, the amount of
homework suggested based on grade level and the requirement of the parent to be involved in the
monitoring of homework. (See attached for information from Tempe District regarding
homework.) The policies and guidelines developed by Tempe District explain how homework is
to be assigned; however, it does not clearly state that homework is a required element nor does it
provide any minimum requirements for homework.
Despite the policy requiring parents to monitor the completion of their child’s homework,
homework frequently goes unfinished or is completed incorrectly. To alleviate these problems
and many other concerns surrounding homework, my colleague and I presented a proposal to our
principal that eliminated the requirement of homework for our classes. This new classroom
policy for our 5th grade students states that students will not have required homework unless
assignments are not completed in the allotted time in class. Students are, however, strongly
encouraged, and rewarded for independent study that can be completed in many different forms.
KAUPKE 1
3. II. Definitions
This classroom policy is intended to accomplish many things. Often, homework is not
finished at home for various reasons. Each day the collection of homework, explanations from
students regarding why their homework was not completed and contacting parents regarding
their child’s failure to complete homework could take as long as 20 minutes out of the school
day. Students and teachers alike find this process extremely frustrating. Day after day a
negative feeling sets the tone in the classroom due to a lack of compliance regarding homework
completion. This policy completely eliminates this problem. In addition to removing the
negative feelings in the classroom we have started celebrating what students did accomplish at
home. With these celebrations, we have the ability to start off each day on a positive note and
allow students to see the excitement that can be found in learning.
This policy is also designed to eliminate the dispute between parents and their children
regarding the need to complete homework each night. Instead of forcing their child to complete
a tedious assignment, parents can assist their child on something of higher interest, which they
decided to complete due to personal appeal rather than requirement.
There are many changes in responsibility that must be considered with this policy. Part of
the reason for the implementation of this policy was that, as teachers, we have no control over
what occurs outside of the classroom. Once a student leaves school for the day, it is in the hands
of the parents and the students as to whether or not homework is completed; yet the teachers are
taking on the responsibility of holding the students accountable for the completion of homework.
By not requiring homework, we are placing the responsibility of learning outside of the
classroom back into the hands of the parents and the students. If parents are supportive of this
movement, they will encourage their students to complete other activities that will enrich their
KAUPKE 2
4. learning and will hold them accountable for completing these activities during the hours in which
the student is at home, just as the teacher holds students responsible for completing activities
during the school day.
III. Program or Policy Implementation
Once approved by our principal, my colleague and I took several steps to implementing
this new classroom policy. We started by spending time with our students discussing the policy;
we discussed their concerns and the other opportunities they had because they were no longer
constrained by required homework. We then sent home a letter explaining our shift away from
homework along with a survey regarding the homework habits of the students. We also invited
the parents to contact us with further questions, comments and concerns about the new policy.
This new no-homework policy for our 5th grade classes includes many levels of support
for our students and parents such as meetings with parents, class discussions regarding
alternatives to homework and the addition of external motivators for those students who have not
yet developed the intrinsic motivation for study outside of the classroom. Throughout the first
couple of weeks of this new program, we constantly reinforced with our students the importance
of independent study, finding new activities to occupy their time, and the excitement that can
come from learning. The students were provided with many suggestions, which could be used as
alternatives to doing the typical worksheet as well as many enrichment activities. We instantly
had students researching, exploring, and creating; all of which they brought to school to share
with their classmates. Rather than starting the day on a negative note, due to several students not
completing their homework, we began spending that time having students present information on
current events, research done online or projects that they are working on at home.
KAUPKE 3
5. During parent-teacher conferences, we were able to discuss this new policy with parents.
We had several parents who were initially apprehensive about the new policy but once they had
the chance to discuss it in greater detail, the goals and reasons for the policy, the majority were
accepting of the policy and many were quite inspired to go home and work with their children on
things they had never previously thought to do.
This policy requires continued support for the parents and students. We are currently
providing two forms of additional support: a class newsletter and a class website. The class
newsletter outlines the major areas of academic focus so that parents can provide support for
their students at home. The students are also provided with a math book that can be taken home
if they wish to work on extra problems that relate to the lessons being taught in class. The class
website provides many different resources. The website has many links to educational websites
where students can practice basic skills like multiplication, research something new or study
things related to topics covered in class. The class website also has an online survey that parents
can take at any time regarding the homework policy. Providing this support and updating the
parents throughout the school year will provide an extra layer of assistance for the parents to help
ensure the academic success of their children and to continue to be an integral part of the their
child’s educational process.
IV. Research-Based and Best Practice Context
When looking at research on homework, two main concerns are typically addressed:
Does homework increase student achievement and does homework provide nonacademic
benefits such as building responsibility? I will first address the topic of academic achievement.
Does homework help students do better in school? The research on this question
is very mixed. Some studies show that homework is linked to better test scores and
grades in school, while other studies show no links, and still others suggest a
negative influence of homework. Homework does seem to improve achievement
KAUPKE 4
6. and grades for older students more than younger students. In fact, some studies
suggest that homework may be detrimental to younger students. (Edvantia, 2007)
The Center for Public Education has compiled an overview of findings related to the
value of homework. They found that homework is more beneficial to older students, has less
effectiveness on low-income students and that intrinsic motivation of a student is more important
than the amount or type of homework assigned. (Edvantia, 2007)
When asking the question, “What does the research say about homework?” the answer is
varied. Some studies show homework to be beneficial, others indicate that homework has no
effect and some show that homework is detrimental to student success. Many variables must be
considered when researching homework. We must determine what type of homework is being
assigned, what subject in school is of concern, the age of the students, the ability level of the
students, and how much homework is being assigned. Even when we take all of these variables
into account, “the bottom line remains that no definite conclusion can be reached, and that itself
is a significant conclusion. The fact is there isn’t anything close to unanimity among experts
belied the widespread assumption that homework helps.” (Kohn, 2006)
Harris Cooper has completed several studies on the effectiveness of homework. In his
1989 study he found homework did have a positive effect on test scores, however, it only
accounted for a difference of less than 4 percent in a student’s test score. He completed another
study in 2006 and again found that students had higher achievement scores on tests but the tests
had been designed to match the homework that had just been completed by the students. We
currently see this problem not only in homework but also in teachers “teaching to the test” due to
the abundance of high-stakes standardized testing.
Timothy Keith completed a study in the early 1980s based on tens of thousands of high
school students and found that homework had a positive influence on student achievement.
KAUPKE 5
7. Interestingly, when Keith and his colleague, Valerie Cool, completed another study ten years
later they found very different results. This time, they looked at other possible influences of
student success such as “quality of instruction, motivation, and which classes the students took.”
When they included these variables in their study their result was “puzzling and surprising:
Homework no longer had any meaningful effect on achievement at all.” (Cool and Keith, 1991)
Although some studies have found a correlation between student success and homework
at the junior high and high school level, “there is no overall positive correlation between
homework and achievement (by any measure) for students before middle school or, in many
cases, before high school…In fact, it’s with younger children where the benefits are most
questionable (if not absent), that there has been the greatest increase in the quantity of
homework!” (Kohn, 2006) In 1989, Harris Cooper completed a summary of the available
research on homework and encapsulated it with one sentence “There is no evidence that any
amount of homework improves the academic performance of elementary students.” (Cooper,
1989)
Ruth Tschudin did an interesting study in 1978 where she identified about 300
exceptional teachers (based on references, awards or media coverage). She then compared these
teachers with a matched group of other teachers. “Among her findings: The exceptional
teachers not only tended to give less homework but were also likely to give students more choice
about their assignments.” (Kohn, 2006) David Baker and Gerald Letendre similarly summarized
it when they stated, “It may be the poorest teachers who assign the most homework [because]
effective teachers may cover all the material in class.” (Baker and Letendre, 2005)
If homework has not been found to consistently strengthen the academic achievement of
our students, then we might wonder: does homework provide nonacademic benefits such as
KAUPKE 6
8. building responsibility? “The most common nonacademic justification for homework is that it
has character-building properties.” (Kohn, 2006) It has been said to help students “take
responsibility for school work,…to build ‘study skills’ through homework assignments to
develop students’ perseverance, ability to follow directions, neatness and completeness and
overall level of responsibility.” (Epstein, 2001)
Many people, including researchers, have stated time and time again that there is a
correlation between homework and an increase in responsibility and building study habits.
However, “no experiments of any type have ever been conducted to investigate common claims
about responsibility, self-discipline, and so on.” (Kohn, 2006) The one exception to this was a
study by Harris Cooper and his colleagues in 1998. This study consisted of asking
approximately seven hundred students about whether they thought homework helped them learn.
They found that older student’s views of homework did not change with the quantity of
homework assigned. When they surveyed younger students, they found that an increase in
assignments correlated to a more negative attitude about school.
Therefore, from the above research we can assume that homework can have a slightly
positive impact on academic achievement for older students but can often produce negative
academic results for younger students. This research has also indicated that there is no
correlation between homework and any nonacademic benefits, such as building responsibility.
V. Value Based Context
There are many questions of values that surface with this new policy. We must first ask
ourselves if we believe that schools should have the opportunity to decide how children and
families are allowed to spend their time outside of school hours and if we really know what is the
best use of this time. When discussing the issue of homework with teachers and administrators,
KAUPKE 7
9. many will add that they do not trust parents to keep up with doing alternate activities when
homework is not assigned. But do we have the right to impose our views on families by
requiring them to give up family time to complete homework?
We also must address some of the purposes for homework with their regard to values.
For example, if we are asking our students to complete homework for gains in “personal
responsibility and self-discipline” or “training for life,” what type of life are we training them
for? It seems that we are training them to do what they are told and to work hard, even if the
work is not worth doing. Are we teaching our children to simply comply with demands whether
these demands are suitable or worthwhile? Also, if responsibility is what we are trying to
accomplish, through the hours of homework assigned to our students, couldn’t we also develop
responsibility in other forms? Wouldn’t a child be better off being responsible for doing things
that contribute to their family if, like the research shows, there is little correlation to increased
academic success?
Alfie Kohn describes the value judgment in his book The Homework Myth by asking two
central questions:
To what extent do we believe children and families should be able to decide how
to spend their time together? For that matter, what do we think childhood ought to
be about? To require students to do homework on a regular basis is to give one
kind of answer to these questions. (Kohn, 2006)
If we are discussing the validity of homework and its effectiveness and if we don’t approve of
the answers provided to these questions “then homework should come in for sharp scrutiny.
After all, it is not a fact of life that must be accepted but a policy that can be questioned.” (Kohn,
2006)
KAUPKE 8
10. VI. Interviews and Survey
I was fortunate enough to have most parents return a survey and I conducted interviews
with nearly half of the parents involved, both before and after the implementation of this new
classroom policy. Overall, I found that about half of the parents were a little skeptical of the
decision to eliminate required homework but once they had the opportunity to ask questions and
discuss the pros and cons, nearly every parent was satisfied with the decision. Of the parents
questioned, only eight percent believe that this policy is having a negative effect on their child.
The remaining parents were split evenly between believing that the policy was having a neutral
effect or a positive effect on their child. The same eight percent who felt there was a negative
impact also felt the amount of time their child spent reading had decreased while all the other
parents surveyed indicated that the amount of time their child spent reading had stayed the same
(54%) or had increased (38%). There was an increased number of parents (27%) who felt the
amount of time their child was spending practicing their spelling had decreased. However, those
who saw a decrease in practice did not see a decrease in their child’s performance on the weekly
spelling tests. Twenty-four percent of parents also noted an increase in the amount of time their
children spent playing outside or participating in sports.
Since the absence of required homework, parents have noticed their children developing
an interest in many other activities. The following activities were seen increased in 25 to 38% of
children: playing academic games online, playing board games, reading novels, researching
topics online and expressing their artistic side. The following activities were seen increased in
10 to 19% of children: researching topics via books, creating new games, learning about current
events, and writing stories, plays, etc. While some parents noted that their child had only
KAUPKE 9
11. expressed an interest in one new type of activity, many parents noticed that their children were
trying out a variety of new activities.
Prior to the interview and discussion, 83% of parents said that they were requiring their
children to perform certain academic tasks each day or week. Of the 17% who were not
requiring their child to perform certain academic tasks, more than half mentioned, upon
completion of the interview, that they would be requiring their child to start completing certain
activities. (Attached you will find additional graphs showing the results of the survey)
Additionally, you will find the comments, questions and concerns that parents submitted
on their survey. Names have been removed (where applicable) to protect the privacy of the
parents and students. There were many questions that were pertinent to individual families;
however, they shed light onto some of the concerns that parents might have about this policy.
One parent submitted a more global view that encompassed some of the issues she thought
applied to the majority of our school population but did not apply to her child. Her statement is
below:
This is an almost impossible situation. I am trying to look at this from the point of
all children and not just my own. While I agree with kids needing to play outside
and limiting computer, TV and video games, homework gives parents a window
into what their child is learning so they can continue it at home. I think the new
policy allows parents and kids to slack on study time at home. Unfortunately, not
all kids have parents that make them study and practice lessons they learn in
school. I am concerned that without the requirement of homework this will
negatively impact some children transitioning into middle school where they will
have approx 1 to 1 1/2 hours a night of homework starting in the 6th grade.
Transitioning from elementary school to middle school brings its own set of
challenges and I think every measure to help the transition should be considered.
A small amount of homework sets a foundation for the study skills and discipline
required to succeed. I do want to say I think the teachers and staff at Curry are
doing an amazing job. My sons have benefited and enjoyed their time there and as
a parent I have couldn't be happier. Thank you for everything you do for our kids.
KAUPKE 10
12. This parent brings up many roadblocks that this policy faces. If parents are not actively involved
with their children after school, their children will not benefit as much as those parents who are
actively involved. However, if these parents aren’t involved now, it is unlikely that they were
involved before and if we can develop more intrinsic motivation within the child to explore other
activities on their own, they may be much better off than if they continued with traditional
homework.
The insights and perceptions that I gained from the interviews and surveys completed by
the parents gave me valuable information about the successes and drawbacks of our new policy.
This will help with to ensure the future success of this new policy.
VII. Critique/Evaluation
The discussion of homework has been of great concern to parents, students, teachers and
administrators for many years. Through the research of others, as well as my own observations
of my students and responses from parents, I believe that not requiring homework is what is best
for our students, at least at the elementary level. Although the research is not conclusive at the
high school level, there is little evidence that students gain any benefits at the elementary level.
Since the implementation of this new policy in my classroom, I have seen happier, more
successful students who go “above and beyond,” engaging in activities outside of the classroom
that inspire them to learn rather than being forced to complete night after night of “practice.”
Students seem excited about learning again. Parents are not facing the nightly battle to get their
child to complete their homework. It also has eliminated time-wasting homework checks and
allowed for additional instructional time.
The other element of this new policy is that parents are being empowered to be a part of
their child’s education again. Instead of being confined by what the teacher has assigned the
KAUPKE 11
13. child for homework that evening, parents can be involved in the decision of what would most
benefit their child. It seems that it is also building a tighter bond between the parents and
students in my classroom. Instead of the parent just forcing the child to do what the teacher said
was best, the parent and child can decide together. With the parents actively involved in helping
their children choose activities after school, there seems to be more respect between the parents
and the students. Parents are reporting that they are more involved with their children now that
there is no burden to complete homework and they can join together in other family activities.
One of my main motivations for assigning homework in the past was that “research
shows that homework increases student achievement.” After doing research on the topic, I have
found that there is no research to support this statement and I am no longer convinced that
assigning homework is of any benefit to my students’ academic success.
The following quotes, together, really sum up the research and my experiences in regard
to homework:
A passion for learning isn’t something you have to inspire kids to
have; its something you have to keep from extinguishing.
It [Homework] may be the single most reliable extinguisher of the
flame of curiosity.
(Quotes by Deborah Meier and Alfie Kohn, respectively)
KAUPKE 12
14. References
Baker, David P., and Gerald K Letendre. National Differences, Global Similarities: World
Culture and the Future of Schooling. Stanford, CA: Standord University Press, 2005.
Cool, Valarie A., and Timothy Z. Keith. “Testing a Model of School Learning: Direct and
Indirect Effects on Academic Achievement.” Contemporary Educational Psychology
1991: 28-44.
Cooper, Harris. Homework. White Plains, NY: Longman 1989.
Cooper, Harris. “Synthesis of Research on Homework.” Educational Leadership, November
1989: 85-91.
Edvantia. What research says about the value of homework: Research review. Center for Public
Education. 2007.
http://www.centerforpubliceducation.org/site/apps/nlnet/content3.aspx?c=lvIXIiN0JwE&
b=5113503&ct=6857715¬oc=1#researchmeans
Edvantia. Homework Research Questions & Answers. Center for Public Education. 2007.
http://www.centerforpubliceducation.org/site/apps/nlnet/content3.aspx?c=lvIXIiN0JwE&
b=5113503&ct=6858411
Epstein, Joyce L., and Frances L. Van Voorhis. “More Than Minutes: Teachers’ Roles in
Designing Homework.” Educational Psychologist 36 (2001): 181-193.
Kohn, Alfie. The Homework Myth: Why our Kids get too Much of a Bad Thing. Philadelphia,
PA. Da Capo Press, 2006.
KAUPKE 13
20. Questions, Comments and Concerns
From the Parent Survey
Is it going to lower my child’s grades? Is it going to lower my child’s math grade?
The no homework policy for [my son] frees up time for him to explore his own interests. Still
needs to work on his penmanship...
I'm against the no homework policy. I feel that the students need homework to reinforce what
they have learned in school each day.
This is an almost impossible situation. I am trying to look at this from the point of all children
and not just my own. While I agree with kids needing to play outside and limiting computer,
TV and video games, homework gives parents a window into what their child is learning so
they can continue it at home. I think the new policy allows parents and kids to slack on study
time at home. Unfortunately, not all kids have parents that make them study and practice
lessons they learn in school. I am concerned that without the requirement of homework this
will negatively impact some children transitioning into middle school where they will have
approx 1 to 1 1/2 hours a night of homework starting in the 6th grade. Transitioning from
elementary school to middle school brings its own set of challenges and I think every measure
to help the transition should be considered. A small amount homework sets a foundation for
the study skills and discipline required to succeed. I do want to say I think the teachers and
staff at Curry are doing an amazing job. [My sons] have benefited and enjoyed their time there
and as a parent I have couldn't be happier. Thank you for everything you do for our kids.
Now that I have had parent conferences, I will have my child start doing assignments at home.
He only wants to read
Initially negative, [my son] has adapted (i.e. stopped being on a homework vacation) and
willingly does other work to the best of ability.
No homework has placed the responsibility on the parents. The no homework has taken the
pressure off the child and made his attitude more positive.
I love [my daughter’s] teachers and the staff. I have nothing but positive things to say about the
way that they treat the students
I like the new homework plan
She is researching on her own - taking initiative
With the no homework policy I have my child do activities at home. She is taking her math
book home today. She will be working in spelling and math everyday!
This policy is good for creativity but not as good for basic skills like spelling.
Sometimes I require my child to do academic tasks.
I can’t believe how much my son is doing on his own!
I support anything as long as my child gets the same education. :)
KAUPKE 19