Homework - Policies, Practices, and Guides for Helping Parents and Teachers to Help Students

EJ540787 EA532925 The Truth about Homework. Black, Susan American School Board Journal, v183 n10 p48-51 Oct 1996 ISSN: 0003-0953 Document Type: REVIEW LITERATURE (070); JOURNAL ARTICLE (080) Researcher Harris Cooper examined studies on homework and student achievement and found that homework substantially raises high school students' achievement; in junior high, homework raises students' achievement only about half as much; and in elementary grades, homework has no discernible effect on students' achievement. (MLF) Descriptors: *Academic Achievement; Board of Education Policy; Elementary Secondary Education; *Homework; *Learning Activities; *School Effectiveness ED401045 PS024809 A Checklist for Helping your Child with Homework. 1996 2p.; A poster based on information in "Helping Your Child with Homework" booklet, see ED 388 436. Available From: National Library of Education, 555 New Jersey Avenue, N.W., Washington, DC 20208; phone: 1-800-424-1616 (single copies free). Document Type: NON-CLASSROOM MATERIAL (055) This poster provides a parent checklist for helping children with homework. There are three components to the checklist: (1) "Make Sure Your Child Has" includes items regarding basic necessities such as a regular time each day for homework and organization aids; (2) "Questions to Ask Your Child" contains nine questions, including whether the assignment is clear, requires special resources or supplies, or needs a schedule for successful completion; (3) "Other Ways to Help" lists general hints for parents, such as meeting with teachers early in the year to find out about homework policy, contacting the teacher if there is a problem, and reviewing teacher comments on homework and discussing them with the child. (KDFB) Descriptors: Assignments; Check Lists; Children; Elementary Education; *Homework; *Parent Materials; *Parent Participation; Parents as Teachers; Parent School Relationship; *Parent Teacher Cooperation Identifiers: Posters EJ510037 EC612032 Increasing the Homework Completion Rates of Students with Mild Disabilities. Salend, Spencer J.; Gajria, Meenakshi Remedial and Special Education, v16 n5 p271-78 Sep 1995 ISSN: 0741-9325 Document Type: JOURNAL ARTICLE (080); NON-CLASSROOM MATERIAL (055) Target Audience: Practitioners This article offers guidelines for increasing the homework completion rates of students with mild disabilities: (1) vary the amount and type of homework assignments; (2) provide motivating acts so that students complete their homework; (3) use peer-mediated strategies; and (4) involve parents in the homework process. (Author/DB) Descriptors: *Classroom Techniques; Elementary Secondary Education; *Homework; Intervention; *Mild Disabilities; Parent School Relationship; Peer Relationship; Student Motivation; *Student Participation; Study Skills EJ505129 EC611420 Homework: A Survey of Primary Students in Regular, Resource, and Self-Contained Special Education Classrooms. Bryan, Tanis; And Others Learning Disabilities Research and Practice, v10 n2 p85-90 Spr 1995 ISSN: 0938-8982 Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143) This survey examined experiences and beliefs regarding homework of primary-grade children (n=809), of whom 91 were in resource room programs and 17 in special education classrooms. Overall, results indicated that children in the resource rooms were experiencing the greatest amount of difficulty in doing homework and had acquired the most negative views about homework. (DB) Descriptors: Beliefs; *Disabilities; *Homework; *Mainstreaming; Primary Education; *Resource Room Programs; *Special Classes; *Student Attitudes; Student Motivation; Student Surveys EJ502901 EA530575 Another Look at Homework. Palardy, J. Michael Principal, v74 n5 p32-33 May 1995 ISSN: 0271-6062 Document Type: EVALUATIVE REPORT (142); JOURNAL ARTICLE (080) Teachers assign homework because it teaches students self- discipline, is believed to increase academic achievement, fulfills people's expectations, and expands the curriculum. Problems with homework include completion difficulties, uncoordinated assignments, interference with important out-of-school activities, fostering of undesirable student behaviors and attitudes, uniform assignments for all students, and lack of teacher feedback. (MLH) Descriptors: *Academic Achievement; *Educational Change; *Educational Objectives; Elementary Education; *Homework; *School Policy ED388436 PS023755 Helping Your Child with Homework: For Parents of Elementary and Junior High School-Aged Children. Paulu, Nancy; Perkinson, Kathryn, Ed. Sep 1995 52p. Document Type: NON-CLASSROOM MATERIAL (055) Target Audience: Parents This booklet is designed to provide parents of elementary and junior high school students with an understanding the purpose and nature of homework and suggestions for helping their children complete homework assignments successfully. After a discussion of why teachers assign homework, how homework can help children learn, and the optimum amount of homework for students at different grade levels, the booklet provides specific suggestions for parents to help their children complete homework assignments, including setting a regular time for homework, picking a quiet place, removing distractions, providing appropriate supplies and resources, setting a good example, and showing interest in their homework. It also discusses ways for parents to monitor their children's homework assignments, provide guidance to their children on assignments, and talk with teachers or administrators about homework problems. A checklist on helping children with homework is included. (MDM) Descriptors: Age Differences; Check Lists; Elementary School Students; Elementary Secondary Education; *Homework; Junior High School Students; *Parent Role; Parents as Teachers; Parent School Relationship; *Parent Student Relationship; Parent Teacher Cooperation EJ491148 EC609678 Homework Practices of General Education Teachers. Polloway, Edward A.; And Others Journal of Learning Disabilities, v27 n8 p500-09 Oct 1994 ISSN: 0022-2194 Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143) Target Audience: Researchers A national sample of 441 elementary, middle, and senior high teachers was asked about their homework practices, including their use of adaptations for students with disabilities. Tables present results for frequency and amount of homework, helpfulness of specific types of homework, in-class structures, adaptations, parent communication strategies, and consequences for home completion and noncompletion. (Author/DB) Descriptors: Assignments; *Disabilities; Educational Practices; Elementary School Teachers; Elementary Secondary Education; *Homework; Middle Schools; National Surveys; Parent School Relationship; Secondary School Teachers; *Teacher Attitudes EJ491147 EC609677 Doing Homework: Perspectives of Elementary and Junior High School Students. Bryan, Tanis; Nelson, Carol Journal of Learning Disabilities, v27 n8 p488-99 Oct 1994 ISSN: 0022-2194 Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143) Analysis of survey responses of elementary and junior high students (n=1,527) in regular, resource, and self-contained special education classrooms found significant main effects for group, grade, and group by grade interactions for amount, type, and time spent doing homework; opportunity to do homework at school; parents' assistance; and students' attitudes about homework, grading, and school. (Author/DB) Descriptors: *Disabilities; *Homework; Intermediate Grades; Junior High Schools; Parent Role; *Resource Room Programs; *Special Classes; Statistical Analysis; *Student Attitudes; Surveys EJ491146 EC609676 Homework: A Survey of Policies in the United States. Roderique, Tess W.; And Others Journal of Learning Disabilities, v27 n8 p481-87 Oct 1994 ISSN: 0022-2194 Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143) Target Audience: Policymakers Respondents (n=297) to a national survey of school districts concerning homework policies found that 35.2% of school districts surveyed had a policy on homework, with 64.4% of those policies including modifications for students with disabilities. Findings on frequency and amount of homework assigned, as well as home-school communication mechanisms, are highlighted. (Author/DB) Descriptors: *Disabilities; Elementary Secondary Education; *Homework; National Surveys; Parent School Relationship; School Districts; *School Policy EJ491145 EC609675 Homework for Students with Learning Disabilities: The Implications of Research for Policy and Practice. Cooper, Harris; Nye, Barbara Journal of Learning Disabilities, v27 n8 p470-79 Oct 1994 ISSN: 0022-2194 Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070); POSITION PAPER (120) A review of the literature on effects of homework for students with and without disabilities offers a homework process model, and suggests that homework policies and practices for students with learning disabilities should emphasize: simple, short assignments; careful monitoring by and prominent rewards from teachers; and parental involvement to provide structure, conducive environments, and immediate rewards. (Author/DB) Descriptors: Assignments; Elementary Secondary Education; *Homework; *Learning Disabilities; Models; *Parent Participation; Parent School Relationship; Parent Student Relationship; *Teacher Role; Teaching Methods EJ481352 EA529304 Homework Preferences: Teachers and Parents State Their Opinions. Rose, Alvin C. NASSP Bulletin, v78 n561 p65-75 Apr 1994 ISSN: 0192-6365 Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080) Concerned about discrepancies in amount and kind of homework assigned, a Tennessee school district developed some guidelines governing number of homework nights, assignment length, and grading practices. Because it is virtually impossible to require every teacher to carry out identical homework practices, school policies should remain general and stress consistency, rather than uniformity. (MLH) Descriptors: *Committees; *Homework; *Parent Attitudes; *School Policy; Secondary Education; *Teacher Attitudes Identifiers: Fairness; *Tennessee (Cheatham County) ED376573 EA026269 The Battle over Homework. An Administrator's Guide to Setting Sound and Effective Policies. The Practicing Administrator's Leadership Series. Cooper, Harris 1994 74p. ISBN: 0-8039-6163-4 Available From: Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320-2218 ($15). Document Type: BOOK (010); NON-CLASSROOM MATERIAL (055) Target Audience: Administrators; Practitioners For many years, homework has been a topic of heated public discussion and concern of students, parents, teachers, and administrators. Perhaps the most crucial question regards its efficacy for improving academic achievement. This book combines the results of research studies and exemplary practices to provide guidance about homework to administrators. It discusses the effects of homework, explores variations in the homework process, and shows how to develop and implement policy guidelines. Homework issues at both the elementary and secondary levels are addressed. The first chapter contains: (1) a general definition of homework; (2) attitudes toward homework; (3) the effects of homework; and (4) factors affecting the utility of homework. Chapter 2 summarizes research on whether homework is generally effective, as well as whether it is more effective for some grade levels, subjects, and types of students than for others. The third chapter reviews research that examined the amount of homework and time spent on homework necessary for optimal achievement at different grade levels. Studies of variations in homework assignments that have differential effects on achievement are discussed in chapter 4. The final chapter reviews some of the policy recommendations offered by government and private education agencies, which are integrated with information from the previous chapters into a set of homework policy guidelines. Three tables, three figures, two exhibits, and an annotated bibliography are included. Contains 26 references. (LMI) Descriptors: *Academic Achievement; *Assignments; Elementary Secondary Education; Home Study; *Homework; School Policy ED348754 EA024222 Homework: How Effective? How Much To Assign? The Need for Clear Policies. Thomas, Anne Hill OSSC Bulletin, v36 n1 Sep 1992 Sep 1992 41p. ISSN: 0095-6694 Available From: Publication Sales, Oregon School Study Council, University of Oregon, 1787 Agate Street, Eugene, OR 97403 ($6 prepaid; $4.50 members; $2.50 postage and handling on billed orders). Document Type: NON-CLASSROOM MATERIAL (055); SERIAL (022) The relevance of homework in today's schools is explored in this bulletin. Following the introduction, chapter 1 examines the effect of homework on academic achievement and concludes that there is a lack of agreement on the benefits of homework and on the amount of time students should spend on it. Chapter 2 describes homework practices in some Oregon schools. In a survey of eight elementary, middle, and high school teachers in several districts, all expressed the belief that homework assignments help student achievement. Innovations in homework assistance implemented by two districts-- Duvall County Public Schools in Jacksonville, Florida, and in Mineola, New York--are described in the third chapter. Chapter 4 offers recommendations for establishing an effective policy and for defining the roles of the school board, administrators, teachers, parents, and students. A conclusion is that although controversy continues about the impact of homework on academic achievement, the belief in its effectiveness will remain a trend in educational thinking. A successful policy requires coordination, community awareness, and commitment. Sample homework policies and guidelines are contained in the appendix. (Contains 23 references.) (LMI) Descriptors: *Academic Achievement; *Assignments; Elementary Secondary Education; *Home Study; *Homework; *Policy Formation; *State Standards; Time on Task Identifiers: *Oregon ED352811 FL020787 Homework in Teaching and Learning. Papandreou, Andreas 1991 17p.; Paper presented at the Annual Meeting of the International Association of Teachers of English as a Foreign Language (Nicosea, Cyprus, 1991). Document Type: EVALUATIVE REPORT (142); TEACHING GUIDE (052); CONFERENCE PAPER (150) Target Audience: Teachers; Practitioners Ideas and guidelines for the organization of effective homework assignments, based on the principle that homework should offer opportunities for learning outside the classroom, are offered. The examples given are for English second language instruction as practiced in public secondary schools in Cyprus, but the principles outlined could be applied to other situations. Suggestions are offered in the following areas: policy regarding assignments; presentation of assignments; evaluation of performance; and treatment of specific language skills. Recommendations include clear and early announcement of teacher expectations and requirements of students; thorough, unambiguous communication of specific assignments; student participation in communication of the assignment in the class; daily evaluation; and complete recordkeeping. Materials, resources, and procedures geared to development of writing, reading, listening, speaking skill and vocabulary and grammar are also specified. (MSE) Descriptors: *Administrative Policy; *Assignments; Classroom Techniques; *Educational Policy; *English (Second Language); Foreign Countries; Grading; Grammar; *Homework; Instructional Effectiveness; Language Skills; Listening Skills; Parent Role; Reading Instruction; Recordkeeping; Secondary Education; Second Language Instruction; Speech Skills; Standards; *Student Evaluation; Testing; Time Factors (Learning); Vocabulary Development; Writing Instruction Identifiers: *Cyprus ED349345 UD028650 The Power Hour of Homework Survey. 1991 27p. Document Type: NON-CLASSROOM MATERIAL (055) Target Audience: Students; Parents; Practitioners This booklet describes the Power Hour of Homework program for elementary school through secondary school students, including tips on implementing the program at home (i.e., checking homework, talking to the teacher, determining the correct amount of homework time for individual students) and survey responses to questions from parents and students. The Power Hour is approximately 1 hour set aside at a definite time each day during which a student is encouraged to work in a quiet place with parents motivating students but not giving too much help. The booklet offers a self-test with questions for students and parents. Large percentages of parents say they are informed about and review their children's homework regularly. Most parents set aside a specific time for homework review, think that their children's homework load is fair, and feel schools can improve. Parents usually understand their children's homework assignments. Parents have many suggestions about improving homework habits, and students have many suggestions about making homework more interesting. Each day, most younger students spend 0-2 hours on homework, and most older students spend 1-3 hours on homework. Most students do homework at home. Most younger students get homework help from parents. Most older students get homework help from parents or friends. Most students think homework assignments are challenging and worthwhile. Teachers encourage parents and students to practice the booklet's tips for making the school experience more rewarding. (JB) Descriptors: Black Students; *Elementary School Students; Elementary Secondary Education; Guidelines; Hispanic Americans; *Homework; Parent Attitudes; *Parent Participation; Parent Role; Program Implementation; *Secondary School Students; Statistical Data; *Student Attitudes ED361089 PS021626 Learning Out of School: Homework, Policy and Practice. A Research Study Commissioned by the Scottish Education Department. MacBeath, John; Turner, Mary Nov 1990 84p. ISBN: 1-85098-414-X Available From: Sales and Publications, Jordanhill College, 76 Southbrae Drive, Glasgow G13 1PP, Scotland, United Kingdom (4 British Pounds). Document Type: RESEARCH REPORT (143) This report presents results from a study that examined homework issues and practices by surveying teachers, students, and parents in 13 schools in different parts of Scotland. The first of the report's 10 chapters outlines background information and the research strategy used in this study. In chapter 2, findings of previous research on homework are summarized. Chapter 3 describes the purposes of homework from the perspectives of teachers, students, and parents. The findings of the study are presented in chapters 4 through 10, and address the following questions: Is homework worthwhile? What is the nature of homework? How long do pupils spend on homework? What is the environment of homework? What is the role of parents in monitoring and support? and What principles lead to better homework practice? An appendix provides policy principles, based on the study's findings, on the following: (1) school policy; (2) homework tasks; (3) teacher's management of homework; (4) communication with parents; (5) parent workshops; (6) the school board; (7) strategies for independent learning; (8) sanctions; (9) teacher training and staff development; and (10) regional policy. (MM) Descriptors: Educational Objectives; *Educational Policy; Elementary Secondary Education; *Family Environment; Foreign Countries; *Homework; *Parent Attitudes; Parent Role; Parent School Relationship; *Student Attitudes; Surveys; *Teacher Attitudes Identifiers: *Scotland ED320675 PS018860 Achievement Effects of Homework in Sixth Grade Classrooms. Easton, John Q.; Bennett, Albert Jul 1990 11p.; Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 16-20, 1990). Document Type: RESEARCH REPORT (143); CONFERENCE PAPER (150) This study examines the relationship between the amount of time sixth graders reported spending on homework and their achievement gains on the Iowa Test of Basic Skills (ITBS) between the spring of 1988 and the spring of 1989. Selected for participation were one or two classes in each of 30 public elementary schools in Chicago. Of the 30 schools, 10 were magnet schools, 10 integrated or desegregated schools, and 10 predominantly minority schools. The questionnaire administered in January, 1989 asked students how many days each week they were assigned homework in reading and language arts, mathematics, science, and social studies, and how much time they spent on assignments in each of these curriculum areas. The Chicago Board of Education's test score master file provided ITBS mathematics total and reading comprehension scores for April 1988 and 1989. Homework and achievement measures were average classroom level measures for the 52 surveyed classes, not individual student level measures. Although the findings strongly suggest that homework may be related to achievement gain in some classes, because of several methodological and measurement characteristics, the study fails to add unequivocal evidence to the discussion on the effectiveness of homework in the sixth grade curriculum. (RH) Descriptors: *Academic Achievement; *Elementary School Students; *Grade 6; *Homework; Intermediate Grades; Language Arts; Mathematics Instruction; Reading Instruction; Science Instruction; Social Studies Identifiers: *Chicago Public Schools IL ED319492 PS018774 Homework as a Learning Experience. What Research Says to the Teacher. Third Edition. Doyle, Mary Anne E.; Barber, Betsy S. May 1990 34p. Available From: NEA Professional Library, P.O. Box 509, West Haven, CT 06516 (Stock No. 1084-1-00, $3.95). Document Type: NON-CLASSROOM MATERIAL (055); REVIEW LITERATURE (070) Target Audience: Teachers; Practitioners Three types of homework assignments are common in U.S. schools: practice, preparation, and extension. Reasons cited for assigning homework are: (1) Doing homework is useful as an act of intellectual discipline; (2) Homework eases time constraints on the amount of curricular material that can be covered; (3) Homework fosters student initiative, independence, and responsibility; (4) Homework supplements and reinforces work done in school; and (5) Homework brings home and school closer together. Research into the effectiveness of homework is inconclusive. Nevertheless, homework serves as a vital link between home and school. It is essential that classroom teachers make every effort to ensure that assignments are necessary and useful, appropriate to the ability and maturity of students, well explained, and clearly understood by both student and parent. It appears that home study will play an increasingly important role in learning in the next few decades. Teachers will need to base out-of-school assignments on a solid understanding of, and close cooperation with, the home educational environment, which may include cable television, home computers, videotapes and videodiscs, and links to information utilities. Guidelines for homework policy are provided. A total of 118 references are cited. (RH) Descriptors: Educational Practices; *Educational Technology; Elementary Secondary Education; *Family Environment; Family School Relationship; *Futures (of Society); Guidelines; *Homework; *Instructional Effectiveness; Literature Reviews EJ398447 SP519014 Teachers' Use of Homework in High Schools. Murphy, Joseph; Decker, Karen Journal of Educational Research, v82 n5 p261-69 May-Jun 1989 Document Type: JOURNAL ARTICLE (080); GENERAL REPORT (140); TEST, QUESTIONNAIRE (160) This article, based upon a survey of 3000 teachers in 92 Illinois high schools, presents data on homework use by teachers. Data is provided on the amount, frequency, structure, purposes, and types of homework assigned to students. The level of school and parental support is also assessed. (IAH) Descriptors: Educational Environment; High Schools; *Homework; School Policy; Student Reaction; *Teaching Methods; *Time on Task EJ392541 PS516680 Homework: A Cross-cultural Examination. Chen, Chuansheng; Stevenson, Harold W. Child Development, v60 n3 p551-60 Jun 1989 Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143) Cultural differences in the amount of time spent on homework and in beliefs and attitudes about homework were investigated through interviews with elementary school students, their mothers, and their teachers in China, Japan, and the United States. (PCB) Descriptors: Academic Achievement; Cross Cultural Studies; *Cultural Differences; Elementary Education; *Elementary School Students; *Foreign Countries; *Homework; Mothers; Parent Influence; Student Attitudes Identifiers: *China; *Japan ED316000 EC230006 Effectiveness of Home-Based Consultation in Increasing Student Academic Responding. Research Report No. 19. University of Minnesota Instructional Alternatives Project. Christenson, Sandra L.; And Others Aug 1989 86p. Document Type: RESEARCH REPORT (143) Target Audience: Researchers; Practitioners Home-based consultations about homework were conducted over a 12- week period with nine families of elementary students with mild handicaps to determine the extent to which consultations increased academic responding time, and to document home and school factors that contribute to work incompletion problems. The intervention was implemented by trained consultants who worked with parents in the home setting to achieve three goals: (1) increase students' acquisition of independent study habits; (2) promote effective parent- teacher relationships through cooperation, planning, and follow- through with assigned homework tasks; and (3) increase parental skill in providing structure and support for their child's academic work. Although comparisons of intervention and control group subjects failed to show significant differences in students' academic responding time in classroom settings, several home and school factors that contribute to work incompletion problems often demonstrated by students with mild handicaps were identified. Implications for developing effective homework policies in school are discussed. (Child and parent interview questionnaires are appended.) 35 references (Author) Descriptors: *Consultation Programs; Elementary Education; Home Programs; *Homework; *Mild Disabilities; Parent Education; Parent School Relationship; *Parent Student Relationship; *Parent Teacher Cooperation; Program Effectiveness; Study Habits; Time on Task ED308975 PS018170 Improving Homework Performance at the Junior High Level. Parkhurst, Kathleen J. 1989 115p.; Ed.D. Practicum, Nova University. Document Type: PRACTICUM PAPER (043) An elementary school principal designed and implemented a practicum study to improve the homework performance of junior high students. Goals of the practicum were to: (1) decrease the number of students who received failing grades due to incomplete or missing homework; and (2) establish a district homework policy which would provide a guideline for teachers designing homework assignments and result in positive academic results for students. In conjunction with teachers in grades three through eight, a homework policy was developed and implemented for a seven-month period. After implementation, parents, students, and staff were surveyed to determine whether the policy was supported by all groups and was effective in increasing the number of assignments completed and handed in. Practicum evaluation data indicated that outcomes were positive: there was a significant decrease in the number of students failing a course due to incomplete homework. Teachers learned that parents were supportive of homework. Parents took an active role in working with children at home. Students believed that the amount of homework assigned daily was satisfactory. All groups stated that they believed that homework is essential for academic success. Appendices provide a statement of the homework policy, survey instruments used, and related materials. (RH) Descriptors: *Homework; Junior High Schools; *Junior High School Students; Parent Role; *Policy Formation; School Districts; *School Policy; *Student Improvement; Teacher Role Identifiers: *Policy Implementation ED303919 EA020759 Homework: Research, Policy, and Implementation. Foyle, Harvey C.; Lyman, Lawrence 14 Mar 1989 12p.; Paper presented at the Annual Meeting of the Association for Supervision and Curriculum Development (44th, Orlando, FL, March 11- 14, 1989). Document Type: CONFERENCE PAPER (150); REVIEW LITERATURE (070); POSITION PAPER (120) This paper discusses homework policy as a product of 50 years of experimental research. Part 1 discusses homework guidelines in grades 3 through 8 by suggesting that homework should be assigned, graded, and individualized. In addition, homework should provide feedback about student achievement that includes parental monitoring. Part 2 recommends secondary school homework policies that include clear and concise graded assignments. Furthermore, the proposal that some homework be guided, voluntary, and nonwritten reflects outcomes of homework research in American education. The conclusion that the assigning of homework should follow a regular pattern aligned with classroom subject matter supports the notion that homework reinforces learning, thereby raising student achievement. Moreover, school districts should support homework policies that research findings link to raising student achievement. (JAM) Descriptors: *Academic Achievement; Assignments; Educational Assessment; Educational Methods; *Educational Policy; *Educational Practices; Educational Research; Elementary Education; Guidelines; *Homework; *Theory Practice Relationship EJ384734 SP518316 Homework without Tears. Canter, Lee Instructor, v98 n2 p28-30 Sep 1988 Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141) A systematic approach which clearly defines teacher, student, and parent roles in homework is described, including discussion of homework policies, homework returns, study areas, survival kits, and time management. (CB) Descriptors: Elementary Education; *Homework; Parent Role; *Student Responsibility; Teacher Role EJ376320 EC210491 Homework: A Review of Special Education Practices in the Southwest. Heller, Harold W.; And Others Teacher Education and Special Education, v11 n2 p43-51 Spr 1988 Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141) The survey of 1270 special education teachers and administrators found four major factors associated with homework for handicapped students: value, obstacles/implementation, frequency, and feedback. Analysis of variance of the four factors examined such demographic variables as certification, teacher versus administrator views, grade level of teacher, and school policy. (Author/DB) Descriptors: *Administrator Attitudes; *Disabilities; Elementary Secondary Education; *Homework; National Surveys; School Policy; Special Education Teachers; *Teacher Attitudes; Teacher Certification EJ375666 SP517907 No Excuses. Ivey, Jennie Learning, v16 n9 p88 May-Jun 1988 Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120) A former teacher describes how she came to change her "no excuses, no extensions" policy about homework after realizing that not all students come from healthy, nurturing home environments. She solved the problem by setting up an after school study program. (JL) Descriptors: *After School Programs; *Homework; Junior High Schools; Personal Narratives; *Teacher Attitudes; *Teacher Improvement; *Teacher Student Relationship EJ370263 EA522189 Evolution of a Model Homework Policy and Practice Statement. Bonfiglio, Joseph F. NASSP Bulletin, v72 n507 p18-23 Apr 1988 Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141) Recently, each department at Green Mountain Union High School (Chester, Vermont) was asked to update its curriculum and research current theories on the use of homework through national organizations. Teachers in each department then prepared current practice statements and developed policy statements concerning homework's value. (MLH) Descriptors: *Boards of Education; Educational Research; *Homework; Research Needs; *School Policy; Secondary Education Identifiers: *Green Mountain Union High School VT EJ370262 EA522188 The Effect of Homework Policies on Student Achievement. Palardy, J. Michael NASSP Bulletin, v72 n507 p14-17 Apr 1988 Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141) Most research shows no correlation between homework and student achievement and finds homework for primary grades inappropriate and counterproductive. After summarizing major purposes and types of homework and associated problems, the article provides seven recommendations for developing a workable school policy. (MLH) Descriptors: *Academic Achievement; Elementary Secondary Education; *Homework; *Research Needs; *School Policy EJ367477 EC201944 The Many Dimensions of Homework. Salend, Spencer J.; Schliff, Janet Academic Therapy, v23 n4 p397-403 Mar 1988 Document Type: JOURNAL ARTICLE (080); NON-CLASSROOM MATERIAL (055) Target Audience: Teachers; Practitioners Guidelines are presented to assist special educators in implementing homework practices. They include determining the amount of homework, deciding on the content of homework, selecting the type of homework, explaining homework to students, assisting students with their homework, motivating students to complete homework, evaluating homework, and involving parents in homework. (Author/JDD) Descriptors: *Assignments; *Classroom Techniques; *Disabilities; Elementary Secondary Education; *Home Study; *Homework; Parent Participation; Special Education; Student Evaluation; Student Motivation ED301323 PS017622 A Model for Research on Homework Based on U.S. and International Studies. Report No. 27. Epstein, Joyce L.; Pinkow, Linda Aug 1988 21p. Document Type: POSITION PAPER (120) Target Audience: Researchers This paper presents a conceptual model for guiding research on homework. Based on elements derived from a review of 26 recent U.S. and international empirical studies of homework, the model emphasizes the need to consider many variables in order to reach an understanding of the design and conduct of homework assignments, homework completion, and the effects of the two activities on student learning and development. Specific independent variables included in the model concern student and family background, teacher background, school organization and policy, classroom organization and classwork, and core independent variables of homework assignments by teacher, homework completion by students, and homework return and follow-up. Dependent variables concern effects on student learning and development, and effects on teaching practice. Each variable is particularized in detail. The model is offered as a complete, realistic theoretical model that can be tested as a measurement model in new research. Variables, or subsets of variables, can be tested with cross-sectional or longitudinal data, in recursive or nonrecursive designs and analyses, and using qualitative or quantitative data to address new and needed questions about homework assignments, completion, and impact. Approximately 50 references are listed. (RH) Descriptors: Academic Achievement; Elementary Education; *Homework; Individual Development; *Middle Schools; *Models; *Research Needs; Student Behavior; Teacher Behavior ED300898 EA020457 How To Develop an Effective Homework Program. Tips for Principals from NASSP. Rutherford, William; Foyle, Harvey C. Tips for Principals, Oct 1988 Oct 1988 4p. Available From: National Association of Secondary School Principals, 1904 Association Drive, Reston, VA 22091. Document Type: SERIAL (022); TEACHING GUIDE (052) Target Audience: Administrators; Teachers; Practitioners Homework policies and guidelines are the topics outlined in this article. Homework policies should address the amount of homework and amount of school time available to do the homework. Guidelines for grading homework are also discussed. It is recommended that teachers should prepare a written description of homework practices for the principal. Examples of preparation, practice, extension, and creative homework are described by K-12 teachers. Their suggestions are directed at helping administrators to help teachers not only vary homework assignments, but also focus on each type of assignment. Four references are included. (SI) Descriptors: Administrator Guides; *Administrator Role; *Assignments; Elementary Secondary Education; *Homework; *Principals; Reading Assignments; Teacher Administrator Relationship; *Teaching Methods ED293108 CS009114 Homework and Reading Achievement in NAEP Data on Thirteen-Year- Olds. Levine, Daniel U. Apr 1988 19p.; Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 5-9, 1988). Document Type: EVALUATIVE REPORT (142); CONFERENCE PAPER (150) In order to assess relationships and problems in drawing conclusions regarding productive school practices, a study analyzed the 1984 National Assessment of Educational Progress (NAEP) data on homework and reading achievement among 13-year-olds. A previous study (Lange, 1987) examining the NAEP data set concluded that the number of hours spent on homework is significantly and positively related to reading achievement, and the NAEP's publication, "The Reading Report Card," portrays an overall positive relationship between homework and achievement. However, a series of cross- tabulations, taking into account type of community and level of parental education, revealed that the relationship between amount of homework and reading achievement was not consistent, but varied with type of community and parental education. The absence of a consistent relationship between homework and reading achievement is even more apparent when one conducts cross-tabulations taking into account type of community and percent of minority students in schools attended. In sum, cross-sectional data such as those collected by the NAEP are not likely to reflect sophisticated efforts to improve the effectiveness of homework, and analyses of such data frequently fail to consider other related variables that may affect or mediate relationships between homework and achievement. (Four tables and an excerpt from the NAEP's "The Reading Report Card" are attached.) (ARH) Descriptors: Community Influence; *Data Interpretation; *Homework; Parent Influence; *Reading Achievement; *Reading Improvement; *Reading Research; Secondary Education Identifiers: National Assessment of Educational Progress EJ373948 RC506791 An Exploratory Analysis of the Structure of Homework Assignments in High Schools. Murphy, Joseph; And Others Research in Rural Education, v4 n2 p61-71 Spr 1987 Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143) Uses responses of 77 teachers from eight Illinois rural high schools to 36-item survey to assess amount of time students devote to homework; existence of school homework policy; purpose and type of homework assignments; teacher review, feedback, and grading of homework; and value and significance of assigning homework. (NEC) Descriptors: Assignments; Educational Policy; Feedback; High Schools; *Homework; *Rural Education; Rural Schools; School Policy; Secondary Education; *Small Schools; Teacher Response; Time on Task Identifiers: *Illinois EJ345210 CS733608 Homework: Its Real Purpose. Foyle, Harvey C.; Bailey, Gerald D. Clearing House, v60 n4 p187-88 Dec 1986 Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070) Argues that the purpose of daily homework is either to prepare the student for the next lesson or to practice concepts and skills learned in the previous lesson. Suggests that teachers' homework policies must reflect one of these purposes. (SRT) Descriptors: *Academic Achievement; Advance Organizers; *Educational Research; Elementary Secondary Education; *Homework; Integrated Activities; Skill Development; *Teaching Methods EJ342042 TM511432 Parental Involvement, Homework, and TV Time: Direct and Indirect Effects on High School Achievement. Keith, Timothy Z.; And Others Journal of Educational Psychology, v78 n5 p373-80 Oct 1986 Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143) A set of High School and Beyond data was used to study the effect of three variables on academic achievement. Homework had a positive effect, TV a negative, and parental involvement no direct effect on seniors' achievement scores, but influenced the amount of time students spent on homework. (Author/JAZ) Descriptors: *Academic Achievement; Ethnicity; Grade 12; High Schools; *Homework; *Models; *Parent Participation; Path Analysis; Sex Differences; *Television; *Time Management Identifiers: *High School and Beyond (NCES) EJ337472 EA520053 Walberg and Colleagues Reply: Effective Schools Use Homework Effectively. Walberg, Herbert J.; And Others Educational Leadership, v43 n8 p58 May 1986 For a related article, see EA 520 052 (this issue). Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141); POSITION PAPER (120) Target Audience: Administrators; Teachers; Practitioners Responds to Bill Barber's recent article refuting the author's conclusions concerning the beneficial effects of homework on student achievement. Asserts that the amount, frequency, nature, conditions, and other characteristics of homework must be studied, not just homework versus none at all. Homework is one of many factors contributing to effective schooling. (6 references) (MLH) Descriptors: *Academic Achievement; Elementary Secondary Education; *Homework; *School Effectiveness EJ333029 EA519700 Homework: The Connection between School and Home. Foyle, Harvey C. NASSP Bulletin, v70 n487 p36-38 Feb 1986 Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120) Target Audience: Administrators; Practitioners The link that homework provides between school and community can become more productive if teachers and administrators ensure that the school homework is clear, meaningful, varied, and regularly assigned. (Author/TE) Descriptors: *Assignments; Educational Strategies; Elementary Secondary Education; *Family School Relationship; *Homework; School Community Relationship; *School Policy EJ333028 EA519699 Homework--Its Importance to Student Achievement. Turvey, Joel S. NASSP Bulletin, v70 n487 p27-35 Feb 1986 Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120); REVIEW LITERATURE (070) Target Audience: Administrators; Practitioners Increased pressure is facing many administrators today for teachers to assign more homework to students. Recent research is reviewed that correlates homework positively with student achievement, and the need for a homework policy in school districts is emphasized. (TE) Descriptors: *Academic Achievement; *Achievement Gains; Assignments; Educational Research; Elementary Secondary Education; *Homework; Instructional Improvement; Predictor Variables; *School Effectiveness; *School Policy EJ331118 CS732379 High School Homework: Increasing Student Achievement. Foyle, Harvey C.; Bailey, Gerald D. Illinois School Research and Development, v22 n2 p71-77 Win 1986 Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070); POSITION PAPER (120) Examines research pertaining to homework and student achievement and concludes that assigning and managing homework do increase achievment. Recommends that schools developing homework policies refer to this research as the basis of their policies.(FL) Descriptors: *Academic Achievement; *Educational Research; *Homework; Secondary Education; Teacher Role ED282648 PS016625 Homework as a Means of Parental Involvement in the Primary Grades of an Inner-City School. Schnobrich, Janice 1986 106p.; Practicum Report, Nova University. Document Type: PRACTICUM PAPER (043); NON-CLASSROOM MATERIAL (055) Target Audience: Practitioners To remedy the problem of an ineffective homework policy, a Follow Through kindergarten teacher at the George Howland elementary school in Chicago, Illinois, implemented a practicum designed to increase parent involvement with the school. The program designed for the practicum included: (1) regular homework assignments, (2) grading of homework by teachers, (3) recording of grades on a homework report card, and (4) homework workshops for parents of kindergarten children and primary grade students. Workshop sessions were designed to help parents assist their children with homework activities on a daily basis throughout the school year. Consequently, homework became a highlighted daily event. Parents produced "A Homework Manual for Parents of Primary Children" which included outlines of 25 home learning activities for dissemination to other parents. The evaluation of the practicum indicated that definite changes occurred in the homework patterns of the primary school children as their parents became involved in helping with home learning activities. Although parents were enthusiastic about the workshops, attendance did not rise steadily during the series. Concluding remarks offer recommendations for replicating the practicum. Related materials, such as parent and teacher questionnaires on homework policy, and the homework manual and report card, are appended. (RH) Descriptors: *Elementary School Students; *Grading; Guidelines; *Homework; Inner City; Kindergarten Children; Learning Activities; *Parent Participation; Primary Education; *Report Cards; School Policy; *Urban Schools; Workshops Identifiers: *Illinois (Chicago) ED276980 CS008620 Homework: What Do National Assessment Results Tell Us? Anderson, Bernice; And Others Dec 1986 17p. Available From: National Assessment of Educational Progress, Educational Testing Service, Rosedale Rd., Princeton, NJ 08541. Document Type: RESEARCH REPORT (143) National Assessment of Educational Progress (NAEP) data indicated a positive relationship between the amount of time spent on homework and reading achievement in grades 4, 8, and 11. This conclusion represents one segment of the findings of the 1983-84 National Assessment, which focused on reading and writing and was administered to approximately 100,000 students across 30 states. Specifically, students were asked how much time they spent on homework yesterday. Findings showed that almost two-thirds of the students reported spending time on homework, with little variance among racial/ethnic groups. This finding seemed related to more homework being assigned and reflected an increase as compared to 1980 NAEP results. Students who received homework assignments and did them tended to read at higher proficiency levels than students who did not have homework or who did not complete assigned work. Results showed that the more time students spent on homework assigned, the better they read; this relationship was clearest at grade 11. Seventy percent of the students who spent more than two hours on homework were found to watch two hours or less of television. Based on these results, NAEP recommended that: (1) students need parental support to complete assignments, (2) teachers and parents should set clear goals for homework assignments, and (3) homework policies should be consistent with other school goals. (JD) Descriptors: Elementary Secondary Education; *Homework; *Reading Achievement; *Reading Assignments; *Reading Skills; *Reading Tests; *Reading Writing Relationship; Television Identifiers: *National Assessment of Educational Progress ED274418 PS016011 Homework. Ziegler, Suzanne Jun 1986 60p. Document Type: POSITION PAPER (120); REVIEW LITERATURE (070) Does homework increase academic achievement? The best answer, in 1986, is that large-scale correlational studies at the secondary level suggest a strong, positive relationship between amount of homework and academic achievement. Results are less clear at the elementary level, but the weight of evidence is positive. At both elementary and secondary levels, doing homework is associated with pupils' liking for a subject. Comparative figures indicate that, at the secondary level, Toronto students are doing fewer hours/minutes of homework per week than are students in most other countries. Surveys done in the United States suggest that most homework assignments are of a practice variety. Individualized and more varied assignments are desirable. Little summative research on the effectiveness of study hall exists, but supervised study at school might reasonably be expected to be at least as effective as unsupervised home study. Other alternatives which have been positively evaluated include homework hot lines and parent-training programs. Because of the influence parents can exert for the good of their children, educators should recognize parent involvement as a powerful tool for advancing children's readiness and ability to learn, especially in the area of reading. Schools should involve both teachers and parents in the formulation of homework policies. A five-page list of references concludes the document. (RH) Descriptors: Educational History; Educational Needs; Educational Policy; Elementary Secondary Education; Feedback; Foreign Countries; *Homework; *Individualized Instruction; *Learning Experience; Literature Reviews; *Parent Participation; Student Attitudes; Supervision; *Time Factors (Learning) Identifiers: Canada EJ328022 EA519501 What Does Homework Accomplish? Featherstone, Helen Principal, v65 n2 p6-7 Nov 1985 Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070) Target Audience: Administrators; Practitioners Research findings indicate that homework gives parents a window on their children's school work and that families reshape their activities around homework. Principals, teachers, and parents need to cooperate in making homework policy and in deciding goals, evaluating present policies, and individualizing assignments. (MLF) Descriptors: Elementary Education; Elementary School Mathematics; *Homework; *Parent School Relationship; *Parent Student Relationship; *School Policy EJ325194 CS731820 ERIC/RCS: Homework in the Elementary School. O'Donnell, Holly Reading Teacher, v39 n2 p220-22 Nov 1985 Document Type: JOURNAL ARTICLE (080); ERIC PRODUCT (071) Reviews ERIC materials showing some of the effects of homework policies and practices at the elementary school level. (FL) Descriptors: *Educational Research; Elementary Education; *Homework; *Student Attitudes; *Student Improvement EJ319804 EA518755 Homework's Powerful Effects on Learning. Walberg, Herbert J.; And Others Educational Leadership, v42 n7 p76-79 Apr 1985 Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070) Target Audience: Administrators; Practitioners A synthesis of 15 empirical studies shows that homework consistently benefits elementary and secondary students' achievement and attitudes, especially if it is commented upon or graded. (MCG) Descriptors: Educational Policy; Elementary Secondary Education; Foreign Countries; *Homework; *Learning; Parent Participation; *Performance Factors; Time on Task ED265668 EA018211 Attendance, Homework, Promotion and Retention: A Manual on Policy Development and Administrative Procedures. 1984 43p. Document Type: NON-CLASSROOM MATERIAL (055) Target Audience: Policymakers; Administrators; Practitioners This manual was written to assist local school districts in fulfilling the 1984 legislative mandate of the Connecticut General Assembly that requires schools to develop, adopt, and implement written policies concerning homework, attendance, and promotion/retention. The first section offers a brief discussion of the process of policy development, characteristics of good policy, and the relationship between policy and administrative procedures. The next three sections focus on attendance, homework, and promotion and retention policies. Each section offers a short discussion of the topic, a listing of key elements that should be considered for inclusion in board policy or administrative procedures, and illustrative examples of how these elements have been treated by some Connecticut districts. An appendix lists members of the statewide committee that was formed to review policies on attendance, homework, and promotion/retention. (TE) Descriptors: Administrative Policy; Administrator Guides; Age Grade Placement; *Attendance; Discipline Policy; Elementary Secondary Education; Grade Repetition; *Homework; *Policy Formation; School Attendance Legislation; *State Legislation; *Student Promotion Identifiers: Connecticut; Connecticut State Department of Education ED254902 EA017551 Homework Policies and Guidelines. Turning the Tide: An Agenda for Excellence in Pennsylvania Public Schools. Jun 1984 46p. Document Type: NON-CLASSROOM MATERIAL (055) Target Audience: Practitioners; Policymakers For homework to be effective, a clear, written policy should be developed that considers local needs, sound educational theories, and current research. This handbook is intended to assist school districts, particularly in Pennsylvania, in planning, developing, and implementing homework policies and guidelines. The booklet first briefly reviews the role of homework in education, then draws on the experiences of Pennsylvania's school districts to identify a number of critical factors that must be considered when developing homework policies. These factors include a consensus on homework's place in the educational process; identification of the roles of administrators, teachers, students, and parents; and procedures for policy implementation. A checklist of policy preparation activities and sample policies from three districts are also included. (PGD) Descriptors: *Educational Policy; Elementary Education; *Homework; *Policy Formation; School Districts; Staff Role; Student School Relationship Identifiers: Pennsylvania ED250351 TM840659 Homework Practices, Achievements, and Behaviors of Elementary School Students. Epstein, Joyce L. 1983 27p. Document Type: RESEARCH REPORT (143) Homework is one of the most important practices for establishing a successful academic environment. From the literature and an elementary school teacher survey, seven purposes of homework were identified: practice, participation, personal development, parent- child relations, policy, public relations, and punishment. Using data from elementary school teachers, principals, parents and students from a survey in 16 Maryland school districts (Becker and Epstein, 1982), this paper explores the correlates of homework activities and student behaviors in school. Six homework variables are correlated with reading and math achievements, homework performance, and classroom behavior: homework time, homework quality, student attitudes, teacher practices, parent abilities and resources, and other student and family factors. Results indicate that simple association of homework time and student achievement is not enough to understand when homework is important for effective teaching and learning. It is not clear that increasing homework time improves or maintains the achievement, homework behaviors, or school attitudes of low achievers. (BS) Descriptors: *Academic Achievement; Elementary Education; *Homework; Parent Attitudes; *Parent Participation; Parent Student Relationship; Student Attitudes; Student Behavior; Teacher Attitudes; Time on Task ED249277 TM840633 Report on Student Homework and Achievement, Spring 1982 and Spring 1983. Special Research Studies, 1983-84. Sep 1983 25p. Document Type: RESEARCH REPORT (143) North Carolina students taking statewide achievement tests in grades 6 and 9 were ased two questions about the amount of time they spend doing homework: how much time do you spend doing assigned homework, and how much time do you spend doing work which is not assigned or required by the teacher? The results were compared with their scores on the California Achievement Tests. The results indicate that: (1) doing assigned homework is positively related to higher test scores; (2) girls do more assigned and unassigned homework than do boys; (3) doing assigned homework ranks behind socioeconomic variables in its power to predict student achievement scores in reading, mathematics, and total battery, and ahead of the predictive variable of days absent from school and sex of student; (4) the amount of unassigned homework is less effective than the amount of assigned homework in predicting student achievement; (5) boys in grades 6 and 9 who do equivalent amounts of homework as girls obtain substantially higher scores than do boys generally; and (6) response to homework questions and performance remained stable from 1982 to 1983. (BW) Descriptors: *Academic Achievement; Assignments; Elementary Education; *Homework; Junior High Schools; Language Arts; Mathematics Achievement; Performance Factors; Reading Achievement; *Scores; *Time on Task Identifiers: California Achievement Tests; *North Carolina ED233464 EA015913 Homework Surveys for Teachers, Parents, and Students. [Jun 1983 7p.; Prepared by the Quality Education Committee. Document Type: TEST, QUESTIONNAIRE (160) Target Audience: Teachers; Parents; Students Three questionnaires designed to measure attitudes regarding homework and the current homework policy in the Belmont Elementary School District are provided. The teachers' survey includes questions related to the district's homework policy (which is included in the instrument), the amount and type of homework they assign, and how they feel about homework. The parents' survey also asks their opinion of the current policy, the amount and type of homework their child is assigned, and what the parent's role should be. The students' survey contains questions on amount and type of homework, how they feel about their homework, where and how they do homework, whether their parents help, and whether their homework is corrected. (DC) Descriptors: Attitude Measures; Board of Education Policy; Elementary Education; *Homework; *Parent Attitudes; Questionnaires; *Student Attitudes; Surveys; *Teacher Attitudes Identifiers: PF Project ED233463 EA015912 Homework Policies of San Mateo County School Districts. [1983 13p.; Compiled by the staff of the SMERC Information Center. Document Type: NON-CLASSROOM MATERIAL (055) Target Audience: Practitioners Homework policy statements from six elementary school districts in San Mateo County, California (Menlo Park City, Millbrae, San Bruno, Portola Valley, San Carlos, and Redwood City) covering kindergarten through grade 8 are presented. Responsibilities of the principal, the teachers, the students, and the parents are indicated; and time limits, amounts of homework, and types of homework for the various grade levels are suggested. Each policy states objectives for assigning homework. (EM) Descriptors: Administrator Responsibility; *Board of Education Policy; Educational Objectives; Educational Policy; Elementary Education; Guidelines; *Homework; Junior High Schools; Parent Responsibility; School Districts; Student Responsibility; Teacher Responsibility Identifiers: *California (San Mateo County); PF Project ED217022 SP020250 Homework as a Learning Experience. What Research Says to the Teacher. LaConte, Ronald T. 1981 33p. Available From: NEA Professional Library, P. O. Box 509, West Haven, CT 06516 (Stock No. 1036-1-10, $1.50). Document Type: PROJECT DESCRIPTION (141); REVIEW LITERATURE (070); NON-CLASSROOM MATERIAL (055) Three types of homework assignments are commmon in schools in the United States: practice, preparation, and extension. To be effective, practice exercises must be highly individualized and based on the progress of each student. Preparation normally refers to reading assignments given prior to class meetings. Homework of this sort should be carefully assigned to ensure that the student receives a clear idea of the assignment's purpose. Extension homework attempts to take the student beyond the work done in class. Research into the effectiveness of homework in improving academic achievement is inconclusive. The role of homework as a link between home and school is vital, and assignments can serve as a means of providing a bond of common effort between parent, child, and teacher. Inappropriate or badly explained assignments, however, can just as readily serve as a source of antagonism between parent, teacher, and child. The emergence of cable television, home computers, videotape and videodiscs, and information utilities is changing the role and format of home study, and, for the teacher interested in the question of homework, the primary significance of these trends lies not in their suggestions for present homework practices but rather their implications for future practices. A list is provided in this pamphlet of basic guidelines and principles that can help the classroom teacher arrive at a feasible homework policy. (JD) Descriptors: *Assignments; *Educational Television; Elementary Secondary Education; *Home Study; *Homework; Parent Attitudes; Parent Teacher Cooperation; Student Attitudes; Student Teacher Relationship; *Teaching Methods ED199933 EA013466 A Synthesis of Homework Research and Related Literature. Knorr, Cynthia L. 24 Jan 1981 50p.; Paper presented to the Lehigh Chapter of Phi Delta Kappa (Bethlehem, PA, January 24, 1981). Document Type: EVALUATIVE REPORT (142); REVIEW LITERATURE (070); CONFERENCE PAPER (150) Target Audience: Practitioners In this review of literature and research on homework, the author presents historical trends in attitudes by educators toward the role and effectiveness of homework. Definitions and categories of homework are provided, including a summary of widely cited professional opinions regarding its advantages and disadvantages. The results of major surveys conducted to determine existing attitudes and practices regarding homework are summarized. The author provides a synthesis of experimental findings regarding the effect of homework on academic achievement and the relationship between homework and the attitudes of students toward academic subjects. Suggestions for the development of homework policies by schools are included. (JEH) Descriptors: Academic Achievement; Educational Policy; Elementary Secondary Education; *Homework; School Policy; Student Attitudes; Teacher Attitudes ED209200 SP018984 Secondary School Homework. Co-operative Research Study Report No.7. Coulter, Frank 1980 160p. Document Type: RESEARCH REPORT (143) Factors which determine secondary school students' participation in homework assignments were examined. Students of diverse socioeconomic and ethnic backgrounds in three high schools in Perth, Western Australia, responded to questionnaires and interviews and kept homework diaries. Teachers, administrators, and parents also responded to the questionnaires. The research centered on: (1) students', teachers', administrators', and parents' attitudes toward homework; (2) the most favorable conditions for its completion; (3) time spent on homework; (4) homework demands in different subject areas; and (5) homework and low achievers. Results showed a wide range in the time spent by ninth grade students on homework, from none at all by about one third of the students to over two hours by about fifteen percent of the students. A dramatic increase occurred in the amount of time spent on homework between the tenth and eleventh grades. Low achievers tended to participate in homework, when it was given, as readily as high achievers. Social background did not appear to be significant. Homework tended to be done more when its purpose had been clarified and the teacher's belief in its value had been demonstrated. Students and parents regarded it mainly in a pragmatic light, rather than for any intrinsic value. Most teachers saw it as a strategy for finishing off class work and preparing students for upper school. They perceived that its value was limited for low achievers. Appendices containing the questionnaires, interview and diary formats, statistics on average weekly hours on homework, and teachers' preferences for types of homework are included. (JD) Descriptors: *Attitudes; Foreign Countries; High School Students; *Homework; Low Achievement; Secondary Education; Socioeconomic Status; *Student Characteristics; Student Evaluation Identifiers: *Australia (Western Australia) EJ219187 AA530979 Homework Assignments: Classroom Games or Teaching Tools? Lee, Jackson F., Jr.; Pruitt, K. Wayne Clearing House, v53 n1 p31-35 Sep 1979 Available From: Reprint: UMI Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120); TEACHING GUIDE (052) The taxonomy and suggestions presented in this article were designed and used to help preservice and inservice teachers clarify their homework policies and practices. Three types of homework assignments are described: practice, preparation, and extension. (KC) Descriptors: Educational Philosophy; *Educational Policy; Elementary Secondary Education; *Homework ED175441 IR007608 The Relationship of Homework and Television Viewing to Cognitive and Noncognitive Student Outcomes. Kohr, Richard L. Apr 1979 25p.; Paper presented at the Annual Meeting of the National Council for Measurement in Education (San Francisco, California, April 1979) Document Type: RESEARCH REPORT (143); CONFERENCE PAPER (150) This paper reports on secondary analyses of data collected in March 1978 by the Pennsylvania Educational Quality Assessment Program, which was designed to examine television viewing and the amount of school assigned homework in relation to student cognitive and noncognitive outcomes. Also examined were television viewing and homework patterns for groups categorized by sex, race, type of community, stability of home residence, parental educational level, size of family, and expectation level; data used were derived from 90,000 students in grades 5, 8, and 11 in 750 schools participating in a statewide assessment. Related studies from the states of Rhode Island and Texas are compared to this study. A student level analysis involving television indicates that there is little evidence of a meaningful relationship with cognitive or noncognitive achievement. In the school level analysis, where inferences refer to characteristics of schools rather than individuals, a strong negative relationship between television viewing and cognitive achievement was indicated. (Author/RAO) Descriptors: *Affective Behavior; *Cognitive Processes; Family Environment; *Homework; Parent Education; Racial Factors; Sex Role; Speeches; Surveys; *Television Viewing Identifiers: Family Size EJ199045 AA529435 What's It All For? Beattie, Nicholas Times Educational Supplement (London), n3303 p19 Oct 20 1978 Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120) The author reviews the advantages and disadvantages of homework in secondary schools. He argues for a policy of clear assignments geared to the developmental levels of the students: brief, structured tasks for younger students moving toward self-directed projects in the higher grades. (SJL) Descriptors: Age Differences; Educational Philosophy; Foreign Countries; *Homework; *Independent Study; Relevance (Education); Scheduling; *School Policy; Secondary Education; *Student Responsibility Identifiers: *Great Britain ED159174 SP013093 The Results of Surveys, Questionnaires and Polls Regarding Homework. Friesen, Charles D. Sep 1978 13p. Document Type: RESEARCH REPORT (143) Periodic polls conducted since 1916 sampling the opinions of students, parents, and teachers on the subject of homework have revealed little change in attitudes. Subjects of the polls ranged from early elementary grades to seniors in high school. While results were not always consistent from study to study, it was generally agreed that as a student progressed from elementary school to high school, the amount of homework assigned increased significantly. In addition, several studies have indicated that the amount of student time spent working on homework assignments has increased markedly during the last 30 years. The most recent study (1977) indicated that high school mathematics teachers felt that when compared to previous students their current students did not discipline themselves to study and to do their homework. Administrators stated that homework for students at the fourth-grade level and above was warranted. While students did not favor homework, they felt that it helped them to achieve better grades. Parents strongly favored homework. (JD) Descriptors: Assignments; *Elementary Secondary Education; *Homework; *Parent Attitudes; *Student Attitudes; Surveys; *Teacher Attitudes ED001444 SURVEY OF POLICIES ON HOMEWORK. LANKTON, ROBERT S.; RASSCHARET, WILLIAM M. APR1961 7P. RESPONSES TO A QUESTIONNAIRE ON HOMEWORK POLICY WERE RECEIVED FROM 47 TO 48 SCHOOL SYSTEMS TO WHICH THE SURVEY WAS SENT. THE SCHOOL SYSTEMS INCLUDED 23 IN CITIES OF MAJOR SIZE THROUGHOUT THE NATION AND 25 IN CITIES OF THE DETROIT METROPOLITAN AREA. IN RESPONSE TO THE QUESTION OF HAVING A POLICY ON HOMEWORK, MOST OF THE LARGE SCHOOL SYSTEMS STATED THAT THEY DID HAVE SUCH A POLICY AND THAT IT WAS FORMALLY WRITTEN. MOST OF THE DETROIT SCHOOL SYSTEMS REPLIED THAT THEY DID NOT HAVE A HOMEWORK POLICY, IMPLYING AN INFORMALLY UNDERSTOOD, RATHER THAN A WRITTEN, HOMEWORK POLICY. ONLY A SLIGHT VARIATION AMONG SCHOOL SYSTEMS ON THE NATIONAL AND LOCAL LEVELS APPEARED IN ANSWERS TO A QUESTION REGARDING THE ACTUAL CLOCK HOURS PER WEEK RECOMMENDED BY THE HOMEWORK POLICY. AVERAGE HOURS TO BE SPENT ON HOMEWORK WERE 3 FOR ELEMENTARY PUPILS, 6 1/2 FOR JUNIOR HIGH PUPILS, AND 10 FOR SENIOR HIGH STUDENTS. THE SURVEYED SCHOOL DISTRICTS AGREED THAT HOMEWORK ASSIGNMENTS SHOULD BE FLEXIBLE, VARYING FOR INDIVIDUALS ACCORDING TO THEIR NEEDS. FLEXIBILITY IN PRACTICE WAS RECOGNIZED AMONG SUBJECT AREAS, CURRICULUM AREAS, DIFFERENT NEIGHBORHOODS, AND DIFFERENT SCHOOL DISTRICTS. REGARDLESS OF THE KIND OF HOMEWORK POLICY IN A SCHOOL SYSTEM, A PERIODICAL REVIEW AND EVALUATION OF THE POLICY SHOULD BE MADE. THE EVALUATION AND FORMATION PROCEDURES WERE RECOGNIZED AS MOST VALUABLE WHEN THEY CONSTITUTED COOPERATIVE EFFORTS INVOLVING VARIOUS PROFESSIONAL PERSONNEL OF THE SCHOOL SYSTEM. Descriptors: Attitudes; Home Study; *Homework; Individual Needs; *Instructional Design; Policy Formation; *School Policy; *Surveys; *Teaching Methods Identifiers: MICHIGAN; Michigan (Detroit)

Sitemap 1 - Sitemap 2 - Sitemap 3 - Sitemap 4 - Sitemap 5 - Sitemap 6

QUESTION/PROBLEM: Homework - Policies, Practices, and Guides for Helping Parents and Teachers to Help Students

Table of Contents

INTERNET RESOURCES

ERIC DOCUMENTS CITATIONS