The researchers suggested that for 12th graders the optimum amount of homework might lie between 1. Still, researchers have offered various recommendations.
For example, Good and Brophy cautioned that teachers must take care not to assign too much homework. Thus, 5 to 10 minutes per subject might be appropriate for 4th graders, whereas 30 to 60 minutes might be appropriate for college-bound high school students. Cooper, Robinson, and Patall 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. He added that when required reading is included as a type of homework, the minute rule might be increased to 15 minutes.
Focusing on the amount of time students spend on homework, however, may miss the point. 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 rather than the amount of time spent on homework or the amount of homework actually assigned.
Thus, simply assigning homework may not produce the desired effect—in fact, ill-structured homework might even have a negative effect on student achievement. Teachers must carefully plan and assign homework in a way that maximizes the potential for student success see Research-Based Homework Guidelines.
Another question regarding homework is the extent to which schools should involve parents. Some studies have reported minimal positive effects or even negative effects for parental involvement. They recommended 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.
Good and Brophy provided the following recommendations regarding parent involvement: Although 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. 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.
The research community takes a long time to formulate firm conclusions on the basis of research. 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. In addition, research in a specific area, such as homework, sometimes contradicts research in related areas. For example, Cooper recommended on the basis of plus years of homework research that teachers should not comment on or grade every homework assignment.
Riehl pointed out the similarity between education research and medical research. She commented, When reported in the popular media, medical research often appears as a blunt instrument, able to obliterate skeptics or opponents by the force of its evidence and arguments.
Yet repeated visits to the medical journals themselves can leave a much different impression. The serious medical journals convey the sense that medical research is an ongoing conversation and quest, punctuated occasionally by important findings that can and should alter practice, but more often characterized by continuing investigations. These investigations, taken cumulatively, can inform the work of practitioners who are building their own local knowledge bases on medical care.
If relying solely on research is problematic, what are busy practitioners to do? Instead, educators should combine research-based generalizations, research from related areas, and their own professional judgment based on firsthand experience to develop specific practices and make adjustments as necessary.
Educators can develop the most effective practices by observing changes in the achievement of the students with whom they work every day. 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: 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. When mom and dad help: Student reflections on parent involvement with homework.
Journal of Research and Development in Education, 31 3 , — The instructional effects of feedback in test-like events. Review of Educational Research, 61 2 , — The case against homework: How homework is hurting our children and what we can do about it. The search for methods of group instruction as effective as one-toone tutoring. Educational Leadership, 41 8 , 4— Synthesis of research on homework. Educational Leadership, 47 3 , 85— The battle over homework 3rd ed.
Does homework improve academic achievement? Predicate logic propositions with multiple quantifiers and variables. Published on Mar 6, Negation introduction homework review. Low-effort attempts to receive homework help will. It may help to read each log as a question.
A little amount of homework may help elementary school students build study. Web-based homework is a viable alternative to. Improve your study skills with these tips for time management, organization, and research. Ask an eleven-year-old whether homework is a bad thing,. All payments are due upon receipt. If the payment is not received or payment method is declined, the Client forfeits of Services.
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