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The Case For and Against Homework
Teachers should not abandon homework. Instead, they should improve its instructional quality.
Homework
has been a perennial topic of debate in education, and attitudes toward
it have been cyclical (Gill & Schlossman, 2000). Throughout the
first few decades of the 20th century, educators commonly believed that
homework helped create disciplined minds. By 1940, growing concern that
homework interfered with other home activities sparked a reaction
against it. This trend was reversed in the late 1950s when the Soviets'
launch of
Sputnik led to concern that U.S. education lacked rigor; schools
viewed more rigorous homework as a partial solution to the problem.
By
1980, the trend had reversed again, with some learning theorists
claiming that homework could be detrimental to students' mental health.
Since then, impassioned arguments for and against homework have
continued to proliferate.
The Case for Homework
Homework
is typically defined as any tasks “assigned to students by school
teachers that are meant to be carried out during nonschool hours”
(Cooper, 1989a, p. 7). A number of synthesis studies have been conducted
on homework, spanning a broad range of methodologies and levels of
specificity (see fig. 1). Some are quite general and mix the results
from experimental studies with correlational studies.
The Case Against Homework
Although the research support for homework is compelling, the case against homework is popular. The End of Homework: How Homework Disrupts Families, Overburdens Children, and Limits Learning
by Kralovec and Buell (2000), considered by many to be the first
high-profile attack on homework, asserted that homework contributes to a
corporate-style, competitive U.S. culture that overvalues work to the
detriment of personal and familial well-being. The authors focused
particularly on the harm to economically disadvantaged students, who are
unintentionally penalized because their environments often make it
almost impossible to complete assignments at home. The authors called
for people to unite against homework and to lobby for an extended school
day instead.
A similar call for action came from Bennett and Kalish (2006) in The Case Against Homework: How Homework Is Hurting Our Children and What We Can Do About It.
These authors criticized both the quantity and quality of homework.
They provided evidence that too much homework harms students' health and
family time, and they asserted that teachers are not well trained in
how to assign homework. The authors suggested that individuals and
parent groups should insist that teachers reduce the amount of homework,
design more valuable assignments, and avoid homework altogether over
breaks and holidays.
Teachers should not abandon homework. Instead, they should improve its instructional quality.
Homework
has been a perennial topic of debate in education, and attitudes toward
it have been cyclical (Gill & Schlossman, 2000). Throughout the
first few decades of the 20th century, educators commonly believed that
homework helped create disciplined minds. By 1940, growing concern that
homework interfered with other home activities sparked a reaction
against it. This trend was reversed in the late 1950s when the Soviets'
launch of
Sputnik led to concern that U.S. education lacked rigor; schools
viewed more rigorous homework as a partial solution to the problem.
By
1980, the trend had reversed again, with some learning theorists
claiming that homework could be detrimental to students' mental health.
Since then, impassioned arguments for and against homework have
continued to proliferate.
The Case for Homework
Homework
is typically defined as any tasks “assigned to students by school
teachers that are meant to be carried out during nonschool hours”
(Cooper, 1989a, p. 7). A number of synthesis studies have been conducted
on homework, spanning a broad range of methodologies and levels of
specificity (see fig. 1). Some are quite general and mix the results
from experimental studies with correlational studies.
The Case Against Homework
Although the research support for homework is compelling, the case against homework is popular. The End of Homework: How Homework Disrupts Families, Overburdens Children, and Limits Learning
by Kralovec and Buell (2000), considered by many to be the first
high-profile attack on homework, asserted that homework contributes to a
corporate-style, competitive U.S. culture that overvalues work to the
detriment of personal and familial well-being. The authors focused
particularly on the harm to economically disadvantaged students, who are
unintentionally penalized because their environments often make it
almost impossible to complete assignments at home. The authors called
for people to unite against homework and to lobby for an extended school
day instead.
A similar call for action came from Bennett and Kalish (2006) in The Case Against Homework: How Homework Is Hurting Our Children and What We Can Do About It.
These authors criticized both the quantity and quality of homework.
They provided evidence that too much homework harms students' health and
family time, and they asserted that teachers are not well trained in
how to assign homework. The authors suggested that individuals and
parent groups should insist that teachers reduce the amount of homework,
design more valuable assignments, and avoid homework altogether over
breaks and holidays.
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