A s kids return to school, debate is heating up once again over how they should spend their time after they leave the classroom for the day. The no-homework policy of a second-grade teacher in Texas went viral last week , earning praise from parents across the country who lament the heavy workload often assigned to young students. Brandy Young told parents she would not formally assign any homework this year, asking students instead to eat dinner with their families, play outside and go to bed early. But the question of how much work children should be doing outside of school remains controversial, and plenty of parents take issue with no-homework policies, worried their kids are losing a potential academic advantage.
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This is an excellent book. It is an attempt to distil the key messages from the vast array of studies that have been undertaken across the world into all the different factors that lead to educational achievement. There is a discussion about what is measurable and how effect size can be interpreted in different ways. The key outcomes are interesting, suggesting a number of key factors that are likely to make the greatest impact in classrooms and more widely in the lives of learners. My main interest here is to explore what Hattie says about homework. It is cited as a hard fact in articles such as this one by Tim Lott in the Guardian: Why do we torment kids with homework? It bugs me and I think it is wrong.
Maltese is a Curry alumnus, and Fan is a former Curry faculty member. The authors examined survey and transcript data of more than 18, 10th-grade students to uncover explanations for academic performance. The data focused on individual classes, examining student outcomes through the transcripts from two nationwide samples collected in and by the National Center for Education Statistics. Contrary to much published research, a regression analysis of time spent on homework and the final class grade found no substantive difference in grades between students who complete homework and those who do not.
It used to be that students were the only ones complaining about the practice of assigning homework. For years, teachers and parents thought that homework was a necessary tool when educating children. But studies about the effectiveness of homework have been conflicting and inconclusive, leading some adults to argue that homework should become a thing of the past. According to Duke professor Harris Cooper, it's important that students have homework.