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Benefits of not having homework

Homework: No Proven Benefits | Edutopia

. parents can see what their children are doing in school and help with the homework as well. interactive homework in middle school: effects on family involvement and science achievement. schools should strengthen their policies to ensure that teachers use homework properly. like medical practitioners, education practitioners must develop their own “local knowledge base” on homework and all other aspects of teaching. to make sure that homework is appropriate, teachers should follow these guidelines:Assign purposeful homework. this material may not be published, broadcast, rewritten or redistributed. the cooper synthesis (1989a) reported that for junior high school students, the benefits increased as time increased, up to 1 to 2 hours of homework a night, and then decreased. students are spending too much time completing homework assignments instead of playing outside or enjoying leisure activities, which teach and enhance important life skills. the most important advantage of homework is that it can enhance achievement by extending learning beyond the school day. for example, cooper (2007) recommended on the basis of 60-plus years of homework research that teachers should not comment on or grade every homework assignment. for example, good and brophy (2003) cautioned that teachers must take care not to assign too much homework. finally, kohn urged teachers to involve students in deciding what homework, and how much, they should do. otherwise, the debate about homework will continue without an answer – to give or not to give!

Down With Homework! | Scholastic

the cooper, robinson, and patall (2006) study reported similar findings: 7 to 12 hours of homework per week produced the largest effect size for 12th grade students. if this is the case, homework can be a stressor instead of a motivator. teachers must carefully plan and assign homework in a way that maximizes the potential for student success (see research-based homework guidelines). to enact effective homework policies, however, schools and districts must address the following issues. a child in kindergarten is facing 13 years of homework ahead of her. the homework is assigned because it has been drilled into our collective mind that homework produces higher performing students. homework comes prematurely, it’s hard for children to cope with assignments independently—they need adult help to remember assignments and figure out how to do the work. homework debate often focuses on how and why homework affects student learning and achievement. the homework myth: why our kids get too much of a bad thing. in thousands of homes across the country, families battle over homework nightly. homework does have an impact on young students, but it’s not a good one. a district or school discards homework altogether, however, it will be throwing away a powerful instructional tool. a significant proportion of the research on homework indicates that the positive effects of homework relate to the amount of homework that the student completes.

  • 5 Reasons Kids Need Homework and 5 Reasons They Don't

    even so, cooper (1989b) still recommended homework for elementary students because. instead, homework at a young age causes many kids to turn against school, future homework and academic learning. all three of the books criticizing homework provide compelling anecdotes to this effect. by 1980, the trend had reversed again, with some learning theorists claiming that homework could be detrimental to students' mental health. according to a survey by the university of michigan, homework has doubled over the last twenty years, especially in the younger grades, due to the school’s requirement to meet higher-than-ever achievement goals for children. who support the giving of homework to students is a way to teach young individuals and growing children discipline since they will have to learn how to focus and set aside unimportant activities to prioritize finishing the tasks they have to submit the following day. proponents are firm in saying that when these kids become adults and be members of the workforce or even be entrepreneurs themselves, they will be using what they have or not have learned while studying. homework is such an accepted practice, it’s hard for most adults to even question its value. does have an impact on young students — but it’s not a good oneE-mail staff portal consultant portal staff116 s.(2007), cooper noted that homework should have different purposes at different grade levels:For students in the earliest grades, it should foster positive attitudes, habits, and character traits; permit appropriate parent involvement; and reinforce learning of simple skills introduced in class.  david baker and gerald  letendre, professors of education at penn state, found that countries that assign minimal amounts of homework, like japan, were the most successful school systems compared to greece and iran school systems where students are given a lot of work. giving homework, children will learn to be responsible, solve problems, analyze, manage their time and take on responsibilities. what do you think is an appropriate amount of homework?
  • List of 10 Big Pros and Cons of Homework | ConnectUS

    students should not be assigned homework on concepts and skills they do not grasp. assigning homework to primary age students can establish better study habits and skills for secondary education (bempechat, 2004). as figure 1 indicates, homework has decades of research supporting its effective use. and colleagues conducted a series of studies to identify the conditions under which parental involvement enhances homework (epstein, 2001; epstein & becker, 1982; van voorhis, 2003). however, research suggests that homework is less effective if it is used to teach new or complex skills. by 1940, growing concern that homework interfered with other home activities sparked a reaction against it. as alfie kohn states in the homework myth, “why should children be asked to work a second shift? according to cooper, some teachers assign ‘shotgun homework’: blanket drills, questions, and problems. 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. some studies also suggest that assigning homework improves the achievement of low-performing students and students in low-performing schools. than the amount of time spent on homework or the amount of homework actually assigned. cooper, robinson, and patall (2006) meta-analysis found the same pattern of stronger relationships at the secondary level but also identified a number of studies at grades 2, 3, and 4 demonstrating positive effects for homework. however, homework is most effective when it covers material already taught, is given for review, or is used to reinforce skills previously learned.
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  • Homework: An unnecessary evil? … Surprising findings from new

    homework is a perfect example: figure 1 includes synthesis studies that go back as far as 60 years, yet all that research translates to a handful of recommendations articulated at a very general level. 92), 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. for homework supporters, not giving students school work at home might make them derelict with their studies and be lazy. 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. homework given to college and high school students give them more time to master their subjects and absorb the teachings of their professors and teachers. the case against homework: how homework is hurting our children and what we can do about it. is wrecking our kids: the research is clear, let’s ban elementary homework. commenting on studies that attempted to examine the causal relationship between homework and student achievement by comparing experimental (homework) and control (no homework) groups, cooper, robinson, and patall (2006) noted,With only rare exceptions, the relationship between the amount of homework students do and their achievement outcomes was found to be positive and statistically significant. research has established the overall viability of homework as a tool to enhance student achievement, for the most part the research does not provide recommendations that are specific enough to help busy practitioners. kids slide into the habit of relying on adults to help with homework or, in many cases, do their homework. even in middle school, the relationship between homework and academic success is minimal at best. homework reinforces learning from the skills and concepts already taught in the classroom. homework can help establish communication between parents and children; it can be used as a form of discipline; and it can inform parents about school topics and activities.
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Why kids are better off without homework | Daily Telegraph

The Case For and Against Homework

since then, impassioned arguments for and against homework have continued to proliferate. reveals further examples of his determination to massage the numbers until they yield something—anything—on which to construct a defense of homework for younger children. homework promotes a positive attitude towards school and keeps families informed about their child’s learning., robinson, and patall (2006) also issued a strong warning about too much homework:Even for these oldest students, too much homework may diminish its effectiveness or even become counterproductive. corno and xu (2004) discovered that homework fosters independence, develops time-management skills, and teaches responsibility.. education lacked rigor; schools viewed more rigorous homework as a partial solution to the problem. families can opt out, teachers can set a culture of no homework (or rare, optional homework), and schools can take time to read the research and rekindle joy in learning. of the more contentious issues in the homework debate is the amount of time students should spend on homework. instead of connecting and supporting each other at the end of the day, too many families find themselves locked in the “did you do your homework? the researchers suggested that for 12th graders the optimum amount of homework might lie between 1. addition, research in a specific area, such as homework, sometimes contradicts research in related areas., inappropriate homework may produce little or no benefit—it may even decrease student achievement. concern surrounding homework is its interference with the student’s time to relax and take their minds off work as well as family time.

Homework is wrecking our kids: The research is clear, let's ban

concluded that research fails to demonstrate homework's effectiveness as an instructional tool and recommended changing the “default state” from an expectation that homework will. 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. homework is assigned either as practice, preparation, extension, or integration of grade-level skills and concepts. in addition, many parents report that they feel unprepared to help their children with homework and that their efforts to help frequently cause stress (see balli, 1998; corno, 1996; hoover-dempsey, bassler, & burow, 1995; perkins & milgram, 1996). in the battle over homework, cooper determined that the average correlation between the time primary children spent on homework and achievement was around zero. not to mention, the amount of homework completed had no effect on test scores. 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. according to kohn, teachers should only assign homework when they can justify that the assignments are “beneficial” (2006a, p. does have an impact on young students — but it’s not a good one. “we found that for kids in elementary school there was hardly any relationship between how much homework young children did and how well they were doing in school, but in middle school the relationship is positive and increases until the kids were doing between an hour to two hours a night, which is right where the 10-minute rule says it’s going to be optimal,” stated harris cooper. instead of the quantity of homework, educators should improve the quality of the assignments. students are given homework that is not furthering the concepts and skills. not only will they end up staying up late but they might not be able to absorb anything.

Homework: No Proven Benefits | Edutopia

Homework or No Homework

for example, referring to harris cooper, the lead author of the two leading meta-analyses on homework, kohn noted,A careful reading of cooper's own studies . throughout the first few decades of the 20th century, educators commonly believed that homework helped create disciplined minds. the answer is certainly not to wait until research “proves” that a practice is effective. a third book, the homework myth: why our kids get too much of a bad thing (2006a), kohn took direct aim at the research on homework. ongoing contentions about the importance of homework have been in discussion for years among educators, parents and students. as educators, the amount, frequency, and the purpose should be considered prior to assigning homework. now stand at an interesting intersection in the evolution of the homework debate. questions represent the ongoing debate surrounding homework for the past two decades. educational research recommends assigning homework to provide additional repetitions of the content to promote retention and automaticity. opponents say that homework is not a guarantee that students will master skills and absorb what they learned from school. conclusion, research is inconsistent in determining if homework increases student achievement. homework to maximize the chances that students will complete it. homework requires students to use previously taught skills and concepts and apply them to new situations or projects.

Down With Homework! | Scholastic

Homework: Is It Good for Kids? Here's What the Research Says

new study on the academic effects of homework offers not only some intriguing results but also a lesson on how to read a study -- and a reminder of the importance of doing just that: reading studies (carefully) rather than relying on summaries by journalists or even by the researchers themselves. a more detailed response to kohn's views on homework, see marzano & pickering (2007) and marzano & pickering (in press). although homework has academic and non-academic advantages and disadvantages, the majority of studies conducted reveal inconclusive evidence that assigning homework increases student achievement. in the end, it is best to assess the student’s level of learning and give homework accordingly. the authors called for people to unite against homework and to lobby for an extended school day instead. frequency and duration of each assignment does not necessarily suggest a correlation between homework and student achievement. they oppose what proponents are saying that there is a positive correlation between homework and how students perform in school for the reason that not all students have equal levels of intelligence. there are parents and educators who support this practice but there are also those who are not in favor of making students do extra school work at home. opponents, homework gives less or no benefit when it comes to motivating students to improve performance in school. he added that when required reading is included as a type of homework, the 10-minute rule might be increased to 15 minutes. for example, ensure that homework is at the appropriate level of difficulty. moreover, this can be a bonding time between parents and children especially if they will be able to help their kids with their homework and school projects.“there is no evidence that any amount of homework improves the academic performance of elementary students.

5 Reasons Kids Need Homework and 5 Reasons They Don't

works better than traditional homework at the elementary level is simply reading at home. how much homework should a student has to be given? harris cooper, a professor of psychology, and colleagues (2006) found there are both positive and negative consequences of homework. while it can be an effective way to master the skills of students, too much homework can also drain the minds of students. kids that reported doing more than two hours of homework in middle school weren’t doing any better in school than kids who were doing between an hour to two hours,” said harris cooper. or no homeworkyou are here:homeresearch reviewhomework or no homework. a number of synthesis studies have been conducted on homework, spanning a broad range of methodologies and levels of specificity (see fig. cooper, robinson, and patall (2006) discovered a positive correlation between the amount of the homework students do and their achievement at the secondary level. having to solve difficult math problems, memorize long lines or read several chapters can be tiresome for them. you look at the facts, however, here’s what you find: homework has benefits, but its benefits are age dependent. cooper and colleagues' (2006) comparison of homework with no homework indicates that the average student in a class in which appropriate homework was assigned would score 23 percentile points higher on tests of the knowledge addressed in that class than the average student in a class in which homework was not assigned. proponents and opponents have presented rational and acceptable views about homework. do not expect parents to act as experts regarding content or to attempt to teach the content.

also attacked a section on homework in our book classroom instruction that works (marzano, pickering, & pollock, 2001). pattern clearly indicates that homework has smaller effects at lower grade levels. they say that some parents or tutors are the ones doing the homework instead of the students. however, involved parents can see what’s coming home in a child’s backpack and initiate sharing about school work–they don’t need to monitor their child’s progress with assigned homework. question regarding homework is the extent to which schools should involve parents. there are even some countries that implement a no homework policy. thus, simply assigning homework may not produce the desired effect—in fact, ill-structured homework might even have a negative effect on student achievement. advocates of homework believe the time spent in school to learn is not always sufficient and letting students spend extra time to solve problems and learn new vocabulary words is crucial to their learning . benefit of homework is to both the parents and students. assigned to an expectation that homework will not be assigned. the end of homework: how homework disrupts families, overburdens children, and limits learning. a better approach is to ensure that teachers use homework effectively.  cheating is involved with homework by either copying another student’s work or when help is received from adults in an attempt to finish all the assignments.

List of 10 Big Pros and Cons of Homework | ConnectUS

argue that homework given to students especially the younger school children are too much to handle. when mom and dad help: student reflections on parent involvement with homework. drop the use of homework, then, a school or district would be obliged to identify a practice that produces a similar effect within the confines of the school day without taking away or diminishing the benefits of other academic activities—no easy accomplishment. homework requires the student to apply learned skills and concepts to produce a single project like reading a book and writing a report on it. besides the constant conflict, having a homework patrol cop in the house undermines one of the purported purposes of homework: responsibility. arguments against homework are becoming louder and more popular, as evidenced by several recent books as well as an editorial in time. however, the correlation between student achievement and homework given to elementary students is inconclusive.. it is not as effective as proponents say it is. amount of homework students are given differs greatly across grade levels and states. 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. if the assignment does not promote greater love of school and interest in learning, then it has no place in an elementary school-aged child’s day. many of those who conduct research on homework explicitly or implicitly recommend this practice. on the amount of time students spend on homework, however, may miss the point.

Homework: An unnecessary evil? … Surprising findings from new

the reason for homework is to practice the content, not to learn the content. at the same time, a number of studies have provided growing evidence of the usefulness of homework when employed effectively. if this is the case, giving homework is irrelevant when it comes to knowledge enhancement. 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. this is the nature of research—it errs on the side of assuming that something does not work until substantial evidence establishes that it does. teachers across the k–12 spectrum commonly assign homework, research has produced no clear-cut consensus on the benefits of homework at the early elementary grade levels. homework is assigned to introduce content that will be addressed in future lessons. they also point out that there are students with parents to help them with their school projects and there are those who don’t have parents to guide them which make homework an uneven playing filed for students. for example, it makes good sense to only assign homework that is beneficial to student learning instead of assigning homework as a matter of policy.  so, when assigning homework, please consider the effectiveness of it, homework should positively impact the student learning.  also, assigning excessive amounts of homework may result in unneeded stress and pressure on the child, which affects the student’s emotions, behaviors, thinking ability, and physical health. 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.

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  the homework myth:  why our kids get too much of a bad thing (cambridge, ma: da capo press, 2006). these authors criticized both the quantity and quality of homework. by the time kids reach high school, homework provides academic benefit, but only in moderation. supporters say homework teaches responsibility, reinforces lessons taught in school, and creates a home-school link with parents.”this statement, by homework research guru harris cooper, of duke university, is startling to hear, no matter which side of the homework debate you’re on.: this figure describes the eight major research syntheses on the effects of homework published from 1983 to 2006 that provide the basis for the analysis in this article. most research only supports homework for middle and high school students (cooper 1989a; kohn 2006). therefore, we think it would not be imprudent, based on the evidence in hand, to conclude that doing homework causes improved academic achievement. students need to be able to complete the work at home without assistance because some students do not have an english-speaking parents or guardians to help them. reviewto give or not to give homework…that is the question! however, his misunderstanding or misrepresentation of the research sends the inaccurate message that research does not support homework. 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. 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.


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