Harris cooper the battle over homework
This story on this story on this story on this story on this story's turns out that parents are right to nag: to succeed in school, kids should do their university researchers have reviewed more than 60 research studies on homework between 1987 and 2003 and concluded that homework does have a positive effect on student cooper, a professor of psychology and director of duke's program in education, said the research synthesis that he led showed the positive correlation was much stronger for secondary students --- those in grades 7 through 12 --- than those in elementary school. With only rare exception, the relationship between the amount of homework students do and their achievement outcomes was found to be positive and statistically significant," the researchers report in a paper that appears in the spring 2006 edition of "review of educational research. Department of it's clear that homework is a critical part of the learning process, cooper said the analysis also showed that too much homework can be counter-productive for students at all levels. Even for high school students, overloading them with homework is not associated with higher grades," cooper said the research is consistent with the "10-minute rule" suggesting the optimum amount of homework that teachers ought to assign. The "10-minute rule," cooper said, is a commonly accepted practice in which teachers add 10 minutes of homework as students progress one grade. In other words, a fourth-grader would be assigned 40 minutes of homework a night, while a high school senior would be assigned about two hours. For upper high school students, after about two hours' worth, more homework was not associated with higher authors suggest a number of reasons why older students benefit more from homework than younger students. Younger children also have less effective study the reason also could have to do with why elementary teachers assign homework. The bottom line really is all kids should be doing homework, but the amount and type should vary according to their developmental level and home circumstances.
Homework for young students should be short, lead to success without much struggle, occasionally involve parents and, when possible, use out-of-school activities that kids enjoy, such as their sports teams or high-interest reading. For instance, little research has been done to assess whether a student's race, socioeconomic status or ability level affects the importance of homework in his or her is cooper's second synthesis of homework research. Cooper's recent paper reconfirms many of the findings from the earlier is the author of "the battle over homework: common ground for administrators, teachers, and parents" (corwin press, 2001). Year’s blue devil halloween photo contest received nearly 75 text available on y | copyright | contact us | selection policyjournals | non-journals | download | submit | battle over homework: common ground for administrators, teachers, and ation year: & family involvement,Lessmore information >. Mary johnstone, principal, rabbit creek elementary, anchorage, ak“an easy-to-read, comprehensive resource for teachers, administrators, district staff, and parents interested in best schooling practices around homework. Is the cause of more friction between school and home than any other aspect of education and becomes the prime battlefield when schools, families, and communities view one another as adversaries. This comprehensive third edition tackles all the tough questions: what's the right amount of homework? The battle over homework: common ground for administrators, teachers, and parents thousand oaks, ca: sage publications ltd. H 2007, the battle over homework: common ground for administrators, teachers, and parents, 3rd edn, corwin press, thousand oaks, ca, viewed 22 november 2017, doi: 10.
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Login or create a profile above so that you can save clips, playlists, and log in from an authenticated institution or log into your member profile to access the email r 1: finding the common groundthe american public's attitudes toward homeworkare students doing more homework now? In studies testing numerous possible influences on achievementdoes the link between measured time on homework and achievement still exist when other influences are also examined? That correlate time on homework and achievementis there a simple correlation between homework and achievement? 3: the homework assignmentassignment characteristicsdoes the length or frequency of assignments influence the effectiveness of homework? The timing of homework content relative to its discussion in class relate to the effectiveness of assignments? 4: home and community influences on homeworkcompetitors for student timehow do afterschool activities relate to school achievement? 5: homework policies for school districts, schools, and classroomsthe parent teacher association and the national education associationkappa delta pi and phi delta kappaassociation for supervision and curriculum developmentthe u. Department of educationa survey of school district homework policiesexamples of homework policiesexamples of policies regarding time on homeworkexamples of policies regarding parent involvementexamples of policies regarding student responsibilitypolicy statements based on the present reviewwhat issues might be addressed in district homework policies? Page ii]to faye norflus cooper, for the wonderful things she passed on to her grandchildren, through e to the third edition.
Students gripe about the time homework takes from their leisure activities, if they understand its value at complaints are not surprising, considering that homework assignments are influenced by more factors than any other instructional strategy. Student differences play a major role because homework allows students considerable leeway in whether, when, and how to complete assignments. Finally, the broader community plays a role by providing other leisure activities that compete for the student's third edition of the battle over homework: common ground for administrators, teachers, and parents has been significantly revised from the second edition. The summaries of [page x]research that appear throughout the book are based on a new synthesis of the most recent studies of homework. Have written this book to help everyone involved in the process make sound decisions about homework. My objective is to provide readers with the terms, definitions, and research evidence needed to hold conversations about homework in a constructive manner. Also, i hope to help readers set effective homework policies, rules, or guidelines, be they for a school district, a school, a classroom, or a book speaks to all the parties in the homework process—administrators, teachers, parents, and students. I did this to make it easy for readers to find answers to the questions that concern them strators can use this book not only to help develop policies but also to assist in explaining to teachers and parents the rationale behind the homework guidelines they set. Parents will find reasons why certain practices are followed by schools and teachers as well as some practical advice regarding how to help their children with homework.
But most important, i hope the book is used by administrators, teachers, and parents together to make their discussions about homework a positive experience and to help resolve book addresses homework issues at both the elementary and secondary levels. We shall see that the differences in the functions and results of homework at different grade levels are among homework's most interesting and revealing characteristics. The first chapter contains (a) a general definition of homework; (b) the important distinctions in homework assignments; (c) a list of the possible effects of homework, both positive and negative; and (d) a model of the homework process. The second chapter summarizes research on whether homework is generally effective, as well as whether it is more effective for some grade levels, subjects, and types of students than for others. This chapter also looks at research on how much homework is best for students at different grades. The third chapter examines studies of variations in homework assignments that can influence their effects on achievement. The fourth chapter looks at how the community and family fit into the homework process. I integrate some of these recommendations into a set of homework policy guidelines—consistent with research findings—for school districts, schools, and classrooms. Finally, i have included a chapter with tips for teachers, parents, and students meant to help them ensure that homework is completed in an efficient and effective involvement with homework began in 1986.
In that year, i received a grant from the national science foundation to gather, summarize, and integrate the research on the effects of homework. This was because the influences on homework are complex—no simple, general statement about whether homework helps learning was possible. Furthermore, there was enough homework research so that studies could be found to promote whatever position was desired, while the contradictory evidence was ignored. Thus, [page xii]advocates for or against homework often cited isolated studies either to support or refute its value. Had no strong predisposition favoring or opposing homework when i began my studies 20 years ago. I did have a two-year-old son at the time (with a daughter to follow shortly thereafter), so homework was about to become an issue in my family. In addition, i had much experience with techniques for summarizing research literatures (cooper, 1998; cooper & hedges, 1994). Therefore, i attempted to collect all research, both positive and negative, that examined the effects of homework or that compared variations in homework assignments. Then, i applied the most rigorous techniques to integrate the results of studies, using statistical procedures if tely, my first synthesis of homework research included nearly 120 studies.
It require me to read about twice that many related pieces on homework and resulted in the first book-length assessment of homework as an instructional strategy, titled, not surprisingly, homework (cooper, 1989). Next, in the mid-1990s, my colleagues and i conducted an extensive survey of more than 80 teachers and 700 families regarding how the homework process unfolded in their lives. Now my students and i have completed yet another review of the literature on homework, covering the studies on homework that have appeared since the first review. We found more than 60 new studies on the effectiveness of homework, about 60 studies that looked at parent involvement, and numerous studies on the impact of assignment characteristics on homework outcomes. Also, in the two decades since my involvement with [page xiii]homework began, i have spent hundreds of hours talking with individual principals, teachers, and parents about homework. When we keep these ideas in mind, homework becomes an opportunity for cooperation in learning. And especially, thanks to the hundreds of parents, teachers, and students who completed questionnaires and shared their ideas and experiences about homework with me. Page xvii]harris cooper is a professor in the department of psychology and director of the program in education at duke university. Cooper is the editor of psychological bulletin; has been an advising editor for the journal of educational psychology, the elementary school journal, the journal of experimental education, and personality and social psychology bulletin; and has been a guest editor of special issues on homework for the educational psychologist and theory into practice.
