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Homeworkprotheroe PDF
Homeworkprotheroe PDF
H
omework is often a hot-button issue for schools. Even with a school
homework policy, the homework practices of teachers vary in quality,
with some teachers applying best practice standards, while others assign
homework too difficult for some students, or collect homework without provid-
ing feedback to students. In addition, families in which parents work and chil-
dren participate in an array of after-school activities provide an environment
where homework time and parental assistance is often scarce. Thus, principals
need to address parents’ concerns about excessive homework—or teachers’
concerns when too many students fail to complete it.
42 Principal N September/October 2009 COMSTOCK/GETTY IMAGES
Principals and teachers can use student achievement. Cooper, Robinson, Marzano and Pickering (2007a)
research about homework to address and Patall (2006) found “generally con- provide a good starting point to the
two important questions: Does home- sistent evidence for a positive influence discussion about effective homework
work support higher levels of student of homework on achievement.” Marzano practices: “Homework should not be
learning? What are characteristics of and Pickering (2007b) agree. Their assigned simply as a matter of routine,”
effective homework practices? review of the homework research found but instead only when there is a clear
that “with only rare exceptions, the rela- purpose in regard to student learning.
What Does the Research Say? tionship between the amount of home- In essence, good homework practices
As with many of the school-related work students do and their achievement are consistent with good teaching.
variables that could impact student outcomes was found to be positive and Marzano, Gaddy, and Dean (2000)
learning, it is difficult to isolate a statistically significant.” emphasize that teachers should make
connection between homework and Syntheses of homework research sure the purpose of homework assign-
student learning because there are so have also identified a theme particu- ments is clear. Students should leave
many additional factors—quality of the larly important to educators in elemen- the classroom with no confusion about
homework, student motivation, and tary schools. Typically, the correlation either what they are being asked to do
family support, just to cite a few—that between homework and achievement or how to do it.
are part of the equation. While some appears to be stronger in grades 7-12 The research is especially clear about
studies attempt to control for such than in K-6 (Cooper, Robinson, & Patall, one point in relation to homework: It
factors, much of the research “simply 2006; Marzano & Pickering, 2007b). should not be used to teach new mate-
correlates homework and achievement Such research, however, generally relates rial (Cooper, 2001). Although home-
with no attempt to account for student to a direct link between homework and work assignments can be an appropri-
differences” (Cooper, 2006). Look- achievement. Cooper (2001) suggests ate means of introducing concepts
ing at the body of research as a whole, that educators should look more broadly that will be taught in future lessons
“The link between homework and at possible benefits of homework that (such as gathering current newspaper
achievement is far from clear. There is can ultimately impact student learning, articles on a specific science topic, or
no conclusive evidence that homework and highlights three of these: interviewing grandparents for their
= Good Teaching
increases student achievement across N Long-term academic benefits such first-hand accounts of historical events),
the board” (Center for Public Educa- as better study habits and skills; tasks assigned for preparation purposes
tion, 2007). N Nonacademic benefits, including should be discussed and expanded
Harris Cooper, a researcher with greater self-direction, greater self- upon, with explicit connections made
a long-time interest in the issue of discipline, better time organization, to material presented in class.
homework, agrees. However, he also and more independent problem- Teachers also should make sure their
points to the few carefully controlled solving; and students fully understand the concepts
studies that have found positive links N Greater parental appreciation of and possess the skills needed to com-
between homework and student scores and involvement in schooling. plete any homework assignment. For
on end-of-class tests. For example, one example, requiring students to practice
study found that second-grade students Homework Practices math problems at home that they do
assigned math homework did better If the homework research addressed not fully understand in class will only
on such tests than comparable students only the homework-achievement link, discourage and frustrate them. Further,
who were not assigned homework. elementary school educators might practicing a skill that is either not well
Because there are so few of these reasonably feel that little guidance understood or—worse—misunderstood
carefully controlled studies, some has been provided for them. However, “might also serve to habituate errors or
researchers use an approach called researchers have also addressed a misconceptions” (Marzano, Pickering,
meta-analysis to attempt to identify critically important question: Which & Pollock, 2001).
themes from the larger body of home- practices help to increase the benefits Marzano and Pickering (2007a) high-
work research, using even those studies of homework while minimizing poten- light a related characteristic of effective
that simply correlate homework and tial problems? homework: It “should be structured in a
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