is homework an effective teaching tool

Does Homework Really Help Students Learn?

A conversation with a Wheelock researcher, a BU student, and a fourth-grade teacher

“Quality homework is engaging and relevant to kids’ lives,” says Wheelock’s Janine Bempechat. “It gives them autonomy and engages them in the community and with their families. In some subjects, like math, worksheets can be very helpful. It has to do with the value of practicing over and over.” Photo by iStock/Glenn Cook Photography

Do your homework.

If only it were that simple.

Educators have debated the merits of homework since the late 19th century. In recent years, amid concerns of some parents and teachers that children are being stressed out by too much homework, things have only gotten more fraught.

“Homework is complicated,” says developmental psychologist Janine Bempechat, a Wheelock College of Education & Human Development clinical professor. The author of the essay “ The Case for (Quality) Homework—Why It Improves Learning and How Parents Can Help ” in the winter 2019 issue of Education Next , Bempechat has studied how the debate about homework is influencing teacher preparation, parent and student beliefs about learning, and school policies.

She worries especially about socioeconomically disadvantaged students from low-performing schools who, according to research by Bempechat and others, get little or no homework.

BU Today  sat down with Bempechat and Erin Bruce (Wheelock’17,’18), a new fourth-grade teacher at a suburban Boston school, and future teacher freshman Emma Ardizzone (Wheelock) to talk about what quality homework looks like, how it can help children learn, and how schools can equip teachers to design it, evaluate it, and facilitate parents’ role in it.

BU Today: Parents and educators who are against homework in elementary school say there is no research definitively linking it to academic performance for kids in the early grades. You’ve said that they’re missing the point.

Bempechat : I think teachers assign homework in elementary school as a way to help kids develop skills they’ll need when they’re older—to begin to instill a sense of responsibility and to learn planning and organizational skills. That’s what I think is the greatest value of homework—in cultivating beliefs about learning and skills associated with academic success. If we greatly reduce or eliminate homework in elementary school, we deprive kids and parents of opportunities to instill these important learning habits and skills.

We do know that beginning in late middle school, and continuing through high school, there is a strong and positive correlation between homework completion and academic success.

That’s what I think is the greatest value of homework—in cultivating beliefs about learning and skills associated with academic success.

You talk about the importance of quality homework. What is that?

Quality homework is engaging and relevant to kids’ lives. It gives them autonomy and engages them in the community and with their families. In some subjects, like math, worksheets can be very helpful. It has to do with the value of practicing over and over.

What are your concerns about homework and low-income children?

The argument that some people make—that homework “punishes the poor” because lower-income parents may not be as well-equipped as affluent parents to help their children with homework—is very troubling to me. There are no parents who don’t care about their children’s learning. Parents don’t actually have to help with homework completion in order for kids to do well. They can help in other ways—by helping children organize a study space, providing snacks, being there as a support, helping children work in groups with siblings or friends.

Isn’t the discussion about getting rid of homework happening mostly in affluent communities?

Yes, and the stories we hear of kids being stressed out from too much homework—four or five hours of homework a night—are real. That’s problematic for physical and mental health and overall well-being. But the research shows that higher-income students get a lot more homework than lower-income kids.

Teachers may not have as high expectations for lower-income children. Schools should bear responsibility for providing supports for kids to be able to get their homework done—after-school clubs, community support, peer group support. It does kids a disservice when our expectations are lower for them.

The conversation around homework is to some extent a social class and social justice issue. If we eliminate homework for all children because affluent children have too much, we’re really doing a disservice to low-income children. They need the challenge, and every student can rise to the challenge with enough supports in place.

What did you learn by studying how education schools are preparing future teachers to handle homework?

My colleague, Margarita Jimenez-Silva, at the University of California, Davis, School of Education, and I interviewed faculty members at education schools, as well as supervising teachers, to find out how students are being prepared. And it seemed that they weren’t. There didn’t seem to be any readings on the research, or conversations on what high-quality homework is and how to design it.

Erin, what kind of training did you get in handling homework?

Bruce : I had phenomenal professors at Wheelock, but homework just didn’t come up. I did lots of student teaching. I’ve been in classrooms where the teachers didn’t assign any homework, and I’ve been in rooms where they assigned hours of homework a night. But I never even considered homework as something that was my decision. I just thought it was something I’d pull out of a book and it’d be done.

I started giving homework on the first night of school this year. My first assignment was to go home and draw a picture of the room where you do your homework. I want to know if it’s at a table and if there are chairs around it and if mom’s cooking dinner while you’re doing homework.

The second night I asked them to talk to a grown-up about how are you going to be able to get your homework done during the week. The kids really enjoyed it. There’s a running joke that I’m teaching life skills.

Friday nights, I read all my kids’ responses to me on their homework from the week and it’s wonderful. They pour their hearts out. It’s like we’re having a conversation on my couch Friday night.

It matters to know that the teacher cares about you and that what you think matters to the teacher. Homework is a vehicle to connect home and school…for parents to know teachers are welcoming to them and their families.

Bempechat : I can’t imagine that most new teachers would have the intuition Erin had in designing homework the way she did.

Ardizzone : Conversations with kids about homework, feeling you’re being listened to—that’s such a big part of wanting to do homework….I grew up in Westchester County. It was a pretty demanding school district. My junior year English teacher—I loved her—she would give us feedback, have meetings with all of us. She’d say, “If you have any questions, if you have anything you want to talk about, you can talk to me, here are my office hours.” It felt like she actually cared.

Bempechat : It matters to know that the teacher cares about you and that what you think matters to the teacher. Homework is a vehicle to connect home and school…for parents to know teachers are welcoming to them and their families.

Ardizzone : But can’t it lead to parents being overbearing and too involved in their children’s lives as students?

Bempechat : There’s good help and there’s bad help. The bad help is what you’re describing—when parents hover inappropriately, when they micromanage, when they see their children confused and struggling and tell them what to do.

Good help is when parents recognize there’s a struggle going on and instead ask informative questions: “Where do you think you went wrong?” They give hints, or pointers, rather than saying, “You missed this,” or “You didn’t read that.”

Bruce : I hope something comes of this. I hope BU or Wheelock can think of some way to make this a more pressing issue. As a first-year teacher, it was not something I even thought about on the first day of school—until a kid raised his hand and said, “Do we have homework?” It would have been wonderful if I’d had a plan from day one.

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Sara Rimer A journalist for more than three decades, Sara Rimer worked at the Miami Herald , Washington Post and, for 26 years, the New York Times , where she was the New England bureau chief, and a national reporter covering education, aging, immigration, and other social justice issues. Her stories on the death penalty’s inequities were nominated for a Pulitzer Prize and cited in the U.S. Supreme Court’s decision outlawing the execution of people with intellectual disabilities. Her journalism honors include Columbia University’s Meyer Berger award for in-depth human interest reporting. She holds a BA degree in American Studies from the University of Michigan. Profile

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There are 81 comments on Does Homework Really Help Students Learn?

Insightful! The values about homework in elementary schools are well aligned with my intuition as a parent.

when i finish my work i do my homework and i sometimes forget what to do because i did not get enough sleep

same omg it does not help me it is stressful and if I have it in more than one class I hate it.

Same I think my parent wants to help me but, she doesn’t care if I get bad grades so I just try my best and my grades are great.

I think that last question about Good help from parents is not know to all parents, we do as our parents did or how we best think it can be done, so maybe coaching parents or giving them resources on how to help with homework would be very beneficial for the parent on how to help and for the teacher to have consistency and improve homework results, and of course for the child. I do see how homework helps reaffirm the knowledge obtained in the classroom, I also have the ability to see progress and it is a time I share with my kids

The answer to the headline question is a no-brainer – a more pressing problem is why there is a difference in how students from different cultures succeed. Perfect example is the student population at BU – why is there a majority population of Asian students and only about 3% black students at BU? In fact at some universities there are law suits by Asians to stop discrimination and quotas against admitting Asian students because the real truth is that as a group they are demonstrating better qualifications for admittance, while at the same time there are quotas and reduced requirements for black students to boost their portion of the student population because as a group they do more poorly in meeting admissions standards – and it is not about the Benjamins. The real problem is that in our PC society no one has the gazuntas to explore this issue as it may reveal that all people are not created equal after all. Or is it just environmental cultural differences??????

I get you have a concern about the issue but that is not even what the point of this article is about. If you have an issue please take this to the site we have and only post your opinion about the actual topic

This is not at all what the article is talking about.

This literally has nothing to do with the article brought up. You should really take your opinions somewhere else before you speak about something that doesn’t make sense.

we have the same name

so they have the same name what of it?

lol you tell her

totally agree

What does that have to do with homework, that is not what the article talks about AT ALL.

Yes, I think homework plays an important role in the development of student life. Through homework, students have to face challenges on a daily basis and they try to solve them quickly.I am an intense online tutor at 24x7homeworkhelp and I give homework to my students at that level in which they handle it easily.

More than two-thirds of students said they used alcohol and drugs, primarily marijuana, to cope with stress.

You know what’s funny? I got this assignment to write an argument for homework about homework and this article was really helpful and understandable, and I also agree with this article’s point of view.

I also got the same task as you! I was looking for some good resources and I found this! I really found this article useful and easy to understand, just like you! ^^

i think that homework is the best thing that a child can have on the school because it help them with their thinking and memory.

I am a child myself and i think homework is a terrific pass time because i can’t play video games during the week. It also helps me set goals.

Homework is not harmful ,but it will if there is too much

I feel like, from a minors point of view that we shouldn’t get homework. Not only is the homework stressful, but it takes us away from relaxing and being social. For example, me and my friends was supposed to hang at the mall last week but we had to postpone it since we all had some sort of work to do. Our minds shouldn’t be focused on finishing an assignment that in realty, doesn’t matter. I completely understand that we should have homework. I have to write a paper on the unimportance of homework so thanks.

homework isn’t that bad

Are you a student? if not then i don’t really think you know how much and how severe todays homework really is

i am a student and i do not enjoy homework because i practice my sport 4 out of the five days we have school for 4 hours and that’s not even counting the commute time or the fact i still have to shower and eat dinner when i get home. its draining!

i totally agree with you. these people are such boomers

why just why

they do make a really good point, i think that there should be a limit though. hours and hours of homework can be really stressful, and the extra work isn’t making a difference to our learning, but i do believe homework should be optional and extra credit. that would make it for students to not have the leaning stress of a assignment and if you have a low grade you you can catch up.

Studies show that homework improves student achievement in terms of improved grades, test results, and the likelihood to attend college. Research published in the High School Journal indicates that students who spent between 31 and 90 minutes each day on homework “scored about 40 points higher on the SAT-Mathematics subtest than their peers, who reported spending no time on homework each day, on average.” On both standardized tests and grades, students in classes that were assigned homework outperformed 69% of students who didn’t have homework. A majority of studies on homework’s impact – 64% in one meta-study and 72% in another – showed that take home assignments were effective at improving academic achievement. Research by the Institute for the Study of Labor (IZA) concluded that increased homework led to better GPAs and higher probability of college attendance for high school boys. In fact, boys who attended college did more than three hours of additional homework per week in high school.

So how are your measuring student achievement? That’s the real question. The argument that doing homework is simply a tool for teaching responsibility isn’t enough for me. We can teach responsibility in a number of ways. Also the poor argument that parents don’t need to help with homework, and that students can do it on their own, is wishful thinking at best. It completely ignores neurodiverse students. Students in poverty aren’t magically going to find a space to do homework, a friend’s or siblings to help them do it, and snacks to eat. I feel like the author of this piece has never set foot in a classroom of students.

THIS. This article is pathetic coming from a university. So intellectually dishonest, refusing to address the havoc of capitalism and poverty plays on academic success in life. How can they in one sentence use poor kids in an argument and never once address that poor children have access to damn near 0 of the resources affluent kids have? Draw me a picture and let’s talk about feelings lmao what a joke is that gonna put food in their belly so they can have the calories to burn in order to use their brain to study? What about quiet their 7 other siblings that they share a single bedroom with for hours? Is it gonna force the single mom to magically be at home and at work at the same time to cook food while you study and be there to throw an encouraging word?

Also the “parents don’t need to be a parent and be able to guide their kid at all academically they just need to exist in the next room” is wild. Its one thing if a parent straight up is not equipped but to say kids can just figured it out is…. wow coming from an educator What’s next the teacher doesn’t need to teach cause the kid can just follow the packet and figure it out?

Well then get a tutor right? Oh wait you are poor only affluent kids can afford a tutor for their hours of homework a day were they on average have none of the worries a poor child does. Does this address that poor children are more likely to also suffer abuse and mental illness? Like mentioned what about kids that can’t learn or comprehend the forced standardized way? Just let em fail? These children regularly are not in “special education”(some of those are a joke in their own and full of neglect and abuse) programs cause most aren’t even acknowledged as having disabilities or disorders.

But yes all and all those pesky poor kids just aren’t being worked hard enough lol pretty sure poor children’s existence just in childhood is more work, stress, and responsibility alone than an affluent child’s entire life cycle. Love they never once talked about the quality of education in the classroom being so bad between the poor and affluent it can qualify as segregation, just basically blamed poor people for being lazy, good job capitalism for failing us once again!

why the hell?

you should feel bad for saying this, this article can be helpful for people who has to write a essay about it

This is more of a political rant than it is about homework

I know a teacher who has told his students their homework is to find something they are interested in, pursue it and then come share what they learn. The student responses are quite compelling. One girl taught herself German so she could talk to her grandfather. One boy did a research project on Nelson Mandela because the teacher had mentioned him in class. Another boy, a both on the autism spectrum, fixed his family’s computer. The list goes on. This is fourth grade. I think students are highly motivated to learn, when we step aside and encourage them.

The whole point of homework is to give the students a chance to use the material that they have been presented with in class. If they never have the opportunity to use that information, and discover that it is actually useful, it will be in one ear and out the other. As a science teacher, it is critical that the students are challenged to use the material they have been presented with, which gives them the opportunity to actually think about it rather than regurgitate “facts”. Well designed homework forces the student to think conceptually, as opposed to regurgitation, which is never a pretty sight

Wonderful discussion. and yes, homework helps in learning and building skills in students.

not true it just causes kids to stress

Homework can be both beneficial and unuseful, if you will. There are students who are gifted in all subjects in school and ones with disabilities. Why should the students who are gifted get the lucky break, whereas the people who have disabilities suffer? The people who were born with this “gift” go through school with ease whereas people with disabilities struggle with the work given to them. I speak from experience because I am one of those students: the ones with disabilities. Homework doesn’t benefit “us”, it only tears us down and put us in an abyss of confusion and stress and hopelessness because we can’t learn as fast as others. Or we can’t handle the amount of work given whereas the gifted students go through it with ease. It just brings us down and makes us feel lost; because no mater what, it feels like we are destined to fail. It feels like we weren’t “cut out” for success.

homework does help

here is the thing though, if a child is shoved in the face with a whole ton of homework that isn’t really even considered homework it is assignments, it’s not helpful. the teacher should make homework more of a fun learning experience rather than something that is dreaded

This article was wonderful, I am going to ask my teachers about extra, or at all giving homework.

I agree. Especially when you have homework before an exam. Which is distasteful as you’ll need that time to study. It doesn’t make any sense, nor does us doing homework really matters as It’s just facts thrown at us.

Homework is too severe and is just too much for students, schools need to decrease the amount of homework. When teachers assign homework they forget that the students have other classes that give them the same amount of homework each day. Students need to work on social skills and life skills.

I disagree.

Beyond achievement, proponents of homework argue that it can have many other beneficial effects. They claim it can help students develop good study habits so they are ready to grow as their cognitive capacities mature. It can help students recognize that learning can occur at home as well as at school. Homework can foster independent learning and responsible character traits. And it can give parents an opportunity to see what’s going on at school and let them express positive attitudes toward achievement.

Homework is helpful because homework helps us by teaching us how to learn a specific topic.

As a student myself, I can say that I have almost never gotten the full 9 hours of recommended sleep time, because of homework. (Now I’m writing an essay on it in the middle of the night D=)

I am a 10 year old kid doing a report about “Is homework good or bad” for homework before i was going to do homework is bad but the sources from this site changed my mind!

Homeowkr is god for stusenrs

I agree with hunter because homework can be so stressful especially with this whole covid thing no one has time for homework and every one just wants to get back to there normal lives it is especially stressful when you go on a 2 week vaca 3 weeks into the new school year and and then less then a week after you come back from the vaca you are out for over a month because of covid and you have no way to get the assignment done and turned in

As great as homework is said to be in the is article, I feel like the viewpoint of the students was left out. Every where I go on the internet researching about this topic it almost always has interviews from teachers, professors, and the like. However isn’t that a little biased? Of course teachers are going to be for homework, they’re not the ones that have to stay up past midnight completing the homework from not just one class, but all of them. I just feel like this site is one-sided and you should include what the students of today think of spending four hours every night completing 6-8 classes worth of work.

Are we talking about homework or practice? Those are two very different things and can result in different outcomes.

Homework is a graded assignment. I do not know of research showing the benefits of graded assignments going home.

Practice; however, can be extremely beneficial, especially if there is some sort of feedback (not a grade but feedback). That feedback can come from the teacher, another student or even an automated grading program.

As a former band director, I assigned daily practice. I never once thought it would be appropriate for me to require the students to turn in a recording of their practice for me to grade. Instead, I had in-class assignments/assessments that were graded and directly related to the practice assigned.

I would really like to read articles on “homework” that truly distinguish between the two.

oof i feel bad good luck!

thank you guys for the artical because I have to finish an assingment. yes i did cite it but just thanks

thx for the article guys.

Homework is good

I think homework is helpful AND harmful. Sometimes u can’t get sleep bc of homework but it helps u practice for school too so idk.

I agree with this Article. And does anyone know when this was published. I would like to know.

It was published FEb 19, 2019.

Studies have shown that homework improved student achievement in terms of improved grades, test results, and the likelihood to attend college.

i think homework can help kids but at the same time not help kids

This article is so out of touch with majority of homes it would be laughable if it wasn’t so incredibly sad.

There is no value to homework all it does is add stress to already stressed homes. Parents or adults magically having the time or energy to shepherd kids through homework is dome sort of 1950’s fantasy.

What lala land do these teachers live in?

Homework gives noting to the kid

Homework is Bad

homework is bad.

why do kids even have homework?

Comments are closed.

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Credit: August de Richelieu

Does homework still have value? A Johns Hopkins education expert weighs in

Joyce epstein, co-director of the center on school, family, and community partnerships, discusses why homework is essential, how to maximize its benefit to learners, and what the 'no-homework' approach gets wrong.

By Vicky Hallett

The necessity of homework has been a subject of debate since at least as far back as the 1890s, according to Joyce L. Epstein , co-director of the Center on School, Family, and Community Partnerships at Johns Hopkins University. "It's always been the case that parents, kids—and sometimes teachers, too—wonder if this is just busy work," Epstein says.

But after decades of researching how to improve schools, the professor in the Johns Hopkins School of Education remains certain that homework is essential—as long as the teachers have done their homework, too. The National Network of Partnership Schools , which she founded in 1995 to advise schools and districts on ways to improve comprehensive programs of family engagement, has developed hundreds of improved homework ideas through its Teachers Involve Parents in Schoolwork program. For an English class, a student might interview a parent on popular hairstyles from their youth and write about the differences between then and now. Or for science class, a family could identify forms of matter over the dinner table, labeling foods as liquids or solids. These innovative and interactive assignments not only reinforce concepts from the classroom but also foster creativity, spark discussions, and boost student motivation.

"We're not trying to eliminate homework procedures, but expand and enrich them," says Epstein, who is packing this research into a forthcoming book on the purposes and designs of homework. In the meantime, the Hub couldn't wait to ask her some questions:

What kind of homework training do teachers typically get?

Future teachers and administrators really have little formal training on how to design homework before they assign it. This means that most just repeat what their teachers did, or they follow textbook suggestions at the end of units. For example, future teachers are well prepared to teach reading and literacy skills at each grade level, and they continue to learn to improve their teaching of reading in ongoing in-service education. By contrast, most receive little or no training on the purposes and designs of homework in reading or other subjects. It is really important for future teachers to receive systematic training to understand that they have the power, opportunity, and obligation to design homework with a purpose.

Why do students need more interactive homework?

If homework assignments are always the same—10 math problems, six sentences with spelling words—homework can get boring and some kids just stop doing their assignments, especially in the middle and high school years. When we've asked teachers what's the best homework you've ever had or designed, invariably we hear examples of talking with a parent or grandparent or peer to share ideas. To be clear, parents should never be asked to "teach" seventh grade science or any other subject. Rather, teachers set up the homework assignments so that the student is in charge. It's always the student's homework. But a good activity can engage parents in a fun, collaborative way. Our data show that with "good" assignments, more kids finish their work, more kids interact with a family partner, and more parents say, "I learned what's happening in the curriculum." It all works around what the youngsters are learning.

Is family engagement really that important?

At Hopkins, I am part of the Center for Social Organization of Schools , a research center that studies how to improve many aspects of education to help all students do their best in school. One thing my colleagues and I realized was that we needed to look deeply into family and community engagement. There were so few references to this topic when we started that we had to build the field of study. When children go to school, their families "attend" with them whether a teacher can "see" the parents or not. So, family engagement is ever-present in the life of a school.

My daughter's elementary school doesn't assign homework until third grade. What's your take on "no homework" policies?

There are some parents, writers, and commentators who have argued against homework, especially for very young children. They suggest that children should have time to play after school. This, of course is true, but many kindergarten kids are excited to have homework like their older siblings. If they give homework, most teachers of young children make assignments very short—often following an informal rule of 10 minutes per grade level. "No homework" does not guarantee that all students will spend their free time in productive and imaginative play.

Some researchers and critics have consistently misinterpreted research findings. They have argued that homework should be assigned only at the high school level where data point to a strong connection of doing assignments with higher student achievement . However, as we discussed, some students stop doing homework. This leads, statistically, to results showing that doing homework or spending more minutes on homework is linked to higher student achievement. If slow or struggling students are not doing their assignments, they contribute to—or cause—this "result."

Teachers need to design homework that even struggling students want to do because it is interesting. Just about all students at any age level react positively to good assignments and will tell you so.

Did COVID change how schools and parents view homework?

Within 24 hours of the day school doors closed in March 2020, just about every school and district in the country figured out that teachers had to talk to and work with students' parents. This was not the same as homeschooling—teachers were still working hard to provide daily lessons. But if a child was learning at home in the living room, parents were more aware of what they were doing in school. One of the silver linings of COVID was that teachers reported that they gained a better understanding of their students' families. We collected wonderfully creative examples of activities from members of the National Network of Partnership Schools. I'm thinking of one art activity where every child talked with a parent about something that made their family unique. Then they drew their finding on a snowflake and returned it to share in class. In math, students talked with a parent about something the family liked so much that they could represent it 100 times. Conversations about schoolwork at home was the point.

How did you create so many homework activities via the Teachers Involve Parents in Schoolwork program?

We had several projects with educators to help them design interactive assignments, not just "do the next three examples on page 38." Teachers worked in teams to create TIPS activities, and then we turned their work into a standard TIPS format in math, reading/language arts, and science for grades K-8. Any teacher can use or adapt our prototypes to match their curricula.

Overall, we know that if future teachers and practicing educators were prepared to design homework assignments to meet specific purposes—including but not limited to interactive activities—more students would benefit from the important experience of doing their homework. And more parents would, indeed, be partners in education.

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Research Trends: Why Homework Should Be Balanced

Research suggests that while homework can be an effective learning tool, assigning too much can lower student performance and interfere with other important activities.

Homework: effective learning tool or waste of time?

Since the average high school student spends almost seven hours each week doing homework, it’s surprising that there’s no clear answer. Homework is generally recognized as an effective way to reinforce what students learn in class, but claims that it may cause more harm than good, especially for younger students, are common.

Here’s what the research says:

• In general, homework has substantial benefits at the high school level, with decreased benefits for middle school students and few benefits for elementary students (Cooper, 1989; Cooper et al., 2006).
• While assigning homework may have academic benefits, it can also cut into important personal and family time (Cooper et al., 2006).
• Assigning too much homework can result in poor performance (Fernández-Alonso et al., 2015).
• A student’s ability to complete homework may depend on factors that are outside their control (Cooper et al., 2006; OECD, 2014; Eren & Henderson, 2011).
• The goal shouldn’t be to eliminate homework, but to make it authentic, meaningful, and engaging (Darling-Hammond & Ifill-Lynch, 2006).

Why Homework Should Be Balanced

Homework can boost learning, but doing too much can be detrimental. The National PTA and National Education Association support the “10-minute homework rule,” which recommends 10 minutes of homework per grade level, per night (10 minutes for first grade, 20 minutes for second grade, and so on, up to two hours for 12th grade) (Cooper, 2010). A recent study found that when middle school students were assigned more than 90–100 minutes of homework per day, their math and science scores began to decline (Fernández-Alonso, Suárez-Álvarez, & Muñiz, 2015). Giving students too much homework can lead to fatigue, stress, and a loss of interest in academics—something that we all want to avoid.

Homework Pros and Cons

Homework has many benefits, ranging from higher academic performance to improved study skills and stronger school-parent connections. However, it can also result in a loss of interest in academics, fatigue, and a loss of important personal and family time.

Grade Level Makes a Difference

Although the debate about homework generally falls in the “it works” vs. “it doesn’t work” camps, research shows that grade level makes a difference. High school students generally get the biggest benefits from homework, with middle school students getting about half the benefits, and elementary school students getting few benefits (Cooper et al., 2006). Since young students are still developing study habits like concentration and self-regulation, assigning a lot of homework isn’t all that helpful.

Parents Should Be Supportive, Not Intrusive

Well-designed homework not only strengthens student learning, it also provides ways to create connections between a student’s family and school. Homework offers parents insight into what their children are learning, provides opportunities to talk with children about their learning, and helps create conversations with school communities about ways to support student learning (Walker et al., 2004).

However, parent involvement can also hurt student learning. Patall, Cooper, and Robinson (2008) found that students did worse when their parents were perceived as intrusive or controlling. Motivation plays a key role in learning, and parents can cause unintentional harm by not giving their children enough space and autonomy to do their homework.

Homework Across the Globe

OECD , the developers of the international PISA test, published a 2014 report looking at homework around the world. They found that 15-year-olds worldwide spend an average of five hours per week doing homework (the U.S. average is about six hours). Surprisingly, countries like Finland and Singapore spend less time on homework (two to three hours per week) but still have high PISA rankings. These countries, the report explains, have support systems in place that allow students to rely less on homework to succeed. If a country like the U.S. were to decrease the amount of homework assigned to high school students, test scores would likely decrease unless additional supports were added.

Homework Is About Quality, Not Quantity

Whether you’re pro- or anti-homework, keep in mind that research gives a big-picture idea of what works and what doesn’t, and a capable teacher can make almost anything work. The question isn’t  homework vs. no homework ; instead, we should be asking ourselves, “How can we transform homework so that it’s engaging and relevant and supports learning?”

Cooper, H. (1989). Synthesis of research on homework . Educational leadership, 47 (3), 85-91.

Cooper, H. (2010). Homework’s Diminishing Returns . The New York Times .

Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003 . Review of Educational Research, 76 (1), 1-62.

Darling-Hammond, L., & Ifill-Lynch, O. (2006). If They'd Only Do Their Work! Educational Leadership, 63 (5), 8-13.

Eren, O., & Henderson, D. J. (2011). Are we wasting our children's time by giving them more homework? Economics of Education Review, 30 (5), 950-961.

Fernández-Alonso, R., Suárez-Álvarez, J., & Muñiz, J. (2015, March 16). Adolescents’ Homework Performance in Mathematics and Science: Personal Factors and Teaching Practices . Journal of Educational Psychology. Advance online publication.

OECD (2014). Does Homework Perpetuate Inequities in Education? PISA in Focus , No. 46, OECD Publishing, Paris.

Patall, E. A., Cooper, H., & Robinson, J. C. (2008). Parent involvement in homework: A research synthesis . Review of Educational Research, 78 (4), 1039-1101.

Van Voorhis, F. L. (2003). Interactive homework in middle school: Effects on family involvement and science achievement . The Journal of Educational Research, 96 (6), 323-338.

Walker, J. M., Hoover-Dempsey, K. V., Whetsel, D. R., & Green, C. L. (2004). Parental involvement in homework: A review of current research and its implications for teachers, after school program staff, and parent leaders . Cambridge, MA: Harvard Family Research Project.

Homework: How to Effectively Build the Learning Bridge

How has the global health crisis impacted the place that homework has in student learning and the school-home connection? Homework holds its place as a school tradition, expected by students and their parents as part of the experience of growing and learning. While there is ongoing debate about homework’s effectiveness, it is traditionally seen as a tool that strengthens academics by providing learning practice at home. John Hattie’s meta-analysis of relevant research on educational practices found that the overall effects of homework on learning are positive, and that the positive effect is highest for junior high and high school students but generally neutral for elementary students. In addition, there is variability depending on the type of homework as well as student demographics (Hattie, 2008).

Schools implementing the Responsive Classroom approach, whether in person or virtually, use homework to effectively build a learning bridge between home and school. When homework is used as a tool to build social, emotional, and academic learning beyond the school day, it takes on a different look and purpose than just more work to do at home. The goal of Responsive Classroom schools is to design homework that meets the basic needs of significance and belonging for every student by strengthening relationships, differentiating what success looks like for each child, and supporting students’ social, emotional, and academic learning.

Focus on Relationships

Homework that impedes relationships— either teacher-to-student, teacher-toparent, or student-to-parent—can potentially damage the home-school partnership. When educators examine the amount, type, and expectations of homework, they often start with the impact of homework on academic achievement. But when schools look beyond academic achievement and also include relationships, they will often rethink the look and purpose of homework.

Effectively building this school-to-home connection starts by replacing homework that impedes relationships with homework that will enhance them. Examples for building these connections include ways for students to share about family traditions, cultural practices, and/or family adventures. Lauren Komanitsky, a special education teacher at Christa McAuliffe Middle School in Jackson, New Jersey, observes:

I’ve seen tremendous enthusiasm for homework and projects that involve family members and their family history. [Students] love to learn about ancestors, interesting facts and stories, and simply getting a deeper understanding of their background. It inspires pride in them and that’s important for their identity. Students also love to do surveys and interviews of their family members. I think anything designed to create good, meaningful conversation between students and their families is time well spent. Lauren Komanitsky (personal communication, February 7, 2021)

Schools that use homework to strengthen home-school relationships embed opportunities for students to develop belonging and significance. As students share the home connections with their classmates and teachers, the classroom community will develop a larger sense of belonging because students see connections among common experiences.

Build Success for Every Student

Classrooms are diverse communities. While teachers intentionally differentiate learning during the school day, providing homework that meets the individual and cultural needs of each student requires additional attention.

One strategy for success for every student is to provide choice. Komanitsky has seen this strategy work when she has had students reflect on what they need and then select homework to meet that need:

Having kids select specific problems from a group, select what part of an overall project they are choosing to focus on, etc. . . . helps with creating a sense of autonomy. When we can give kids a choice in their learning based on their own self-reflection, they learn what it feels like to be in control of the process and this leads to more success. Lauren Komanitsky (personal communication, February 7, 2021)

When homework is designed for success for each student, the bridge between home and school supports a higher level of success and engagement.

Include Practice of Social and Emotional Learning Skills

The first guiding principle of the Responsive Classroom approach states, “Teaching social and emotional skills is as important as teaching academic content.” Social and emotional learning (SEL) is embedded in academic learning throughout the school day. Teachers can create a bridge between home and school by suggesting opportunities for students to practice SEL skills at home and in their community. For example, parents can have their children practice speaking with confidence by having them “make a request, place an order, or thank customer service workers” (Wilson, 2014, p. 67).

In addition, homework may involve students having conversations with family members about their learning histories—the successes, struggles, and strategies t hey encountered when they were students at different levels. When family members share their learning histories, students discover the application of the SEL and academic competencies of perseverance, cooperation, and responsibility. As Komanitsky points out:

When we share how we overcame struggles in certain academic subjects, it encourages perseverance and resilience in our students. Having parents and kids discuss their personal strengths and weaknesses and how they compensate when necessary is also a really good conversation. Lauren Komanitsky (personal communication, February 7, 2021)

Homework that focuses on SEL competencies provides for the transfer of these vital skills to a variety of real-life situations, both at home and in the community.

When schools approach homework as an extension of the learning day and see it as a way to strengthen relationships—between teachers and parents, students and parents, and students and teachers—homework becomes a valuable part of the school experience for every child. Students’ needs for belonging and significance are met and strengthened when homework provides for individual success. And when educators view homework as a tool to strengthen academic, social, and emotional learning, it becomes a valuable piece of the learning puzzle for every student.

• Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
• Wilson, M. B. (2014). The language of learning: Teaching students core thinking, listening, and speaking skills. Center for Responsive Schools, Inc

Is Homework Good for Kids? Here’s What the Research Says

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. Here’s what you need to know:

For decades, the homework standard has been a “10-minute rule,” which recommends a daily maximum of 10 minutes of homework per grade level. Second graders, for example, should do about 20 minutes of homework each night. High school seniors should complete about two hours of homework each night. The National PTA and the National Education Association both support that guideline.

But some schools have begun to give their youngest students a break. A Massachusetts elementary school has announced a no-homework pilot program for the coming school year, lengthening the school day by two hours to provide more in-class instruction. “We really want kids to go home at 4 o’clock, tired. We want their brain to be tired,” Kelly Elementary School Principal Jackie Glasheen said in an interview with a local TV station . “We want them to enjoy their families. We want them to go to soccer practice or football practice, and we want them to go to bed. And that’s it.”

A New York City public elementary school implemented a similar policy last year, eliminating traditional homework assignments in favor of family time. The change was quickly met with outrage from some parents, though it earned support from other education leaders.

New solutions and approaches to homework differ by community, and these local debates are complicated by the fact that even education experts disagree about what’s best for kids.

The research

The most comprehensive research on homework to date comes from a 2006 meta-analysis by Duke University psychology professor Harris Cooper, who found evidence of a positive correlation between homework and student achievement, meaning students who did homework performed better in school. The correlation was stronger for older students—in seventh through 12th grade—than for those in younger grades, for whom there was a weak relationship between homework and performance.

Cooper’s analysis focused on how homework impacts academic achievement—test scores, for example. His report noted that homework is also thought to improve study habits, attitudes toward school, self-discipline, inquisitiveness and independent problem solving skills. On the other hand, some studies he examined showed that homework can cause physical and emotional fatigue, fuel negative attitudes about learning and limit leisure time for children. At the end of his analysis, Cooper recommended further study of such potential effects of homework.

Despite the weak correlation between homework and performance for young children, Cooper argues that a small amount of homework is useful for all students. Second-graders should not be doing two hours of homework each night, he said, but they also shouldn’t be doing no homework.

Not all education experts agree entirely with Cooper’s assessment.

Cathy Vatterott, an education professor at the University of Missouri-St. Louis, supports the “10-minute rule” as a maximum, but she thinks there is not sufficient proof that homework is helpful for students in elementary school.

“Correlation is not causation,” she said. “Does homework cause achievement, or do high achievers do more homework?”

Vatterott, the author of Rethinking Homework: Best Practices That Support Diverse Needs , thinks there should be more emphasis on improving the quality of homework tasks, and she supports efforts to eliminate homework for younger kids.

“I have no concerns about students not starting homework until fourth grade or fifth grade,” she said, noting that while the debate over homework will undoubtedly continue, she has noticed a trend toward limiting, if not eliminating, homework in elementary school.

The issue has been debated for decades. A TIME cover in 1999 read: “Too much homework! How it’s hurting our kids, and what parents should do about it.” The accompanying story noted that the launch of Sputnik in 1957 led to a push for better math and science education in the U.S. The ensuing pressure to be competitive on a global scale, plus the increasingly demanding college admissions process, fueled the practice of assigning homework.

“The complaints are cyclical, and we’re in the part of the cycle now where the concern is for too much,” Cooper said. “You can go back to the 1970s, when you’ll find there were concerns that there was too little, when we were concerned about our global competitiveness.”

Cooper acknowledged that some students really are bringing home too much homework, and their parents are right to be concerned.

“A good way to think about homework is the way you think about medications or dietary supplements,” he said. “If you take too little, they’ll have no effect. If you take too much, they can kill you. If you take the right amount, you’ll get better.”

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Write to Katie Reilly at [email protected]

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Is Homework Valuable or Not? Try Looking at Quality Instead

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Is there an end in sight to the “homework wars?”

Homework is one those never-ending debates in K-12 circles that re-emerges every few years, bringing with it a new collection of headlines. Usually they bemoan how much homework students have, or highlight districts and even states that have sought to cap or eliminate homework .

Now, a new analysis from the Center for American Progress suggests a more fruitful way of thinking about this problem. Maybe, it suggests, what we should be doing is looking at what students are routinely being asked to do in take-home assignments, how well that homework supports their learning goals (or doesn’t), and make changes from there.

The analysis of nearly 200 pieces of homework concludes that much of what students are asked to do aligns to the Common Core State Standards—a testament to how pervasive the standards are in the U.S. education system, even though many states have tweaked, renamed, or replaced them. However, most of the homework embodied basic, procedural components of the standards, rather than the more difficult skills—such as analyzing or extending their knowledge to new problems.

“We were surprised by the degree of alignment. And we were also surprised by the degree that the homework was rote, and how much some of this stuff felt like Sudoku,” said Ulrich Boser, a senior fellow at CAP. “It made the homework debate make a lot more sense about why parents are frustrated.”

It is also similar to the findings of groups like the Education Trust, which have found that classwork tends to be aligned to state standards, but not all that rigorous.

Collecting Homework Samples

The CAP analysis appears to be one of the first studies to look at homework rigor using a national survey lens. Many studies of homework are based on one school or one district’s assignments, which obviously limits their applicability. Attempts to synthesize all this research have led to some hard-to-parse conclusions. One of the most cited studies concludes there’s some connection for grades 6-12 between homework and test scores, but less so for elementary students, and less of an impact on actual grades.

Another problem is that students’ experiences with homework seem to vary so dramatically: A Brookings Institution report based on survey data from the National Assessment of Educational Progress concluded that, while on average students aren’t overburdened by homework, a subset of students do appear to get hours upon hours.

The CAP analysis, instead, was based on getting a sample of parents from across the country to send in examples of their children’s homework. The researchers used MTurk, a crowdsourcing service offered by Amazon.com to recruit parents. Of the 372 parents who responded, the researchers got a pile of 187 useable assignments. Next, John Smithson, an emeritus researcher at the University of Wisconsin-Madison, had teams grade them on a taxonomy looking at both the content and the “cognitive demand,” or difficulty, of the work. The index fell on a 1 to 10 scale, with a score 4 to 6 range considered as “good” alignment.

The results? On average, math assignments fell within this range, while the ELA ones were slightly weaker, in the 3 to 5 range.

But the real eye-opening graphic is this one, which shows that by far the assignments were mostly low-level.

This makes some logical sense when you think about it. Just as with teaching and testing, it is much easier to write homework assignments prioritizing basic arithmetic drills and fill-in-the-blank vocabulary words than ones that get students to “prove” or “generalize” some tenet. (I suspect prepackaged curricula, too, probably lean more toward rote stuff than cognitively demanding exercises.)

Here’s another explanation: Many teachers believe homework should be for practicing known content, not learning something new. This is partially to help close the “homework gap” that surfaces because some students can access parent help or help via technology, while other students can’t. It’s possible that teachers are purposefully giving lower-level work to their students to take home for this reason.

To be sure, Boser said, it’s not that all lower-level work is intrinsically bad: Memorization does have a place in learning. But assignments like color-in-the-blank and word searches are probably just a waste of students’ time. “Homework assignments,” the study says, “should be thought-provoking.”

Study Limitations

The study does come with some significant limitations, so you must use caution in discussing its results. The surveyed population differs from the population at large, overrepresenting mothers over fathers and parents of K-5 students, and underrepresenting black parents. Also, the majority of the assignments the parents sent in came from the elementary grades.

The report makes suggestions on how districts can strategically improve the quality of their homework, rather than deciding to chuck it out altogether.

One is to is to audit homework assignments to make sure they’re actually useful at building some of the more difficult skills. Another is to extend the “curriculum revolution” of the last decade, which has focused more attention on the quality and alignment of textbooks and materials, to homework. A third is to use appropriate technology so students can access out-of-school supports for challenging homework.

A version of this news article first appeared in the Curriculum Matters blog.

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April 24, 2018

Should Students Have Homework? 8 Strategies for Assigning Effective Homework

Recently in the news, the debate around students and homework has resurfaced. Some schools are cancelinghomework, while others keep piling it on. The no-homework policy for a second-grade teacher in Texas went viral in August, earning praise from parents, and some educators, across the country who lament the heavy workload often assigned to students. No matter what age or grade level, parents always seem to question workload – they want their child to have as much homework as they remember having, or they insist that no homework is assigned. No matter what is said, someone is going to be dissatisfied.

So what is a teacher to do? New solutions and approaches to homework are consistently being “discovered,” but they differ by community, and even experts appear to disagree about what’s best for kids. While many of you may love the idea of removing homework completely, we understand that this most likely is not a reasonable expectation. So, how can you create homework assignments that have authentically positive outcomes? Below are 8 strategies you can use when assigning homework to do just that.

• Share your philosophy on homework with parents so they have the opportunity to ask questions and share concerns. Parents appreciate knowing the “lay of the land” so they know how to help their student at home. Keep that particular line of communication open so parents know they can ask questions when they need to.
• Many teachers are turning to a “flipped classroom,” enabling students to watch lesson videos at home, leaving class time devoted to answering questions and helping students with their individual needs.
• Be sure your assignments have a clear purpose that is understood by students. If they have this understanding, students are more likely to complete assignments.
• Create homework assignments that apply skills taught in the classroom to real-life situations within the home and community.
• Assign homework that actively engages students with their families to enhance bonding, increase positive time spent together, and demonstrate to family members that learning can occur outside of the classroom.
• Student choice always increases engagement, so create a selection of homework assignments that reinforce skills in focused categories and allow students to choose ones they would like to complete according to their interests.
• Have a well-structured schedule for homework so that students can anticipate assignments. Giving your students an outline of upcoming assignments can help avoid many homework-related problems.
• Be mindful about the amount of homework assigned. Homework types and amounts should be consistent with individual student needs. As educators well know, 10 minutes of work for one student can easily be an hour’s work for another.

By remaining purposeful and communicative about homework and its purpose, teachers can be sure to use homework as just one tool for learning, rather than the end-all, be-all. Relationships with students and parents can soften the messages around homework, and can help teachers maintain and defend their credibility and rationale. Homework doesn’t have to be a necessary evil, rather, it can be an effective instructional tool accepted (maybe even embraced?) by parents and students alike.

Looking for more information or additional homework strategies? Or want to examine the role homework has played in the culture of schooling over the years, and explore what research and educators’ common sense tell us about its impact on student learning? Enroll in Learners Edge Course 5045: Assignment Homework: Where, When and Why and do some deep thinking about how you approach homework, and perhaps you can solve the great debate around, “should students have homework?”

Learners Edge is passionately committed to providing you with continuing education coursework, materials, and tools that will help you succeed in your classroom and in your career.

Offering more than  100 print-based or online courses  for teachers, you can earn the graduate credit you need for salary advancement and meet your professional development needs.  Contact us today  to get started!

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Help your students succeed in exams with these targeted and teacher-tested homework strategies

Source: © Natalia Smu/Shutterstock

Targeted homework tasks can be a student’s (and their teacher’s) best friend when it comes to exam performance

Homework plays a vital role in consolidating in-class learning. Effective science homework provides the extension to learning that students need to succeed, and gives us vital data to inform our planning. An EEF study on the impact of homework in secondary schools  says that regular homework can have the same positive effect as five additional months in the classroom, as well as ‘enabling pupils to undertake independent learning to practise and consolidate skills and revise for exams’. That said, getting students to complete homework is no mean feat.

There are multiple strategies we can implement to ensure homework has meaning and students appreciate the benefits of homework in their learning. This is especially useful when they’re preparing for exams.

Strategies to engage your students

A few strategies have worked well for me with exam classes.

I deliver the homework in chunks (eg half termly), clearly explaining the rationale. As an example, my year 11 chemistry students performed poorly on electrolysis and titration calculation in their mock exams so, after reteaching, I wanted to ensure they rehearsed the concepts. As part of the homework they had to repeat tasks on these concepts. We then reviewed and adjusted the plan as a class to focus on their weaker areas.

I give praise often. Students love rewards in whatever form. I always discuss what rewards the class prefers. You can use stickers, certificates, etc.

It’s important to be flexible. An exam year can be a stressful time for students and so flexibility is key. I ask my students about the minimum they could manage. They feel valued and part of the decision-making process, making them more likely to complete it.

Identify students/parents/carers who need support. With some of my students, I had the most success in this area by meeting with or emailing their parents/carers and providing strategies for completion, such as doing the homework every Saturday at a specific time. An email every so often to check how they are doing goes a long way.

Using online platforms

When I was a faculty lead, homework was a key focus for our department and so we did some research into online retrieval platforms which were easy to manage, self-marking and provided both students and teachers with information on learning gaps. We found several platforms to fit our criteria, such as quizzing platforms,  Kay Science  – great for missed learning catch up, revision and intervention for small groups – and  Carousel – that helps students embed long-term knowledge. We then took a few key steps to increase buy-in.

Often students struggled with passwords, regardless of ease, so we booked laptops for all classes and the teacher modelled logging in, and checked every student could log in and complete a task. At times students would say they didn’t know the answers, but often this was because they’d not watched the videos. So we reminded them to do that first. There was also a short video of how to log in on the school’s homework platform for extra support.

We mapped homework to the curriculum. Students had to be familiar with the content, so homework tasks supplemented in-class learning.

We did everything we could to minimise barriers. All students who had a record of incomplete homework were encouraged to attend homework club and we allowed extensions in case they just forgot. The barriers to completing homework varied between households and sometimes a conversation to identify them and offer support was all that was needed.

The senior leadership team knew what platform we were using, so they could discuss it with all students, parents and governors. We also presented the chosen retrieval platform to parents and carers to increase buy-in.

Over time we noticed a spike in submissions as students got more familiar with the platform. Teachers praised students who showed the most progress, which meant previously disengaged students felt successful and motivated to complete more tasks.

Thandi Banda

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TEACHING TECHNIQUES

Homework: Useful Teaching Tool or Waste of Time?

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How is homework helpful?

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• Stress free homework tips

Homework. How can one little word cause so much trouble? Almost all schools require homework , but should they? Let’s take a look at the pros and cons of homework, plus what the research says you should really be doing after school. 

As a pupil in the UK, you will without a doubt encounter homework during your school years. Some kids love it, others… not so much! Many parents struggle to make their child complete their homework and to fit it into their family’s busy schedule, and many kids and teens find homework quite boring. But let’s put our feelings about homework to the side, and focus on a more important question – is homework really necessary?

Is homework helpful or harmful?

Well, it depends. There’s loads of debate about homework and whether or not it helps you learn. Researchers have been trying to find the answer to this question since your parents were in school!

It all comes down to the purpose of the homework and the age of the student, as well as their interest in the topic at hand. 

For secondary students, homework is useful as a "short and focused intervention .” That means something like a research project that you complete at home. 💻

For primary students, homework can help reinforce skills students are learning in school. It makes sense to practice spelling words at home or working on reading skills , for example. 

How does homework promote learning?

One way homework can promote learning is by giving older students a chance to read more content than can be covered in class. For example, a Literature student might read a couple of chapters of a novel at home and then spend the class time discussing its themes with peers. This saves classroom time for the part of learning that’s done with other students.

Research shows that the best homework is closely linked to what you’re learning in the classroom. It should expand your learning and always be something you can complete independently. ✔️

It goes without saying that homework takes time. The more homework you have, the less time you can spend outside or relax. 

Homework leaves less time for creative activities that are also very important for brain growth. 🧠

Studies show very little difference in test scores between students who spend lots of time on homework and students who do less homework. For primary school students especially, not many benefits have been found. 

So, should students have homework?

In an ideal world, primary students would not have homework. And secondary students would only have short-term homework assignments with a very specific goal, like a book report or a science project. 

Since students often do have homework, it shouldn’t take much time - the benefits are the same for a few minutes and a few hours of homework!

Stress-free homework tips 

At the end of the day, there may be very little you can do right away about your homework situation. If your teacher assigns it, it must get done – but here are a few tips to make it less stressful:

• It’s a great idea for you to be independent with planning and managing your work time rather than being hounded into starting your homework by your parents. As you get older, it’s up to you to manage yourself – maybe you’d prefer to divide the work up into manageable chunks, for example tackling one subject before dinner and another one after.
• You should have a distraction-free space to work at home. Turn off the television, and keep electronics out of sight to make it easier to stay focused.
• If you’ve had a long school day, it’s a great idea to take some free time after school before starting your homework. You may need a chance to relax and regroup before jumping right into homework. 
• If you find yourself struggling with your workload, you should have a chat with your teacher or speak to your parents about it. Homework should closely follow the in-class learning and shouldn’t take more than an hour.

Homework help with GoStudent

If you’re struggling to manage your homework, a GoStudent tutor can help. Our experienced, friendly tutors have a deep understanding of the content they teach, and your tutor can give you the one-on-one support you need to get back on track and be able to finish that homework in no time! 🚀

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Increasing the Effectiveness of Homework for All Learners in the Inclusive Classroom

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This article discusses how teachers can increase the effectiveness of homework assignments for all learners. Homework, when designed and implemented properly, is a valuable tool for reinforcing learning. This essay provides a summary of educational research on homework, discusses the elements of effective homework, and suggests practical classroom applications for teachers. The synthesis of these three areas is intended to supplement the literature on homework in order to help preprofessional and current teachers increase the effectiveness of homework and employ best practices in inclusive classroom settings. With the increasing number of students with special needs included in general education settings and the increasing pressure placed on students to make academic gains on standardized tests, it is more important than ever that teachers are equipped with the tools necessary to effectively use homework as a learning tool for all students regardless of their ability levels.

Key Words: homework, learning, inclusive classrooms, special education, students with disabilities, supports, teachers, inclusion, parents, studying, home

Introduction

Homework is often a contentious issue for students, parents, and teachers. When utilized properly, homework can be a valuable tool for reinforcing learning that takes place in the classroom. Unfortunately, many teachers do not use homework effectively. Teachers can improve their utilization of homework by using research-tested strategies and accommodations (McNary, Glasgow, & Hicks, 2005). However, finding the time to read research, understand its implications, and then apply them can be a challenge for time-strapped teachers. The purpose of this article is to provide a summary of homework research, outline the elements of effective homework, and provide practical suggestions for classroom applications.

Increasing the effectiveness of homework is a multifaceted goal. Accommodations, organization, structure of assignments, technology, home-school communication, and students' home life all influence the effectiveness of homework. Teachers are often given the additional challenge of differentiating instruction for students with a wide range of abilities and varying exceptionalities. Studies have found that students with disabilities experience more difficulty with homework than their classmates without disabilities (McNary et al., 2005). Other students may require an additional challenge in order to receive the most benefit from homework. As inclusive classrooms are more often than not the norm in the U.S., teachers must recognize that students often need accommodations in the way homework is organized and structured in order for it to be most effective.

As student performance and achievement are increasingly placed under scrutiny, teachers are under more pressure than ever to produce results on standardized tests. Research indicates that, along with classroom instruction and students' responses to class lessons, homework is an important factor that increases student achievement (Cooper, Robinson, & Patall, 2006; Keith & Cool, 1992; Keith et al., 1993; Paschal, Weinstein, & Walberg, 1984). "Although results vary, meta-analytic studies of homework effects on student achievement report percentile gains for students between 8% and 31%" (Van Voorhis, 2011, p. 220). If teachers can learn to utilize research-based best practices to increase the effectiveness of homework, they will have a powerful tool for helping students make academic gains and perform to the best of their ability.

Summary of Research

Homework is often a hot-button issue for schools and is thus a frequent topic of educational research. Harris Cooper, a leading expert on the relationship between homework and achievement, defines homework as "tasks assigned by school teachers that are meant to be carried out during noninstructional time" (Bembenutty, 2011b, p. 185). There is considerable debate over the effectiveness of homework among researchers, administrators, teachers, parents, and students. In 2006, Cooper, Robinson, and Patall conducted a meta-analysis of homework-related research and found that there is a positive relationship between the amount of homework students do and their academic achievement. On the opposite side of the argument, researchers such as Kohn (2006), Bennet and Kalish (2006), and Kralovec and Buell (2000) make a strong case against homework arguing that it marginalizes economically disadvantaged students who find it difficult to complete homework because of inequities in their home environments. They also assert that teachers, in general, are not well trained in how to create effective homework assignments. While these researchers point out some valid cautions, the body of evidence suggesting that homework can be beneficial should compel school policy and the improvement of teachers' preparation for and utilization of the best homework practices. How then, can educators utilize homework to be most effective? Teachers should be provided with the tools and knowledge necessary to create effective homework. Rather than ask whether or not homework improves learning, a better question is "How can homework be improved to be doable and effective?" By answering this question and creating effective homework assignments, the debate for and against homework becomes a moot point (Voorhees, 2011). "When teachers design homework to meet specific purposes and goals, more students complete their homework and benefit from the results" (Epstein & Van Voorhis, 2001, p. 191). In fact, when homework is properly utilized by teachers, it produces an effect on learning three times as large as the effect of socioeconomic status (Redding, 2000).

Educational research has repeatedly established the benefits of effective homework. As previously indicated, Cooper and his colleagues (2006) found "generally consistent evidence for a positive influence of homework on achievement" (p. 1), including end of course tests. In the same meta-analytic study, it was found that the average student in a class assigned appropriate homework scored 26 percentile points higher on tests than the average student in a class not assigned homework. With only rare exceptions, the relationship between the amount of homework students complete and their achievement was found to be positive and statistically significant (Marzano & Pickering, 2007). It is noteworthy that the correlation between homework and achievement appears to be stronger in grades seven through twelve than in kindergarten through sixth (Cooper et al., 2006; Marzano & Pickering, 2007; Protheroe, 2009).

Cooper (2007) suggests that teachers should consider the broad benefits of homework. Three of the benefits he highlights are long-term academic benefits, such as better study habits and skills; nonacademic benefits, such as greater self-direction, greater self-discipline, better time management, and more independent problem solving; and greater parental involvement and participation in schooling (Cooper, 2007; Protheroe, 2009). The benefits and purposes of homework also vary at different grade levels. Cooper (2007) noted that in the earliest grade levels, homework should promote positive attitudes, habits, and character traits; allow appropriate parent involvement; and reinforce learning of simple skills taught in class. In upper elementary grades, homework should play a more direct role in fostering improved achievement in school. Finally, in grades six onward, it should facilitate improving standardized test scores and grades (Cooper, 2007; Marzano & Pickering, 2007). When homework is effective, it benefits many aspects of students' learning experience.

One of the most important benefits of homework is the acquisition of self-regulation. Two studies by Xu (2008a, 2008b) linked homework management to homework completion. In a 2009 study, Xu found that student achievement appeared to be related to all five subscales of homework management (setting an appropriate work environment, managing time, handling distraction, monitoring motivation, and controlling negative emotion). "Specifically, compared with low-achieving students, high-achieving students reported more frequently working to manage their workspace, budget time, handle distraction, monitor motivation, and control emotion while doing homework" (Xu, 2009, p. 37). Bembenutty (2011c) found that a positive relationship exists between homework activities and self-efficacy, responsibility for learning, and delay of gratification. "Homework assignments can enhance the development of self-regulation processes and self-efficacy beliefs, as well as goal setting, time management, managing the environment, and maintaining attention" (Bembenutty, 2011c, p. 449). These are skills that will serve students well not only as they proceed through their schooling but also as working adults (Bembenutty, 2011a). Self-regulatory skills can be taught and develop over time with repeated practice. "Evidence from experimental studies shows that students can be trained to develop self-regulation skills during homework activities" (Ramdass & Zimmerman, 2011, p. 195). A study by Schmitz and Perels (2011) found that eighth grade students receiving daily self-regulation support during math homework performed better on post-tests than their peers who did not receive self-regulation support. Teaching these skills to students should be a priority for teachers and a focal point when designing homework assignments.

Research has also provided insight on how to make homework most effective for students with learning disabilities and the challenges they face. The importance of homework for students with learning disabilities has increased as these students spend more time in inclusive classrooms (Patton, 1994). Estimates for the prevalence of students with specific learning disabilities (SLD) "range as high as 20% of the population, but recent reports to Congress on IDEA usually show that about 5% of school-age children and youths are receiving services under the SLD category" (National Joint Committee on Learning Disabilities, 2011, p. 239). Teachers are faced with the challenge of educating all types of students in inclusive settings, including students who have undiagnosed learning disabilities. "Research has shown that homework can have positive effects on school achievement for students with learning disabilities" (Patton, 1994, p. 570; see also Epstein, Polloway, Foley, & Patton, 1993). There is also evidence that homework can have a compensatory effect for students with lower abilities (Keith, 1982), allowing them to earn grades much like their typically developing peers (Polachek, Kneieser, & Harwood, 1978). In a study by Rosenberg (1989) investigating the effects of homework assignments on the acquisition and fluency of basic skills of students with learning disabilities, he found that homework was most effective if the students accurately completed their assignments and demonstrated at least moderate acquisition of the instructional material. Truesdell and Abramson (1992) found a positive correlation between homework completion and academic performance for mainstreamed students with learning disabilities and emotional disturbances. Although there is a need for more research in this area, there is evidence in the current literature that homework can have positive benefits for students with learning disabilities. In fact, "research examining the effect of homework on academic achievement of students with learning disabilities has generally been positive" (Gajria & Salend, 1995, p. 291).

While homework is a valuable tool in inclusive classrooms, it is important that teachers understand the challenges students with varying exceptionalities will face. Students with learning disabilities are more likely to have problems with homework that their nondisabled peers (Bryan, Burstein, & Bryan, 2001; Bryan & Nelson, 1995; Bryan, Nelson, & Mathur, 1995; Epstein et al., 1993). Characteristics of students with learning disabilities interfere with every step of homework, "including understanding assignments, accurately recording them, remembering to take materials home, setting time aside to work, organizing necessary materials, following through and completing work, putting it in a safe place, and then remembering to take it back to school" (Bryan et al., 2001, p. 168). Students with learning disabilities also often have negative attitudes towards homework (Bryan & Nelson, 1995; Bryan et al., 1995; Sawyer, Nelson, Jayanthi, Bursuck, & Epstein, 1996). When teachers design more effective homework that meets the characteristics described in the next section, it helps to alleviate many of these issues for students with learning disabilities. Additionally, the issues and resulting practices for learning disabled students are relevant and helpful for all students in the inclusive classroom, regardless of whether or not they have a disability.

Research has demonstrated that homework can be an effective teaching tool for all types of students. The accomplished teacher should make a concerted effort to increase the effectiveness of homework through research-based practices. When research is applied to the classroom in meaningful ways, it is a powerful tool for developing successful teaching strategies. Navigating through the challenges of inclusive settings is difficult, but educational research has repeatedly suggested that homework can be an important tool for helping learners at all levels of ability achieve at a higher level.

What Makes Homework Effective?

In order to increase homework effectiveness, teachers must understand what makes homework effective. Cathy Vatterott (2010) identified five fundamental characteristics of good homework: purpose, efficiency, ownership, competence, and aesthetic appeal. Purpose means that all homework assignments are meaningful. Teachers should give students assignments that are purposeful for them and methods that work for their learning styles. Teachers should not assign homework as a matter of routine, rather, only when there is a specific purpose. Students must also understand the purpose of the assignment and why it is important in the context of their academic experience (Xu, 2011). Assigning "busy work" or rote assignments is counterproductive. Homework should provide teachers with feedback about student understanding (Redding, 2000) and thus should reinforce concepts. Homework should not be given on topics that have not been taught (Redding, 2000). Finally, students should leave the classroom with a clear sense of what they are supposed to do and how they are supposed to do it (Protheroe, 2009).

Efficiency is the second hallmark of effective homework. Homework should not take an inordinate amount of time and should require thinking. Students who spend too much time on homework (more than 90 minutes at the middle school level) actually perform worse than students who spend less time (Cooper et al., 2006; Shumow, 2011). Some schools use the policy of 10 minutes a night of homework in first grade and then add ten minutes for each subsequent grade level (Redding, 2000). This provides a common expectation for homework that gradually increases as students grow and develop. Tasks that are of moderate difficulty are most likely to enhance student motivation (Dettmers, Trautwein, Lüdtke, Kunter, & Baumert, 2010). Assignments that are too easy can lead to boredom, and assignments that are too difficult lead to frustration. Well structured assignments that are adequately difficult are key.

The third hallmark of effective homework is ownership. Students who feel connected to the content and assignment learn more and are more motivated. Providing students with choice in their assignments is one way to create ownership. Connecting assignments with student interest is also essential for promoting ownership (Warton, 2001; Xu 2011). Getting to know students and even visiting them at home not only helps educators better create effective assignments based on student interests, but it also facilitates student ownership because they know their teacher cares (Kyle, McIntyre, Miller, & Moore, 2005). As Warton (2001) has noted it is also incredibly important that students understand the utility of homework and view it as important. In addition, homework should be structured in a way that the students can accomplish it with relatively high success rates (Protheroe, 2009). When students can take pride in a job well done, they feel more ownership of their work.

Competence is the fourth hallmark of effective homework. Students should feel competent in completing homework. In order to achieve this, it is beneficial to abandon the one-size-fits-all model. "Homework that students can't do without help is not good homework; students are discouraged when they are unable to complete homework on their own" (Vatterott, 2010, p. 13). Homework should be differentiated so that it is the appropriate level of difficulty for individual students. This can be achieved in a variety of ways: different rubrics, shorter assignments (Cooper & Nye, 1994), or more challenging requirements for gifted students. Teachers also need to take into account accommodations recommended for students with special needs as noted on their IEPs. The sheer amount of work can be a huge obstacle for struggling students. In addition, it is of great importance that educators adequately explain and scaffold assignments to ensure success.

Aesthetic appeal is the fifth hallmark of effective homework and is often overlooked by teachers. The way homework looks is important. "Wise teachers have learned that students at all levels are more motivated to complete assignments that are visually uncluttered. Less information on the page, plenty of room to write answers, and the use of graphics or clip art make tasks look inviting and interesting" (Vatterott, 2010, p. 15). Ultimately, effective homework should be purposeful, efficient, personalized, doable, and inviting.

Classroom Application

Understanding research on homework and what makes it effective is useless unless a teacher can translate this information into practice in the classroom. The practical applications for increasing homework effectiveness can be divided into three categories: strategies for teachers, parent involvement and training, and self-regulation strategies. There are a variety of research-based strategies for helping teachers increase the effectiveness of homework in inclusive settings. These strategies are not only helpful for students with special needs but for all students in the classroom. As previously stated, it is important that homework has a clear purpose and is not assigned simply as a matter of routine. This purpose should be explicitly expressed to students; they should have a clear understanding of instructions as well. Homework should not be used to teach new material (Cooper & Nye, 1994; Patton, 1994), and students should fully understand the concepts and possess the skills needed to complete homework assignments. Homework should never be assigned as a form of punishment (Patton, 1994; Redding, 2006) and should be structured so that it is challenging without being overwhelming (Protheroe, 2009).

In the classroom there are several procedures teachers can utilize to improve homework effectiveness. Teachers should assign homework at the beginning of class. Homework should be explained and directions should be posted on the board in writing (McNary et al., 2005). Students should be given the opportunity to start homework in class (Cooper & Nye, 1994; McNary et al., 2005; Patton, 1994) so that the teacher can check for understanding and provide students with assistance before they leave. Homework should be explicitly related to the class work. Finally, homework should be returned promptly with feedback (Redding, 2006). Students learn more from homework that is graded, commented upon, and discussed in class by teachers (Cooper & Nye, 1994; Jenson, Sheridan, Olympia, & Andrews, 1994; Keith, 1987; Protheroe, 2009; Redding, 2000, 2006).

Students with learning disabilities may exhibit one or more of several characteristics that make homework completion challenging, including distractibility, procrastination, need for constant reminders to start working, failure to complete homework, daydreaming, and problems working independently (Patton, 1994). In addition to the suggestions in the preceding paragraph, there are some additional strategies teachers can employ to help these students have more success with homework. Teachers should assess students' homework skills so that they are aware of potential problems. They should also involve parents from the beginning (Patton, 1994), as parental involvement in homework has been found to lead to higher homework completion, which in turn produces higher achievement (Keith, 1992). It is very important that the consequences of not completing homework are clearly communicated to students and parents (Patton, 1994). Teachers should differentiate homework where necessary by providing different rubrics, shorter assignments, or more appropriate passages based on reading level. Time frames can also be adjusted for students with learning disabilities (McNary et al., 2005). Finally, teachers should coordinate with one another so that students are not being overwhelmed with many assignments and projects at the same time (McNary et al., 2005; Patton, 1994).

Parents are an essential element of successful homework practice; many studies and reviews of the literature have found that increased parent involvement is associated with improved student achievement (Bennett-Conroy, 2012; Gutman & Midgley, 2000; Henderson & Mapp, 2002; Henderson, Mapp, Johnson, & Davies, 2007; Hill & Tyson, 2009; Jeynes, 2005; Simons-Morton & Crump, 2003). Teachers cannot follow students home, so it is important that parents are provided with the tools to successfully be involved with their children's homework. A highly effective way to do so is for teachers to provide training at the beginning of the school year on how to best assist their children with their homework (Cooper & Nye, 1994; Redding, 2000; Shumow, 1998). It may also be helpful for parents to see examples of how teachers or skilled parents work with children on homework assignments (Shumow, 2003). Parents should be encouraged to serve in a supporting role (Redding, 2006). One way to accomplish this is to provide

some guidance on the purpose of the assignment and how teachers would like parents to help. If parents perceive that the teachers are more interested in learning goals and in promoting higher order thinking and that elaboration and transfer of responsibility to the child are ways to accomplish those goals, then parents might be more likely to help in less controlling and more elaborative ways. (Shumow, 2003, p. 21)

Well designed homework should not require parents to teach their children acquisition-stage skills and thus will also help parents serve in a supporting role. Several meta-analytic studies have found that high parental expectations also make a significant impact on student achievement (Jeynes, 2011). Parents should create a homework environment that is conducive to learning (Cooper & Nye, 1994; Patton, 1994). There should be a specific time and area for homework completion. The area should be distraction free and have the necessary materials for completing homework (Redding, 2000, 2006). Parents should also encourage their children and maintain involvement (Patton, 1994). Teachers can assist parents by conveying these suggestions at back to school nights, in classroom newsletters, and at parent-teacher conferences.

Parent communication is also an important consideration for effective homework practices. Parents can be powerful allies for teachers, but teachers need to keep them informed (Shumow, 2011; Redding, 2000). Technology has made parent communication easier than ever for teachers. Email, phone-based homework hotlines, and online homework sites can be used to supplement traditional assignment books. Educators can survey parents to know the most convenient form of communication for each family. Keeping parents informed of assignments and when their child needs extra help is essential for effective homework practice. Additionally, teachers can provide parents with a list of suggestions on how to best help their children with homework. Report cards, student-led conferences, and school newsletters are also valuable forms of communication (Redding, 2000). Communication is most effective when it flows in both directions, and teachers should aim to listen to and communicate with parents rather than simply informing them (Redding, 2000). When teachers include parents, a powerful alliance is formed to help children be successful and for homework to be more effective (McNary et al., 2005).

While teachers and parents can work together to positively contribute to the success of students, educators must also remember that the home environments of students are often unequal. While some students have educated parents and technology at their disposal, others live in relatively unsupervised homes-often due to parents working multiple jobs to make ends meet-without technology or other resources. Teachers need to be aware of these inequities and barriers when designing homework assignments to ensure that all students can complete the assignments successfully. In a recent study, Bennett-Conroy (2012) found that, for many parents, these barriers may be overcome when teachers design "interactive assignments which do not require reference materials or a high level of subject matter knowledge and by teacher initiated phone calls that take place when a parent has time" (Bennett-Conroy, 2012, p. 104). Older siblings and other relatives can also be a valuable resource for families, and many schools in underserved communities also provide afterschool programs with supervised homework help.

The final area that teachers can apply research-based practices to improve homework effectiveness is self-regulation. In order to successfully complete homework, students must learn to self-regulate (Xu, 2009; Xu & Corno, 1998) by setting goals, selecting appropriate learning strategies, maintaining motivation, monitoring progress, and evaluating homework outcomes (Bembenutty, 2011c). Students must be taught these skills, and teachers can assist students to learn self-regulating skills in a variety of ways. Teachers should reinforce the use of planners and other time management tools in the classroom. These tools should be part of classroom routines and modeled by the teacher. It is also important for teachers to remind students of due dates on a regular basis both orally and by writing them on the board. Teachers can teach students to delay gratification in class and encourage them to apply the same techniques at home. Finally, students must be taught how to evaluate and self-reflect. Teachers should actively scaffold and teach these metacognitive skills as part of their curriculum. By integrating self-regulation skills into the curriculum, teachers add a level of effectiveness to homework that will serve all their students throughout the rest of their lives.

Homework has the potential to be an extremely valuable part of students' learning experience. The increasing frequency of inclusive classroom settings, however, makes designing and implementing effective homework a challenge for teachers. Fortunately, research has provided teachers with valuable tools and knowledge to meet this challenge successfully. It is the teacher's responsibility to create effective homework assignments and to provide students and parents with the tools necessary for the process to be as successful as possible. If teachers make a concerted effort to utilize classroom strategies to assist students, design homework in a manner research suggests is most effective, provide opportunities for positive parent involvement, and actively teach self-regulation, they will create a homework program that sets all students up for success. Creating assignments that meet the five hallmarks of effective homework (purpose, efficiency, ownership, competence, and aesthetic appeal) will facilitate student interest in homework and promote the belief among students and parents that homework is meaningful and important (Vatterot, 2010). Educators can set students up for success by communicating with parents about homework expectations and student needs, taking into account varying exceptionalities in homework design, and teaching students self-regulation techniques through homework assignments. By taking a community approach, educators can create an atmosphere in their schools where teachers, parents, and students work together as partners in the educational journey of students. When teachers believe in the importance of their homework enough to apply research-based strategies and truly facilitate effective homework practice, they will create a classroom of learners who also believe in the importance of the work and, ultimately, of themselves.

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Nicole Schrat Carr is a social science teacher at Academy at the Lakes, an independent K-12 school in Florida. She is also an adjunct professor of education at The University of Tampa. Her research interests include curriculum design, content area literacy, student assessment, and teacher-learner relationships. Correspondence concerning this article may be addressed to Nicole Schrat Carr, Academy at the Lakes, 2331 Collier Parkway, Land O'Lakes, FL 34639 or email [email protected]

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This article discusses how teachers can increase the effectiveness of homework assignments for all learners. Homework, when designed and implemented properly, is a valuable tool for reinforcing learning. This essay provides a summary of educational research on homework, discusses the elements of effective homework, and suggests practical classroom applications for teachers. The synthesis of these three areas is intended to supplement the literature on homework in order to help preprofessional and current teachers increase the effectiveness of homework and employ best practices in inclusive classroom settings. With the increasing number of students with special needs included in general education settings and the increasing pressure placed on students to make academic gains on standardized tests, it is more important than ever that teachers are equipped with the tools necessary to effectively use homework as a learning tool for all students regardless of their ability levels. [PUBLICATION ABSTRACT]

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Home > Blog > Tips for Online Students > The Pros and Cons of Homework

School Life Balance , Tips for Online Students

The Pros and Cons of Homework

Updated: July 16, 2024

Published: January 23, 2020

Remember those nights when you’d find yourself staring at a mountain of homework, eyes drooping, wondering if you’d ever see the light at the end of the tunnel? The debate over homework’s role in education is as old as time. Is it a crucial tool for reinforcing learning or just an unnecessary burden?

For college students, this question takes on new dimensions. Juggling homework with the endless amount of classes, part-time jobs, and social lives can feel like walking on thin ice. The pressure to maintain grades, meet deadlines, and still find time for friends and relaxation can be overwhelming. So, is homework a friend or foe?

Photo by  energepic.com  from  Pexels

The homework dilemma.

A large amount of college students report feeling overwhelmed by their academic workload, leading to high levels of stress and anxiety. According to Research.com , 45% of college students in the U.S. experience “more than average” stress, with 36.5% citing stress as a major impediment to their academic performance. This stress often stems directly from the homework load, leading to symptoms like headaches, exhaustion, and difficulty sleeping. The intense pressure to manage homework alongside other responsibilities makes us question the true impact of homework on students’ overall well-being.

And then there’s the digital twist. A whopping 89% of students confessed to using AI tools like ChatGPT for their assignments. While these tools can be a godsend for quick answers and assistance, they can also undermine the personal effort and critical thinking necessary to truly understand the material.

On the brighter side, homework can be a powerful ally. According to Inside Higher Ed , structured assignments can actually help reduce stress by providing a clear learning roadmap and keeping students engaged with the material. But where’s the balance between helpful and harmful? 

With these perspectives in mind, let’s dive into the pros and cons of homework for college students. By understanding both sides, we can find a middle ground that maximizes learning while keeping stress at bay.

The Pros of Homework

When thoughtfully assigned, homework can be a valuable tool in a student’s educational journey . Let’s explore how homework can be a beneficial companion to your studies:

Enhances Critical Thinking

Homework isn’t just busywork; it’s an opportunity to stretch your mental muscles. Those late-night problem sets and essays can actually encourage deeper understanding and application of concepts. Think of homework as a mental gym; each assignment is a new exercise, pushing you to analyze, synthesize, and evaluate information in ways that strengthen your critical thinking skills .

Time Management Skills

Do you ever juggle multiple deadlines and wonder how to keep it all together? Regular homework assignments can be a crash course in time management . They teach you to prioritize tasks, manage your schedule, and balance academic responsibilities with personal commitments. The ability to juggle various tasks is a skill that will serve you well beyond your college years.

Reinforcement of Learning

There’s a reason why practice makes perfect. Homework reinforces what you’ve learned in class, helping to cement concepts and theories in your mind. Understanding a concept during a lecture is one thing, but applying it through homework can deepen your comprehension and retention. 

Preparation for Exams

Think of homework as a sound check and warm-up for exams. Regular assignments keep you engaged with the material, making it easier to review and prepare when exam time rolls around. By consistently working through problems and writing essays, you build a solid foundation that can make the difference between cramming and confident exam performance.

Encourages Independent Learning

Homework promotes a sense of responsibility and independence. It pushes you to tackle assignments on your own, encouraging problem-solving and self-discipline. This independence prepares you for the academic challenges ahead and the autonomy required in your professional and personal life.

The Cons of Homework

Despite its potential benefits, homework can also have significant downsides. Let’s examine the challenges and drawbacks of homework:

Impact on Mental Health

Homework can be a double-edged sword when it comes to mental health . While it’s meant to reinforce learning, the sheer volume of assignments can lead to stress and anxiety. The constant pressure to meet deadlines and the fear of falling behind can create a relentless cycle of stress. Many students become overwhelmed, leading to burnout and negatively impacting their overall well-being. 

Limited Time for Other Activities

College isn’t just about hitting the books. It’s also a time for personal growth, exploring new interests, and building social connections. Excessive homework can eat into the time you might otherwise spend on extracurricular activities, hobbies, or simply hanging out with friends. This lack of balance can lead to a less fulfilling college experience. Shouldn’t education be about more than just academics?

Quality Over Quantity

When it comes to homework, more isn’t always better. Piling on assignments can lead to diminished returns on learning. Instead of diving deep into a subject and gaining a thorough understanding, students might rush through tasks just to get them done. This focus on quantity over quality can undermine the educational value of homework. 

Inequity in Education

Homework can sometimes exacerbate educational inequalities. Not all students can access the same resources and support systems at home. While some might have a quiet space and access to the internet, others might struggle with distractions and lack of resources. This disparity can put certain students at a disadvantage, making homework more of a burden than a learning tool. 

Dependence on AI Tools

With the advent of AI tools like ChatGPT , homework has taken on a new dimension. While these tools can provide quick answers and assistance, they also pose the risk of students becoming overly reliant on technology. This dependence can take away from the actual learning process, as students might bypass the critical thinking and effort needed to truly understand the material. Is convenience worth the potential loss in learning?

Finding the Balance

Finding the right balance with homework means tackling assignments that challenge and support you. Instead of drowning in a sea of tasks, focus on quality over quantity. Choose projects that spark your critical thinking and connect to real-world situations. Flexibility is key here. Recognize that your circumstances are unique, and adjusting your approach can help reduce stress and create a more inclusive learning environment. Constructive feedback makes homework more than just a chore; it turns it into a tool for growth and improvement.

It’s also about living a well-rounded college life. Don’t let homework overshadow other important parts of your life, like extracurricular activities or personal downtime. Emphasize independent learning and use technology wisely to prepare for future challenges. By balancing thoughtful assignments with your personal needs, homework can shift from being a burden to becoming a helpful companion on your educational journey, enriching your academic and personal growth.

Homework has its pros and cons, especially for college students. It can enhance critical thinking, time management, and learning, but it also brings stress, impacts mental health, and can become overwhelming. Finding the right balance is key. 

Focus on quality assignments, maintain flexibility, and make sure your homework complements rather than dominates your life. With a thoughtful approach, homework can support your educational journey, fostering both academic success and personal growth.

How can I manage my time effectively to balance homework and other activities?

Create a schedule that allocates specific times for homework, classes, and personal activities. Use planners or digital calendars to keep track of deadlines and prioritize tasks. Don’t forget to include breaks to avoid burnout.

How can I reduce the stress associated with homework?

To manage stress, practice mindfulness techniques like meditation or deep breathing exercises. Break assignments into smaller, manageable tasks and tackle them one at a time. If needed, seek support from classmates, tutors, or mental health professionals.

Is using AI tools for homework cheating?

While AI tools like ChatGPT can be helpful for quick assistance, relying on them too much can hinder your learning process. Use them as a supplement rather than a replacement for your own effort and critical thinking.

How can teachers make homework more equitable?

Teachers can offer flexible deadlines, provide resources for students who lack them, and design assignments that account for different learning styles and home environments. Open communication between students and teachers can also help address individual challenges.

What are some strategies to make homework more meaningful?

Focus on quality over quantity by designing assignments that encourage deep thinking and application of knowledge. Integrate real-world problems to make homework more relevant and engaging. Provide constructive feedback to help students learn and grow from their assignments.

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New study explores what makes digital learning products more – or less – effective.

Educational technology has become a fixture in the U.S. classroom, but scholars continue to debate its effectiveness – some even arguing that the products might deter learning by taking students’ time and attention away from more powerful supports. 

What does research show about the effectiveness of edtech? Does the impact vary when it comes to teaching certain skills and student populations? How can schools determine which products are most useful for their own setting and purposes? 

A new Stanford-led study sheds light on the value of edtech interventions, with a focus on products aimed at helping elementary school students develop early reading skills. In a meta-analysis of studies conducted over the past two decades, the researchers found that the effectiveness of tech products varied considerably, depending on particular features of the interventions and the skills they targeted. 

“When we talk about digital learning products, they’re really not all the same – there’s a wide range,” said Rebecca Silverman , the Judy Koch Professor of Education at Stanford Graduate School of Education (GSE), a faculty affiliate of the Stanford Accelerator for Learning , and the study’s lead author. “There isn’t a single answer to whether digital technologies support literacy. The question is much more complex: Which products, with which characteristics, under which conditions?” 

The paper , published July 31 in the peer-reviewed journal Review of Educational Research , was co-authored by Elena Darling-Hammond, a doctoral student at the GSE; Kristin Keane, a postdoctoral scholar at the GSE; and Saurabh Khanna, PhD ’23, who is now an assistant professor at the University of Amsterdam. 

Stanford GSE Professor Rebecca Silverman

Accounting for variability

For the meta-analysis, the researchers drew on 119 studies published between 2010 and 2023 to examine the use of various digital interventions in kindergarten through fifth grade, including computer programs, e-books, online games, and videos. 

The study is unique, they said, in its focus on edtech at the elementary school level and its review of interventions across four skills: decoding (the ability to read words quickly and accurately), language comprehension (understanding the meaning of words), reading comprehension (processing the meaning of a passage), and writing proficiency (the ability to convey ideas in writing).

Their analysis found positive effects on elementary school students’ reading skills overall, indicating that generally, investing in educational technology to support literacy is warranted. But when the researchers isolated particular learning outcomes to measure effectiveness, they found wide variability, suggesting that the effectiveness of a particular edtech product can depend on different factors, including features of the tool and characteristics of the users.

The authors observed that most studies – and the majority of products in the marketplace – focused on basic decoding, where students use phonetic skills to understand the relationship between written letters and their sounds. Relatively few studies considered language and reading comprehension, and only a handful looked at writing proficiency. 

“Decoding is a fairly constrained construct involving a relatively circumscribed set of skills,” Silverman said. “There are only so many letters and sounds and letter-sound combinations that kids need to learn, so it’s generally easier to teach and see change over time.”

Language comprehension is a more complex construct, she said, involving a vast number of concepts, word meanings, and sentence constructions and the ability to make connections and build knowledge. “Its complexity makes it harder to teach and see progress. But it’s a crucial skill to be able to access texts and content, so we need more tools and research focused on that piece.” 

Product features that appeared to account for some of the variability in effectiveness included the type of technology, the duration of the intervention, and the instructional approach (that is, whether it emphasized repetition and facts, strategies to organize and process information, or open-ended tasks). 

The analysis found, for example, that certain personalization, gamification, and interactive feedback features, like pop-up questions and clickable definitions, were not effective for supporting more complex skills like reading comprehension.  

Where student characteristics were concerned, socioeconomic status surfaced as one factor moderating effectiveness: With decoding as an outcome, for example, studies with a substantial percentage of students from low socioeconomic backgrounds tended to have larger effects compared with other studies, which Silverman said could be due to the programs they used being more geared toward their needs. 

The researchers suspected that disability and language status would also emerge as a factor in the variability they uncovered, but few studies disaggregated findings based on these backgrounds. 

“A program might not benefit some kids as much as others, and if we don’t track that in a systematic way, we’re not going to know,” Silverman said. “Right now, it’s not being systematically captured in the research, and that’s a problem.” 

The researchers also noted that few studies addressed edtech’s impact on students’ motivation or engagement, and few included follow-up over time, to assess whether the effects lasted months or even years after the intervention. 

Considerations for school leaders

The findings point to several directions for educators and policymakers, the researchers concluded. For one thing, Silverman said, districts contemplating a particular product should carefully consider whether it’s appropriate for their population of students, and whether the content and approach aligns with the curriculum and classroom teaching. 

She advised that, rather than taking marketing claims at face value, districts conduct a critical analysis of any program before deciding whether to adopt it for their schools. “Is it following the principles of effective practice for the skills you’re targeting with that program?” she said. “What studies have been done on it? How strong is the company’s own research? Has anybody done any independent research?”

Districts can also generate their own data, for example, by running a pilot program in which some schools or classrooms implement an edtech intervention, comparing their outcomes against the schools that don’t. “You may not be able to isolate [the effects of the program] completely,” Silverman said, “but an analysis can suggest whether this product is helpful.”

If a product doesn't appear to produce positive effects, districts can partner with researchers to try to figure out why — or they can move on to trying other tools and evaluate those, she said. “We don’t want kids to keep using products that aren’t helpful.”  

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Three ways to make homework more effective.

EducationWorld is pleased to present this article by Jamar Ramos. A writer of poetry and fiction, Ramos also produced blog posts for CBSSports.com and has contributed to a number of Web sites, including TeacherPortal.com .

Students run around the playground at recess, laughing, playing games and having fun with each other. But in the back of their minds is a haunting menace that can put a damper on even the most definitive kickball victory. What is this looming cloud?

Accordingly, Mind/Shift blogger Annie Murphy Paul points out that while the amount of homework assigned to students has grown over the last 30 years, our academic rankings compared to other countries are middling at best.

So how can we make homework more effective? The strategies recommended by experts may surprise you. Give repeated assignments on a topic, even after you’ve finished teaching the relevant unit of study? Make homework more like taking a traditional test, or even listening to an in-class lecture? According to research findings, the answer is "yes."

Try these three unusual-sounding but effective strategies:

Spaced repetition

Typically a teacher presents an entire lesson, students take notes and complete class work, and then they do homework to reinforce learning. Once the lesson is over, the student may not need the information again until an exam.

With spaced repetition , educators present shorter segments on multiple topics, and these topics are then repeated over time. For example, a teacher speaking about the Industrial Revolution would not move on from it permanently.

A few weeks later, she might assign homework that asks kids what they remember about the Revolution and how they can apply that knowledge to better understand trends in contemporary manufacturing. Later in the school year, the teacher might give another assignment that requires students to complete a Venn diagram comparing the Industrial Revolution to a revolution from a different period of history.

Retrieval practice

With retrieval practice , students do not study notes or “cram” in preparation for a single high-stakes test. Instead, they do frequent self-assessment to give themselves multiple opportunities to retrieve the information from memory. Every time kids pull up a memory, that memory actually gets stronger.

Try designing homework assignments that focus less on information input and more on getting students to pull that information out of their brains. For example, ask kids to complete an online quiz, identify areas in which they scored lowest, and create a plan to give themselves more practice in those areas. Or have students write quiz questions, post them on a class social media platform, and answer them as a group.  

Flipping the classroom

The flipped classroom redefines the very concept of homework—instead of traditional paper-and-pencil tasks, assignments involve video lectures that students view at home as many times as they choose. This can help them digest difficult concepts, since they won’t need to rely simply on lecture notes hastily taken in class.

With class time freed up, students have greater opportunity to ask the teacher questions and participate in hands-on and collaborative work that reinforces learning. Kids who are behind in a class or who need differentiated activities also will have a better chance of getting the help they need.

While it’s too soon to tell whether flipping results in measurable gains in student achievement, early anecdotal evidence is promising .

Checklist for good homework assignments

In addition to the above strategies, researchers have identified  additional general best practices when it comes to making homework count.

Good assignments:

• Are given not simply as a matter of routine, but only when there is a clear purpose for enhancing student learning.  
• Are engaging and not simply “busywork.”  
• Give students the opportunity to make choices and use creativity (for example: figure out the best ways for you to learn the multiplication tables and come back and share with the class).  
• Offer adequate feedback on what students have mastered, and what they still need to practice. Web-based platforms offer an easy way for kids to get instant feedback. For traditional assignments, set aside class time for students to correct, discuss and reflect upon their homework answers.  
• Are differentiated to meet individual students’ learning needs (for example, not every student needs to do the same number or type of math problems).  
• (With the exception of flipped-classroom videos) clearly relate to material already taught in class.  
• Are explained thoroughly (in terms of directions and expectations) before students leave class.

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Sign up for our free weekly newsletter and receive top education news, lesson ideas, teaching tips and more! No thanks, I don't need to stay current on what works in education! COPYRIGHT 1996-2016 BY EDUCATION WORLD, INC. ALL RIGHTS RESERVED. COPYRIGHT 1996 - 2024 BY EDUCATION WORLD, INC. ALL RIGHTS RESERVED. SchoolNotes.com The Educator's Network Building Strong Parent-Teacher Relationships in the 2024-2025 School Year 08/12/24 | by Jody Campbell-Ingellis, M.Ed. Effective communication and collaboration between parents and teachers can be a cornerstone for student success and lead to a great school year both academically and socially. As the 2024-2025 school year begins, it’s essential to focus on building strong, positive relationships with parents to support students’ growth and learning.  Why Parent-Teacher Relationships Matter  Research consistently shows that students benefit significantly when parents and teachers work together. Positive parent-teacher relationships lead to improved academic performance, better behavior, and enhanced social skills, according to Pepperdine University . When parents are engaged, they provide valuable support that extends the learning environment beyond the classroom.  Start with Positive Communication  One of the most effective ways to establish a strong foundation is to start with positive communication. Consistently sharing good news about students can create a positive rapport with parents. For instance, a brief email or a quick note about a student’s achievement — large or small — can go a long way in building trust. This practice also sets a positive tone for future interactions, making it easier to address any concerns that may come up later.  Include Student Voices  Incorporating student work and voices into communications can increase parent engagement. Parents are more likely to read newsletters and classroom updates if they include student-created content, such as artwork, poetry, or quotes from class discussions. Highlighting students’ contributions not only engages parents but also provides them with a well-deserved sense of pride and accomplishment in students.  Meet Parents on Neutral Ground  Recognize that not all parents feel comfortable in a classroom setting. For some, negative memories from their own school experiences may create anxiety. To alleviate this, seek opportunities to connect with parents in neutral, informal settings. This could be during school events, extracurricular activities, or even brief chats during pick-up and drop-off times. These interactions can help break down barriers and create a more relaxed environment for building strong, successful relationships.  Use Clear and Accessible Language  Educational jargon can be a barrier to effective communication. Teachers should strive to use clear and simple language when communicating with parents. Avoiding technical terms or explaining them can help ensure that all parents, regardless of their background, understand the information being shared. This clarity fosters better understanding and collaboration, which can ultimately benefit students.  Approach Conversations with Empathy  When discussing sensitive topics, it’s crucial to approach conversations with empathy and an open mind. Assume the best intentions from parents and focus on working together to support their students. Being prepared and thoughtful in these conversations can prevent misunderstandings and build mutual respect.  Be Authentic  Authenticity is key to building trust. Sharing a bit about yourself, your interests, and your teaching philosophy can help make you more relatable in the eyes of parents. When teachers are seen as approachable, parents are more likely to engage and collaborate. For example, sharing personal anecdotes or interests can create common ground and open the door for deeper conversations.  Practical Strategies for the School Year  Combining these tips for creating strong parent-teacher relationships with other approaches can help lead to sustained success for students. Consider the below strategies to facilitate conversations and understanding with parents:  Regular check-ins: Establish a routine for regular communication with parents. This could be through newsletters, emails, or phone calls. Consistency helps keep parents informed and engaged.  Parent workshops: Host workshops or informational sessions that help parents understand the curriculum, teaching methods, and ways they can support their child’s learning at home.  ClassDojo : Allows teachers to text parents, assign homework, and share files  Seesaw : Allows teachers to share photos, videos, links, and files with parents in private messages (a personal favorite!)  BloomZ : Allows teachers to communicate with parents via email, text, or the app  TalkingPoints: Allows teachers to send messages and photos to individuals, small groups, or the entire community  Create a welcoming environment: Make the school environment welcoming and inclusive. Simple gestures like greeting parents warmly, offering refreshments at meetings, and providing comfortable seating can make a big difference.  Encourage volunteer opportunities: Invite parents to volunteer in the classroom or at school events. This not only helps the school but also allows parents to feel more connected and involved in their child’s education.  Start Strong and Use Your Resources for a Great School Year  Building strong parent-teacher relationships requires effort, empathy, and clear communication. By starting the school year with a focus on positivity, inclusivity, and collaboration, teachers can create a supportive network that enhances student success. As the new school year approaches, let’s commit to fostering meaningful connections with parents to help create a thriving learning environment for all students.  Moreland University offers resources and support for educators at every stage of their career. With our dedicated faculty, accelerated 100% online programs, and global cohort model, we help teachers achieve more at every stage of their career. Whether you’re looking to enhance your classroom strategies, pursue advanced degrees, or engage in professional development, Moreland University can guide you every step of the way. Explore our TEACH-NOW Teacher Preparation Certificate Program and master’s degrees to find your right-fit program and uplevel your career.   Additional Reading August 14, 2024 Integrating Technology into the Classroom: Tools and Tips for the 2024-2025 School Year Each year, technology takes classrooms to new and interesting places — enhancing the school experience for students and alike. As the 2024-2025 academic year begins, integrating technology thoughtfully and effectively […] August 6, 2024 How to Survive Your First Year in Education  Here are some key numbers from my first year of teaching.   Twenty-one — my age at the time.   1991 — the year.  And 32 — the number of second-grade children […] August 16, 2024 How Teachers Can Build Positive Relationships with Students from Day One  The first few weeks of school are a critical time for teachers to establish a positive classroom environment. For new teachers, especially those transitioning from other careers, building strong relationships […] ©2024 MORELAND UNIVERSITY. All rights reserved. | Privacy Policy & Terms of Use More From Forbes Tech-driven education: six solutions for more effective and engaging teaching. Share to Facebook Share to Twitter Share to Linkedin Entrepreneur, technology evangelist and business strategist. CEO and co-founder of Visartech Inc. , a software solution provider. The ongoing economic climate has created a unique set of challenges for the education industry. As a result, educators, students and parents are grappling with the need to adapt to a rapidly changing environment. To meet these challenges head-on, the education industry has been exploring new and innovative ways of teaching and learning. One of the most promising solutions to emerge from this effort is the integration of technology into education. From remote learning to personalized teaching approaches, technology solutions have the potential to provide effective learning experiences tailored to current industry changes. Delving deeper into the ways in which technology is transforming the education industry, let’s consider the exciting possibilities that lie ahead. 1. AI-Generated Teachers With the integration of AI technology into the education industry, a new learning assistant has emerged . The AI-generated teacher is a technology solution that seamlessly takes over a lesson or course from a human teacher. This technology offers students personalized instruction and feedback based on their unique learning needs and styles. For instance, in language learning, an AI-generated teacher can help students practice speaking and pronunciation at their own pace, in the comfort of their own homes. With this type of technology solution, students could build their confidence in speaking and then apply their skills in a real classroom setting with classmates. 2. Web-Based Conferencing Tools This technology offers fully synchronous and web-based teaching, which has the potential to be more effective than hybrid or dual-mode teaching. With enhanced visibility, interactivity, and breakout rooms, educators can deliver virtual sessions with ease and students can participate in real time. One example of a company that has integrated web-conferencing tools into its LMS ecosystem is Moodle . The company implemented a built-in web-conferencing tool called BigBlueButton. This tool enables educators to schedule and host virtual classes, webinars and meetings directly within the Moodle environment, providing students with easy access to these virtual sessions from their course dashboards. 3. 360-Degree Student Analytics 360-degree student analytics provides a full view of students' academic, social and behavioral interactions. Educators get data from various sources (e.g., learning management and student information systems) to understand their students' needs and challenges better. With this view, educational institutions and online learning platforms can offer personalized study plans that are more effective than traditional teaching methods. A study by RAND examined over 11,000 students in 62 schools and found that personalized learning interventions helped students make more significant improvements in math and reading compared to students in regular schools. 4. Zero-Trust Security Security is of the utmost importance in the education industry, whether it is a corporate training program or a K-12 school. With sensitive data such as student records and financial information at risk, it is essential to implement effective security measures. Cyberattacks in the education sector rose by 44% in 2022, likely due to the transition toward remote learning and the increased use of online education platforms. As a result, the education industry has become a prime target for cybercriminals. However, implementing zero-trust security measures could significantly minimize the risk of data breaches and cyberattacks. The zero-trust security model works on the idea that we should never automatically trust anyone or anything, and always check to make sure they are safe. This means we treat all people, devices and programs as if they could be dangerous until we can confirm they are not. Only when we are sure it's safe will we allow them to access what they need to access. 5. 3D-Powered Brain Breaks Studies have shown that it is nearly impossible to study for extended periods without taking breaks. In fact, a recent survey found that 91% of teachers believed that incorporating Brain Break video segments improved their students' focus and concentration. To make these breaks more engaging and effective, 3-D technology can be helpful. For example, 3-D puzzle games or 3-D break journeys might offer an enjoyable and immersive experience for students. These games often use WebGL, a web-based graphics technology that allows for the creation of interactive and engaging 3D visuals. 6. Smart Campus A smart campus refers to an advanced technological infrastructure that leverages the internet of things (IoT) and other digital technologies to improve the operational efficiency of educational institutions. The technology solution is designed to automate processes, enhance communication and connectivity, and optimize energy management. In recent years, a growing number of universities and colleges have started to adopt smart campus solutions. One notable example is Arizona State University (ASU), which has implemented a range of smart technologies to create a sustainable, connected and data-driven campus ecosystem. Staying Ahead Of The Curve The next generation expects a digital learning environment, and speaking their language is essential for engagement and motivation. While technology enhances learning, it is not a substitute for good teaching. Combining technology with excellent teaching practices might create a transformative educational experience. By keeping up with education innovations, we can inspire students to learn, create and strive for something better. Forbes Technology Council is an invitation-only community for world-class CIOs, CTOs and technology executives. Do I qualify? Editorial Standards Reprints & Permissions 151 COMMENTS Does Homework Really Help Students Learn? Bempechat: I can't imagine that most new teachers would have the intuition Erin had in designing homework the way she did.. Ardizzone: Conversations with kids about homework, feeling you're being listened to—that's such a big part of wanting to do homework….I grew up in Westchester County.It was a pretty demanding school district. My junior year English teacher—I loved her—she ... PDF Increasing the Effectiveness of Homework for All Learners in the ... Research has demonstrated that homework can be an effective teaching tool for all types of students. The accomplished teacher should make a concerted . SCHOOL COMMUNITY JOURNAL 174 effort to increase the effectiveness of homework through research-based prac-SCHOOL COMMUNITY JOURNAL. Does homework still have value? A Johns Hopkins education expert weighs But after decades of researching how to improve schools, the professor in the Johns Hopkins School of Education remains certain that homework is essential—as long as the teachers have done their homework, too. The National Network of Partnership Schools, which she founded in 1995 to advise schools and districts on ways to improve comprehensive programs of family engagement, has developed ... Research Trends: Why Homework Should Be Balanced Homework: effective learning tool or waste of time? Since the average high school student spends almost seven hours each week doing homework, it's surprising that there's no clear answer. Homework is generally recognized as an effective way to reinforce what students learn in class, but claims that it may cause more harm than good ... Key Lessons: What Research Says About the Value of Homework Too much homework may diminish its effectiveness. While research on the optimum amount of time students should spend on homework is limited, there are indications that for high school students, 1½ to 2½ hours per night is optimum. Middle school students appear to benefit from smaller amounts (less than 1 hour per night). The Value of Homework: Is Homework an Important Tool for Learning in This is also a valuable tool for the teacher, as they may be better able to gauge the efficacy of their lessons and unit. ... If a teacher wishes to use homework for the purposes of ungraded formative assessment, they must be certain that the work is truly that of the learner him or herself, with no outside assistance coming from family members ... Homework: How to Effectively Build the Learning Bridge Schools implementing the Responsive Classroom approach, whether in person or virtually, use homework to effectively build a learning bridge between home and school. When homework is used as a tool to build social, emotional, and academic learning beyond the school day, it takes on a different look and purpose than just more work to do at home. Online vs traditional homework: A systematic review on the benefits to Despite this, homework is perceived as a valuable teaching tool that fosters academic achievement and success. ... that online homework was more effective than traditional homework (Arora et al., 2013; Fratto et al., 2016; Mendicino et al., 2009). Only one article included a follow-up measure (Arora et al., 2013). The authors' goal was to ... Online vs traditional homework: A systematic review on the benefits to Despite this, homework is perceived as a valuable teaching tool that fosters academic achievement and success. Students who complete their homework on a regular basis tend to achieve higher grades than their counterparts who do not complete their assignments (Fan, Xu, CaiHe, & Fan, 2017; Fernández-Alonso, Álvarez-Díaz, Suárez-Álvarez ... PDF Elements of Effective Homework Elements of Effective HomeworkA small but growing body of research has begun to explore the characteristics of homework assignment. that lead to better outcomes. Among these studies, an underlying principle is that all. homework is not created equal. Some assignments, even if they do not take students long to com. Is Homework Good for Kids? Here's What the Research Says 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 ... Homework Pupils eligible for free school meals typically receive additional benefits from homework. However, surveys in England suggest that pupils from disadvantaged backgrounds are less likely to have a quiet working space, are less likely to have access to a device suitable for learning or a stable internet connection and may receive less parental support to complete homework and develop effective ... Is Homework a Waste of Time? Teachers Weigh In The 'homework wars' rage on as ... Others aren't as convinced it's actually a good tool for assessing comprehension. "As a teacher, if the kids were assigned homework, guess when the papers ... Is Homework Valuable or Not? Try Looking at Quality Instead Here's another explanation: Many teachers believe homework should be for practicing known content, not learning something new. This is partially to help close the "homework gap" that ... Should Students Have Homework? 8 Strategies for Assigning Effective Below are 8 strategies you can use when assigning homework to do just that. Share your philosophy on homework with parents so they have the opportunity to ask questions and share concerns. Parents appreciate knowing the "lay of the land" so they know how to help their student at home. Keep that particular line of communication open so ... Effective strategies for homework success Effective science homework provides the extension to learning that students need to succeed, and gives us vital data to inform our planning. An EEF study on the impact of homework in secondary schools says that regular homework can have the same positive effect as five additional months in the classroom, as well as 'enabling pupils to ... PDF Does Homework Really Improve Achievement? The National Parent Teacher Association has a parents' guide called Helping Your Child Get the Most Out of Homework. It states, "Most educators agree that for children in grades K-2, homework is more effective when it does not exceed 10-20 minutes each day; older child in grades 3-5 can handle 30-60 minutes a day." These children are ... Homework: Useful Teaching Tool or Waste of Time? For secondary students, homework is useful as a "short and focused intervention .". That means something like a research project that you complete at home. 💻. For primary students, homework can help reinforce skills students are learning in school. It makes sense to practice spelling words at home or working on reading skills, for example. Why Homework Doesn't Seem To Boost Learning--And How It Could The research cited by educators just doesn't seem to make sense. If a child wants to learn to play the violin, it's obvious she needs to practice at home between lessons (at least, it's ... Increasing the Effectiveness of Homework for All Research has demonstrated that homework can be an effective teaching tool for all types of students. The accomplished teacher should make a concerted effort to increase the effectiveness of homework through research-based practices. When research is applied to the classroom in meaningful ways, it is a powerful tool for developing successful ... The Pros and Cons of Homework Homework has its pros and cons, especially for college students. It can enhance critical thinking, time management, and learning, but it also brings stress, impacts mental health, and can become overwhelming. Finding the right balance is key. Focus on quality assignments, maintain flexibility, and make sure your homework complements rather than ... Is Homework an Effective Tool? Is Homework an Effective Tool? Harvey Foyle View all authors and affiliations. Volume 77, Issue 552. ... H.C. Homework: A Practical Teacher's Guide. Portland, Maine : J. Weston Walch, 1989. ... What Educators Can Teach Speech-Language Pathologists About Effective Homework Practices. Show details Hide details. New study explores what makes digital learning products more Educational technology has become a fixture in the U.S. classroom, but scholars continue to debate its effectiveness - some even arguing that the products might deter learning by taking students' time and attention away from more powerful supports. What does research show about the effectiveness of edtech? Does the impact vary when it comes to teaching certain skills and Better Homework: Three Proven Strategies According to research findings, the answer is "yes." Try these three unusual-sounding but effective strategies: Spaced repetition. Typically a teacher presents an entire lesson, students take notes and complete class work, and then they do homework to reinforce learning. Once the lesson is over, the student may not need the information again ... Building Strong Parent-Teacher Relationships in the 2024-2025 School Parent workshops: Host workshops or informational sessions that help parents understand the curriculum, teaching methods, and ways they can support their child's learning at home. Use technology wisely: Use digital tools and platforms to facilitate communication. Apps and online portals can make it easier to share updates, homework, and ... Six Tech Solutions For More Effective And Engaging Teaching 2. Web-Based Conferencing Tools. This technology offers fully synchronous and web-based teaching, which has the potential to be more effective than hybrid or dual-mode teaching. How to prove your innocence after a false positive from Turnitin False accusations are "the crux of the issue with trying to ban students from using AI, especially for homework or online courses where students can and should not be monitored 24/7," Casey said. assignment essay homework paper phd report resume review speech thesis