2012
Throughout the school year I’ve had numerous, hot
discussions with the parents about a necessity and role of homework for
the younger students. I’ve tried to confront my opinion and believes
with the actual resurge outcomes and that’s what I found.
Role of Homework in Early Schooling
Even though the resurge states
that homework have smaller effects at lower grade levels then at higher it is still
recommended for elementary students for few reasons:
- homework helps young children to develop good study habits,
- homework fosters kids’ positive attitudes toward school,
- homework teaches youngsters that learning takes work at home as well as at school.
2012
Homework should have different
purposes at different grade levels:- in the earliest grades - homework fosters positive attitudes, habits, and character traits; permits appropriate parent involvement; and reinforces learning of simple skills introduced in class,
- in upper elementary grades - homework plays a more direct role in fostering improved school achievement,
- in 6th grade and beyond - homework plays an important role in improving standardized test scores and grades.
2012
Time Spent on Homework
Research findings support the
common “10-minute rule”, which states that all daily homework assignments
combined should take about as long to complete as 10 minutes multiplied by the
student's grade level and when required reading is included as a type of
homework, the 10-minute rule might be increased to 15 minutes.
Many teachers however follow
these homework guidelines:
- Grades 1-3: 20 minutes of homework per day
- Grades 4-6: 20 to 40 minutes per day
- Grades 7-9: 2 hours per day
Some schools set policies while,
in other schools, teachers may set homework limits for their classes. Some
students can handle more homework than others.
"For children in grades K
through 2, homework is most effective when it does not exceed 10 to 20 minutes
each day. Most children in grades three through six can handle 30 to 60 minutes
a day" (Chaika, 2000).
The research on homework indicates
that the positive effects of homework relate to the amount of homework that the
student completes rather than the amount of time spent on homework or
the amount of homework actually assigned. Therefore, teachers must carefully
plan and assign homework in a way that maximizes the potential for student
success.
2012
Research-Based Homework Guidelines
Research provides strong evidence
that, when used appropriately, homework benefits student achievement. To make
sure that homework is appropriate, teachers should follow these guidelines:
- Assign purposeful homework. 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 interest.
- Design homework to maximize the chances that students will complete it. For example, ensure that homework is at the appropriate level of difficulty. Students should be able to complete homework assignments independently with relatively high success rates, but they should still find the assignments challenging enough to be interesting.
- Involve parents in appropriate ways (for example, as a sounding board to help students summarize what they learned from the homework) without requiring parents to act as teachers or to police students' homework completion.
- Carefully monitor the amount of homework assigned so that it is appropriate to students' age levels and does not take too much time away from other home activities.
2012
Parent Involvement
Series of studies recommend interactive homework
in which:
- Parents receive clear guidelines spelling out their role.
- Teachers do not expect parents to act as experts regarding content or to attempt to teach the content.
- Parents ask questions that help students clarify and summarize what they have learned.
Especially useful for
parent-child relations purposes are assignments calling for students to show or
explain their written work or other products completed at school to their parents
and get their reactions or to interview their parents to develop information
about parental experiences or opinions relating to topics studied in social
studies. Such assignments cause students and their parents or other family
members to become engaged in conversations that relate to the academic
curriculum and thus extend the students' learning. Furthermore, because these
are likely to be genuine conversations rather than more formally structured
teaching/learning tasks, both parents and children are likely to experience
them as enjoyable rather than threatening.
2012
A publication from the Office of
Educational Research and Improvement (OERI, 1996) suggests four ways for
parents to help a child with homework:- Show that you think homework is important by providing a consistent time and place for it.
- Help your child concentrate by turning off the television, banning personal telephone calls, and setting a good example by reading and writing yourself.
- Make sure your child has any needed supplies and access to reference materials.
- Check over the work your child is doing, offering help or monitoring when needed. Know what the teacher expects and monitor more closely if a child is having problems with completing work.
- Provide guidance and encouragement. Your job is not to do the work but to help in ways your child needs. Talking about an assignment may help a child work through it. Teach ways for a child to divide a large assignment into manageable parts. Look for work that you can praise.
- Discuss your child's homework difficulties with the teacher. Work together with the teacher to resolve problems and work out a plan to improve homework completion. Check to see if the plan is helping.
2012
References:
Balli, S. J., (1998). When mom
and dad help: Student reflections on parent involvement with
homework. Journal of Research and Development in Education, 31(3).
Chaika, G., (2000). Help!
Homework is wrecking my home life! Education World.
Cooper, H.,
(1989a). Homework. White Plains ,
NY
Cooper, H., (1989b). Synthesis of
research on homework. Educational Leadership, 47(3).
Cooper, H., (2007). The
battle over homework (3rd ed.). Thousand
Oaks , CA
Cooper, H., Robinson, J. C.,
& Patall, E. A., (2006). Does homework improve academic achievement? A
synthesis of research, 1987–2003. Review of Educational Research, 76(1).
Epstein, J., (2001). School,
family, and community partnerships: Preparing educators and improving schools. Boulder , CO
Epstein, J. L., & Becker, H.
J., (1982). Teachers' reported practices of parent involvement: Problems and
possibilities. Elementary School Journal, 83.
Good, T. L., & Brophy, J. E.,
(2003). Looking in classrooms (9th ed.). Boston : Allyn & Bacon.
Hoover-Dempsey, K. V., Bassler,
O. C., & Burow, R., (1995). Parents' reported involvement in students'
homework: Strategies and practices. The Elementary School Journal, 95(5).
McEntire, N., (2001). Homework:
Amount, Effects, Help for Students and Parents
(Last updated March 2006)
Walberg, H. J., (1999).
Productive teaching. In H. C. Waxman & H. J. Walberg (Eds.), New
directions for teaching practice research (pp. 75–104). Berkeley , CA
2012
Webs:
A Teacher's Guide to Homework
Tips for Parents
Homework Strategies from
Education World
Homework strategies for teachers,
including how to get students to do it.
2012
Other Resources
Title: Parental Involvement in
Homework: A Review of Current Research and Its Implications for Teachers, After
School Program Staff, and Parent Leaders
Author(s) Walker, Joan M. T.;
Hoover-Dempsey, Kathleen V.; Whetsel, Darlene R.; Green, Christa L.
Author Affiliation: Harvard
Family Research Project, Cambridge ,
M.
Source: Harvard Family Research
Project Pages: 10
Publication Date: October 2004
Availability: Harvard Family
Research Project, Harvard Graduate School of Education, 3 Garden Street , Cambridge ,
MA 02138
Language: English
Document Type:
Reports--Descriptive (141)
Journal Announcement: JUL2005
Parents often become involved in
their children's education through homework. Whether children do homework at
home, complete it in after school programs or work on it during the school day,
homework can be a powerful tool for (a) letting parents and other adults know
what the child is learning, (b) giving children and parents a reason to talk
about what's going on at school, and (c) giving teachers an opportunity to hear
from parents about children's learning. In 2001 the authors reviewed research
on parental involvement in children's homework (Hoover-Dempsey et al., 2001).
The review focused on understanding why parents become involved in their children's
homework, what strategies they employ, and how involvement contributes to
student learning. The review supported theoretical arguments that parents
choose to become involved in homework because they believe they should be
involved, believe their involvement will make a positive difference in their
children's learning, and perceive that their involvement is invited, expected,
and valued by school personnel (Hoover-Dempsey & Sandler, 1995, 1997). The
review also suggested that parents engage in a wide range of activities in this
effort, from establishment of basic structures for homework performance to more
complex efforts focused on teaching for understanding and helping students
develop effective learning strategies. Descriptors: Parent Child Relationship;
Learning Strategies; Homework; Parent Participation; After School Programs;
Parent Teacher Cooperation; Parent Attitudes
Title: Family Help and Homework
Management in Urban and Rural Secondary Schools
Author(s) Xu, Jianzhong
Source: Teachers College Record,
v106 n9 p1786-1803 Sep 2004 Pages: 18
Publication Date: September 2004
ISSN: 0161-4681
Availability: Journal Customer
Services, Blackwell Publishing, 350
Main Street , Malden , MA 02148
Language: English
Document Type: Journal articles
(080); Reports--Evaluative (142)
Journal Announcement: JUL2005
This article calls attention to
developmental and home conditions that affect the development of good work
habits through homework. The first section examines recent studies that have
alluded to the possibility of developing good work habits through family
involvement with secondary school homework. The second section describes two
survey studies, in urban and rural secondary schools, that explicitly link
homework management to family help and grade level. The data suggest that
secondary students could still benefit from clear expectations from adult
assistance regarding how to foster the development of homework management
strategies, regardless of helper's educational background. The data also
suggest, however, that such help is overshadowed by increasing internal
distractions students encounter as they move from middle school into high
school. The final section discusses implications for future research and
practice regarding how to foster adolescents' work habits through homework,
particularly for high school students. Descriptors: Educational Background;
Secondary Schools; Family Involvement; Homework; Study Habits; Rural Areas;
Urban Areas; Family Environment
Title: Homework as the Job of
Childhood
Author(s) Corno, Lyn; Xu,
Jianzhong
Source: Theory Into Practice, v43
n3 p227-233 Aug 2004 Pages: 7
Publication Date: August 01, 2004
ISSN: 0040-5841
Availability: Lawrence Erlbaum
Associates, Inc., Journal Subscription Department, 10
Industrial Avenue, Mahwah , NJ
07430-2262
Language: English
Document Type: Journal articles
(080)
Journal Announcement: JUL2005
The authors undertook a series of
empirical studies to examine how students experience homework at various grade
levels. The research casts a different light on the century-old practice of
doing homework, suggesting it is the quintessential job of childhood. Homework
creates a situation where the child must complete assigned tasks under minimal
supervision and after little initial training. Doing well on that job gets one
further along in school. As in the workplace, when children move from beginners
to experts with homework, they demonstrate responsibility and become skilled at
managing tasks. These positive outcomes enhance the intended deepening of
students' subject matter knowledge. However, the authors assert that another virtue
of homework is that it can prepare children for jobs they will have one day; it
may develop an aptitude for gainful employment. Descriptors: Homework;
Children; Student Responsibility; Role of Education; Age Differences
Title: Homework Motivation and
Preference: A Learner-Centered Homework Approach
Author(s) Hong, Eunsook; Milgram,
Roberta M.; Rowell, Lonnie L.
Source: Theory Into Practice, v43
n3 p197-204 Aug 2004 Pages: 8
Publication Date: August 01, 2004
ISSN: 0040-5841
Availability: Lawrence Erlbaum
Associates, Inc., Journal Subscription Department, 10
Industrial Avenue, Mahwah , NJ
07430-2262
Language: English
Document Type: Journal articles
(080)
Journal Announcement: JUL2005
Target Audience: Parents;
Students; Counselors
Students, teachers, counselors,
and parents are all important in determining the degree to which homework is
effective in meeting its goals. Teachers assign homework, parents provide the
environment in which it is done, and students each with a unique profile of
motivation and preference for learning do the homework. It is a challenge for
everyone involved to cooperate, share information about children's homework
motivation and preferences, and develop strategies to be used at school and at
home to attain a better match between what the child likes to do and has to do
when learning. This article prepared to assist teachers, parents, and
counselors to meet this challenge describes a conceptual homework model and a
technique of assessing homework motivation and preferences based on the model.
Intervention strategies for how to use this knowledge to make students'
homework performance more effective and enjoyable are suggested. Descriptors:
Student Motivation; Intervention; Homework; Student Centered Curriculum;
Cognitive Style; Models; Measures (Individuals)
Title: The Motivational Benefits
of Homework: A Social-Cognitive Perspective
Author(s) Bempechat, Janine
Source: Theory Into Practice, v43
n3 p189-196 Aug 2004 Pages: 8
Publication Date: August 01, 2004
ISSN: 0040-5841
Availability: Lawrence Erlbaum
Associates, Inc., Journal Subscription Department, 10
Industrial Avenue, Mahwah , NJ
07430-2262
Language: English
Document Type: Journal articles
(080); Opinion papers (120); Reports--Descriptive (141)
Journal Announcement: JUL2005
This article argues that, as a
pedagogical practice, homework plays a critical, long-term role in the development
of children's achievement motivation. Homework provides children with time and
experience to develop positive beliefs about achievement, as well as strategies
for coping with mistakes, difficulties, and setbacks. This article reviews
current research on achievement motivation and examines the ways parents and
teachers encourage or inhibit the development of adaptive beliefs about
learning. It then integrates the literature on homework and achievement
motivation and shows that homework's motivational benefits, while not named as
such, have been in evidence for some time. Finally, the article argues that
homework is a vital means by which children can receive the training they need
to become mature learners. Descriptors: Homework; Coping; Student Motivation;
Academic Achievement; Educational Benefits; Cognitive Development; Social
Development
Title: Low-Income Parents'
Beliefs About their Role in Children's Academic Learning
Author(s) Drummond, Kathryn V.;
Stipek, Deborah
Source: Elementary School
Journal, v104 n3 p197 Jan 2004 Pages: 18
Publication Date: January 2004
ISSN: 0013-5984
Availability: University of Chicago Press P.O. Box 37005 ,
Chicago , IL 60637
Language: English
Document Type: Journal articles
(080); Reports--Evaluative (142)
Journal Announcement: AUG2005
In individual telephone
interviews, 234 low-income African-American, Caucasian, and Latino parents
rated the importance of helping their second- and third-grade children in
reading, math, and homework and of knowing what their children are learning.
Parents reported whether they had taught their child in math and reading and
read with their child in the past week. They also answered open-ended questions
about the type of help they deemed appropriate. On questionnaires, teachers
rated each student's reading and math skills and noted whether they had given a
child's parent suggestions for helping with either subject. Findings showed
that parents rated the importance of helping their child with academic work
very high. Parents of second graders tended to rate the importance of helping
higher than did parents of third graders. Similar to past research, ratings
varied systematically as a function of parents' perceptions of children's
academic performance and as a function of whether teachers had offered
suggestions; however, parents perceived helping with reading as more important
than helping with math. Findings implied that teachers who desire more parent
involvement might need to use different strategies for the two subjects. In
addition to specific approaches for helping with math, reading, and homework,
parents noted other activities they believed would help their children succeed.
Descriptors: Parents as Teachers; Parent School Relationship; Grade 2; Grade 3;
Mathematics Instruction; Homework; Parent Attitudes; Parent Role; Low Income
Groups; Reading Instruction
Title: Homework Tips for Parents
= Consejos para los padres sobre la tarea escola.
Author Affiliation: Department of
Education, Washington , DC
Pages: 21
Publication Date: May 2003
Available from: EDRS Price
MF01/PC01 Plus Postage.
Availability: ED Pubs, Education
Publications Center, U.S. Department of Education, P.O. Box 1398, Jessup, MD
20794-1398; e-mail: edpubs@inet.ed.gov
Language: English; Spanish
Document Type:
Guides--Non-classroom (055)
Geographic Source: U.S. ; District
of Columbia
Journal Announcement:
RIEFEB2004
Target Audience: Parents
Homework has been a part of
students' lives since the beginning of formal school in the United States ; the push for
increased homework has increased, fueled by rising academic standards. Noting
that parents involved can have either a positive or a negative influence on the
value of homework, this booklet, in both English and Spanish, offers
suggestions to parents to enhance the effectiveness of children homework
experience. The booklet first offers general homework tips, such as providing a
suitable space for study and helping with time management. Specific tips are
then offered for homework in reading, such as having the child read aloud, or
asking what the child thinks will happen next in the story; and for homework in
math, such as engaging frequently with the teacher to monitor math progress,
and not teaching strategies or approaches that may conflict with ones the
teacher is using. The guide concludes by highlighting the education reform
principles of the No Child Left Behind Act. (HTH)
Descriptors: Beginning Reading ; *Homework;
Mathematics Instruction; Multilingual Materials; Parent Participation; *Parent
Student Relationship; *Parents as Teachers; Reading Instruction; Student
Improvement
Title: A Model of Homework's
Influence on the Performance Evaluations of Elementary School Students.
Author(s) Cooper, Harris;
Jackson, Kristina; Nye, Barbara; Lindsay, James J.
Source: Journal of Experimental
Education, v69 n2 p181-99 Win 2001
Publication Date: 2001
ISSN: 0022-0973
Language: English
Document Type: Journal articles
(080); Reports--Research (143)
Journal Announcement: CIJNOV2001
Tested a model of the influence
of homework on classroom performance using a sample of 429 students in grades 2
and 4, their parents, and their 28 teachers. Data reveal the critical role of
parents in both the homework process and the success of elementary school
students. Positive parent involvement in homework was the strongest predictor
of grades. (SLD)
Descriptors: Academic
Achievement; Elementary Education; *Elementary School Students; *Homework;
*Parent Participation; Parent Role; Parents; *Performance Based Assessment
Title: Helping with Homework: A
Parent's Guide to Information Problem-Solving.
Author(s) Berkowitz, Robert
Source: Emergency Librarian, v25
n4 p45-46 Mar-Apr 1998
Publication Date: 1998
Notes: For journal availability
see new title, Teacher Librarian.
ISSN: 0315-8888
Language: English
Document Type:
Guides--Non-classroom (055); ERIC product (071); Journal articles (080)
Journal Announcement: CIJDEC1998
Target Audience: Parents
Summarizes the Big6 Skills
information problem-solving approach: (1) Task Definition; (2) Information
Seeking Strategies; (3) Location and Access; (4) Use of Information; (5)
Synthesis; and (6) Evaluation. Discusses parent and student roles in
information problem solving, the value of assignments, and technology and the
Big Six. (PEN)
Descriptors: Elementary Secondary
Education; *Homework; *Information Literacy; *Information Skills; Information
Technology; Parent Participation; *Parent Role; Parent Student Relationship;
*Problem Solving; *Student Role
Identifiers: *Big Six; ERIC
Digests
EJ576389 SP527111
Title: Creating Success.
Author(s) Nuzum, Margaret
Source: Instructor, v108 n3
p86-91 Oct 1998
Publication Date: 1998
Notes: This issue is from the
Primary version of Instructor.
ISSN: 1049-5851
Language: English
Document Type:
Guides--Non-classroom (055); Journal articles (080)
Journal Announcement: CIJJUL1999
Target Audience: Practitioners;
Teachers
To improve homework quality in
the classroom, teachers should clear up homework fogginess and use strategies
for success, including creating goal-directed assignments, balancing homework,
allowing time to finish assignments, viewing homework-assignment time as part
of the learning process, helping students organize their homework, and helping
students and parents estimate the amount of time to spend on homework. (SM)
Descriptors: Elementary
Education; *Homework; *Parent Role; Parent
School
Title: Changing Homework Habits:
Rethinking Attitudes.
Author(s) Tavares, Liliana
Source: Forum, v36 n1 Jan-Mar
1998
Publication Date: 1998
Language: English
Document Type: Journal articles
(080); Opinion papers (120)
Journal Announcement: CIJMAY2000
Discusses eight suggestions that
teachers can use for enhancing their students' interest in homework.
(Author/VWL)
Descriptors: *Homework; *Student
Attitudes; *Student Motivation; Study Habits; *Teacher Attitudes
Title: Teacher-Selected
Strategies for Improving Homework Completion.
Author(s) Bryan ,
Tanis ;
Sullivan-Burstein, Karen
Source: Remedial and Special
Education, v19 n5 p263-75 Sep-Oct 1998
Publication Date: 1998
ISSN: 0741-9325
Language: English
Document Type: Journal articles
(080); Reports--Research (143)
Journal Announcement: CIJJUL1999
Three studies examined the
effects of different interventions used with elementary students with learning
disabilities and typical students on spelling and math homework completion and
weekly quiz performance. Three intervention strategies resulted in significant
increases in homework completion: giving students real-life assignments, using
homework planners, and graphing homework completion. (Author/CR)
Descriptors: Assignments;
*Classroom Techniques; Elementary Education; *Homework; Instructional Design;
*Learning Disabilities; Mathematics Instruction; *Performance Factors; *Self
Management; Spelling; *Student Motivation; Tests
Title: "Did You Complete All
Your Homework Tonight, Dear?"
Author(s) O'Rourke-Ferrara,
Catherine
Pages: 28
Publication Date: 1998
Available from: EDRS Price
MF01/PC02 Plus Postage.
Language: English
Document Type: Information
Analysis (070); Opinion papers (120); Reports--Research (143)
Geographic Source: U.S. ; New
York
Journal Announcement: RIEMAY1999
Homework is often controversial,
especially in the lower grades. This paper begins by surveying research
pertaining to homework in elementary school and identifying the goals and
objectives of the homework process. The discussion of the literature covers:
(1) views on homework through the 20th century; (2) a need for homework
policies; (3) advantages of homework; (4) disadvantages of homework; (5)
effects of homework at each grade level; (6) comparison of the United States to
other countries; and (7) making homework work. The paper next presents ideas
for teachers, parents, and students regarding homework, including a recommended
homework policy, a parents' checklist for monitoring study, and sample letter
to parents about homework. The paper then describes a survey about homework
habits administered to 40 parents and 60 students in second grade. Findings
indicated that 83 percent of parents like very much that their children get
homework, and 78 percent of students also enjoy homework. Students indicated a
belief that by doing homework, they will become smarter. (Contains 26
references.) (EV)
Descriptors: *Academic
Achievement; Comparative Education; Educational Practices; Elementary Secondary
Education; Foreign Countries; *Homework; *Parent Attitudes; *Student Attitudes
2012
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