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The Homework Myth
Death and taxes come later; what seems inevitable for children is the idea that, after spending the day at school, they must then complete more academic assignments at home. The predictable stress and conflict, frustration and exhaustion. Parents respond by reassuring themselves that at least the benefits outweigh the costs. But what if they don't? In The Homework Myth , nationally known educator and parenting expert Alfie Kohn systematically examines the usual defenses of homework--that it promotes higher achievement, "reinforces" learning, and teaches study skills and responsibility. None of these assumptions, he shows, actually passes the test of research, logic, or experience. So why do we continue to administer this modern cod liver oil -- or even demand a larger dose? Kohn's incisive analysis reveals how a mistrust of children, a set of misconceptions about learning, and a misguided focus on competitiveness have all left our kids with less free time and our families with more conflict. Pointing to parents who have fought back -- and schools that have proved educational excellence is possible without homework -- Kohn shows how we can rethink what happens during and after school in order to rescue our families and our children's love of learning.
256 pages, Hardcover
First published August 21, 2006
96 people are currently reading
1864 people want to read
About the author
Alfie Kohn
49 books539 followers Alfie Kohn writes and speaks widely on human behavior, education, and parenting. The author of fourteen books and scores of articles, he lectures at education conferences and universities as well as to parent groups and corporations.
Kohn's criticisms of competition and rewards have been widely discussed and debated, and he has been described in Time magazine as "perhaps the country's most outspoken critic of education's fixation on grades [and] test scores."
Kohn lives (actually) in the Boston area with his wife and two children, and (virtually) at www.alfiekohn.org.
Kohn's criticisms of competition and rewards have been widely discussed and debated, and he has been described in Time magazine as "perhaps the country's most outspoken critic of education's fixation on grades [and] test scores."
Kohn lives (actually) in the Boston area with his wife and two children, and (virtually) at www.alfiekohn.org.
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Displaying 1 - 30 of 155 reviews
December 4, 2009
What a screed! Amid the vituperative scorn poured upon the ignorant oafs that sire delightful children who are eager to learn about iambic pentameter, we find some nuggets of sensible advice. But it is hard to slog through Alfie Kohn's waterfall of statistics and pronouncements, and his conflation of "studies prove..." next to plaintive quotes from teachers or parents that misleadingly support the author's point.
This seems to be a good 20-page article (the chapter on Rethinking Homework) surrounded by relentless attacks. My advice: read that chapter; the rest is unnecessary.
This seems to be a good 20-page article (the chapter on Rethinking Homework) surrounded by relentless attacks. My advice: read that chapter; the rest is unnecessary.
May 27, 2015
This book (along with a few others on the subject) need to be read by parents and teachers. As a teacher, I have scaled back homework each year and, after 10 years teaching, I only have them do something at home if it's meaningful, tied directly into what we're doing in class, and absolutely impossible to finish during the allotted class time. In other words, my students aren't doing a lot of hw. As my HW has gone down, I've seen increased engagement in class and more WORK with more results. Kohn's book is well researched and he even gives ideas of how to forge ahead. What I appreciated most about his book is that he doesn't take the argument that HW is inherently bad and should be repudiated at all costs, but rather that everyone just assumes HW is a fact of life and therefore it must have some redeemable quality. In other words, the WRONG assumption most people make is that it's inherently good. Very few people, if any it seems at times, critically evaluate reasons for and types of HW. The simple act of asking "Why?" would lead to dramatic changes in pedagogy around HW. I began teaching in Baltimore and the principal mandated that we assign homework everyday. She once came over the loudspeaker to threaten teachers because she'd heard a rumor that teachers weren't assigning HW everyday. Why was this so important? Because some quack group calling themselves "High Schools that Work" said that good high schools assigned lots of HW. Was there any conversation about what constitutes good HW? NO. How much time students should be spending on HW? NO. Why it had to be everyday? NO. Whether it was helping? NO. Whether it was being done? NO. How it was being checked? NO. Assessed? NO. Etc, etc, etc. Kohn's book is a plea to consider these things and not only consider them but to really think about what good education looks like and what we want the quality of our lives and our kids' lives to be. Not surprisingly, he also lashes out against our hyper-standardized test culture and ties these two pervasive things together. As a side note, he embarrasses Robert Marzano by easily dismantling his shoddy scholarship on the subject of HW.
May 25, 2010
Alfie Kohn should look up rhetorical appeals before he writes another book-- namely, he should have more recent evidence, as well as case studies from fictitious families. That is, families who don't drink milk with mom and dad after school while embroidering pillows praising God and the government of yore. Kids should be kids, yes, but homework is part of ensuring that learning continues after the classroom door closes; furthermore, in some cases, it can actually keep kids as kids, giving them a sense of pride and responsibility in their work instead of wasted hours in front of the XBox or worse behaviors! I don't give much homework, but that is because I don't believe in busy work; however, I should have given more independent practice this past year, and that's something I intend to rectify next year. Kohn's reasoning is simply faulty and small-minded.
April 23, 2019
Po The Case Against Homework už druhá kniha, týkající se domácích úkolů. Je vlastně smutné, že po přečtení dvou knih jsem pravděpodobně už nadosmrti největší odborník na dané téma ve velmi, velmi širokém okolí a to napříč generacemi. 😒
To bohužel není nadsázka. Proč? V první řadě, pedagogové o domácích úkolech nic, ale vůbec nic nestudují na škole. Později v práci se taky nikdo nevzdělává (fakt, jsou na to studie). Jak učitelé, tak rodiče (a politici už vůbec) přistupují k domácím úkolům stylem: "takhle to bylo vždycky", "nedá se s tím nic dělat" a "když to dělají všichni, tak to musí být v pořádku".
Sám bych se tím vlastně nikdy nezabýval, kdybychom neměli vážný problém ve škole - až teprve při analýze problému, jsem zjistil, že v této oblasti existuje celý, netušený paralelní vesmír. A netuší to většina lidí a tak je jim to lhostejné.
Ale nemělo by - domácí úkoly velmi výrazně zasahují do života dětí a rodin, tím víc, čím jsou děti starší. A nepůsobí pozitivně - ani v akademických, ani v ne-akademických oblastech (typicky samostatnost, time-management a vůle). Naopak, jejich negativa výrazně převyšují hypotetické benefity: vzhledem k vědeckým výzkumům vlastně žádná pozitiva neexistují a společnost tak přetrvává v chimérách, podobně jako v dobách, kdy se tvrdilo, že Země je placatá, či že cigarety jsou zdravé.
Oproti The Case Against Homework, zaměřené na rodiče, jde knížka Alfie Kohna více do oblasti pedagogiky a teorie učení (se) a je celkem rovnoměrně rozprostřena mezi učitele, rodiče a širší školní administrativu.
Kohn trpělivě rozebírá mýty a kritickým pohledem vyvrací, to co na první pohled vypadá jako pozitivní věc, aby při hlubší analýze vyvstal pravý opak - na domácích úkolech není nic, ale lautr nic přínosného. Jen samá negativa a sociální (ehm, iracionální) jistoty.
A zase jedna knížka, podtrhaná od začátku, až do konce - 267 zvýrazněných pasáží hovoří za vše. 😎
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Recenze The Case Against Homework ★★★★★
To bohužel není nadsázka. Proč? V první řadě, pedagogové o domácích úkolech nic, ale vůbec nic nestudují na škole. Později v práci se taky nikdo nevzdělává (fakt, jsou na to studie). Jak učitelé, tak rodiče (a politici už vůbec) přistupují k domácím úkolům stylem: "takhle to bylo vždycky", "nedá se s tím nic dělat" a "když to dělají všichni, tak to musí být v pořádku".
Sám bych se tím vlastně nikdy nezabýval, kdybychom neměli vážný problém ve škole - až teprve při analýze problému, jsem zjistil, že v této oblasti existuje celý, netušený paralelní vesmír. A netuší to většina lidí a tak je jim to lhostejné.
Ale nemělo by - domácí úkoly velmi výrazně zasahují do života dětí a rodin, tím víc, čím jsou děti starší. A nepůsobí pozitivně - ani v akademických, ani v ne-akademických oblastech (typicky samostatnost, time-management a vůle). Naopak, jejich negativa výrazně převyšují hypotetické benefity: vzhledem k vědeckým výzkumům vlastně žádná pozitiva neexistují a společnost tak přetrvává v chimérách, podobně jako v dobách, kdy se tvrdilo, že Země je placatá, či že cigarety jsou zdravé.
Oproti The Case Against Homework, zaměřené na rodiče, jde knížka Alfie Kohna více do oblasti pedagogiky a teorie učení (se) a je celkem rovnoměrně rozprostřena mezi učitele, rodiče a širší školní administrativu.
Kohn trpělivě rozebírá mýty a kritickým pohledem vyvrací, to co na první pohled vypadá jako pozitivní věc, aby při hlubší analýze vyvstal pravý opak - na domácích úkolech není nic, ale lautr nic přínosného. Jen samá negativa a sociální (ehm, iracionální) jistoty.
A zase jedna knížka, podtrhaná od začátku, až do konce - 267 zvýrazněných pasáží hovoří za vše. 😎
------------
Recenze The Case Against Homework ★★★★★
May 15, 2011
I should begin by saying that I recently heard Alfie Kohn speak and was a big fan of what he had to say about education and parenting. His views on homework (nutshell: kids shouldn't have homework) were new to me and got me thinking more deeply about the homework I see Cameron bring home and whether or not it is beneficial. After reading The Homework Myth, I find myself a bit depressed because I am convinced that homework doesn't help the vast majority of kids and in fact hurts many -- it damages intrinsic motivation, it puts stress on the parent-child relationship, it makes interesting subjects boring (I'm talking to you, worksheets!), it takes time away from beneficial activities and it frustrates struggling kids, among other things. The reason I am depressed, though, is because I don't see an easy way out. As far as I know, there isn't a school in the area that doesn't give homework and I don't know that it's super likely that that will change anytime soon. I do, however, plan on asking a few questions at parent-teacher conference about the kinds of homework I'm seeing in Cameron's backpack. If you're reading this review and thinking, "No homework? That's crazy!" check out Kohn's book!
November 14, 2010
Abolish all homework? Kohn's complaints about HW: a burden to parents, stress for children, oh, I’m sorry, I thought school was supposed to be work.
When he writes that most HW studies show only an association, not a causal relationship, Kohn is trying to stretch the association and put a wedge into the beliefs. He also critisizes his opponents use of citiations, while flaunting his own out of text citations. He claims counter studies are flawed becaue they're pass fail option? But there are still surely points acquired to meet the pass requirement. Abolishing homework would be anti-work ethic. HW keeps them engaged. Successful people in the real work world often take work home with them; ask all the biggest CEOs, manaagers, principals, lawyers, etc. Do some kids get way too much homework? Sure. Do some kids get useless homework? Sure. But the answer isn't Kohn's abolition of homework.
When he writes that most HW studies show only an association, not a causal relationship, Kohn is trying to stretch the association and put a wedge into the beliefs. He also critisizes his opponents use of citiations, while flaunting his own out of text citations. He claims counter studies are flawed becaue they're pass fail option? But there are still surely points acquired to meet the pass requirement. Abolishing homework would be anti-work ethic. HW keeps them engaged. Successful people in the real work world often take work home with them; ask all the biggest CEOs, manaagers, principals, lawyers, etc. Do some kids get way too much homework? Sure. Do some kids get useless homework? Sure. But the answer isn't Kohn's abolition of homework.
March 24, 2019
I much preferred the other two books by Alfie Kohn that I've read - Unconditional Parenting and Punished by Rewards. This one felt like a lot of quoting others and unnecessarily long-winded in places. I know some people are obsessed with evidence and sources and proof, but I feel like although "studies show" has its place, I would've liked more Kohn, less quotations. Also as he proves, studies can be presented from a number of different angles, can totally ignore some aspects of the situation and be debunked. If you're particularly interested in homework itself read this one, I don't remember the other two books going into depth about that. Probably PbR more than UP. Those had a greater impact on me and seemed to take in the bigger picture, like I genuinely believe the ideas in those books can change our world. Maybe this one was less impressive to me because the idea of 'homework', at least how it's given as the default, having negative consequences seems obvious to me.
Saying that this book definitely has it's merits. Many people can see how homework takes up so much of kids time, destroys their natural motivation to learn and affects their mental health. But when the school is pressuring you to make your kids do homework, or worse punishing them if they don't do it. Or if you're a teacher and parents or colleagues are insinuating you're lazy or a bad teacher if you don't give homework, it can seem a mountain to climb to change the default, or you even start to doubt whether homework is that bad of a thing after all.
Kohn investigates a number of angles and suggests ways homework can be improved, if not removed. He doesn't only explore the negative results of homework that are obvious at first glance (if you're paying attention) like less time for connecting with other people, getting outside and playing, less motivation when it comes to learning and education, more stress, more family conflict, distrust towards teachers... the list goes on. He also looks at what might not be so clear on the front line. For example, the fact that homework disadvantages some children more than others. It perpetuates the wealth gap because kids from well-off families and/or parents with an educated background get more support with homework and they also have more access to resources like books, the internet etc.
Some people's argument in this modern age is that if kids are not given homework (or made to do something adults deem worthwhile, hard work, grind, setting up their future etc. etc) they will just play on screens for hours. Ok, so let's just assume that screens hold no opportunity for learning, creativity, connection with other human beings, exploration of values, building problem solving skills, career opportunities or life experiences (just saying I don't believe any of that and I will defend screens and video-games to the high heavens and back - not saying they are perfect or never negative just saying they are valuable. Food and many human's relationship with food is far from perfect and sometimes extremely damaging but that doesn't mean food is evil). Even if screen time is purely entertainment that doesn't justify homework. 1) I don't hold the belief that childhood is purely prep for "real life". Kids are living their real lives every moment of everyday and 2) why should kids be productive every second of their lives?? Adults surely aren't - we're allowed to relax, watch TV, read, hang out with friends and do what we like. Why is children having fun such a bad thing?
Some people cannot fathom the idea of no homework (that doesn't mean kids don't continue their education at home just that what they will try and learn isn't set and moderated by a teacher) but don't panic the work that comes home from schools doesn't have to go away. Children just need to be given more input and control into whether, how much, when and what that homework looks like. There are some great examples in this book of projects that can continue once home after the school day.
There is a difference between what teachers want to teach and what kids actually learn. We miss out on so much and potentially cause damage if we only focus on giving homework to kids and making them complete it instead of working with them, listening to them and learning with them - not necessarily learning the same things, just that learning is a life-long journey, sometimes we forget that parents and teachers are still learning too or at least we try to avoid letting children see that.
Many people see that maybe homework isn't so great a solution to encourage kids to keep learning outside the classroom, but it ain't so easy to take that uncomfortable feeling with homework and do something about it. The first step is to be open about it; with ourselves, with our kids / students (or parents / teachers if you are the young'un in the situation), and with our communities. There's definitely some fear-mongering going on, on both sides - "you'll mess up your kids and ruin their future and/or present if you don't/do give them homework". I think the main take away is to trust children more. Have more respect and involve them in discussions and decisions about their own lives.
Saying that this book definitely has it's merits. Many people can see how homework takes up so much of kids time, destroys their natural motivation to learn and affects their mental health. But when the school is pressuring you to make your kids do homework, or worse punishing them if they don't do it. Or if you're a teacher and parents or colleagues are insinuating you're lazy or a bad teacher if you don't give homework, it can seem a mountain to climb to change the default, or you even start to doubt whether homework is that bad of a thing after all.
Kohn investigates a number of angles and suggests ways homework can be improved, if not removed. He doesn't only explore the negative results of homework that are obvious at first glance (if you're paying attention) like less time for connecting with other people, getting outside and playing, less motivation when it comes to learning and education, more stress, more family conflict, distrust towards teachers... the list goes on. He also looks at what might not be so clear on the front line. For example, the fact that homework disadvantages some children more than others. It perpetuates the wealth gap because kids from well-off families and/or parents with an educated background get more support with homework and they also have more access to resources like books, the internet etc.
Some people's argument in this modern age is that if kids are not given homework (or made to do something adults deem worthwhile, hard work, grind, setting up their future etc. etc) they will just play on screens for hours. Ok, so let's just assume that screens hold no opportunity for learning, creativity, connection with other human beings, exploration of values, building problem solving skills, career opportunities or life experiences (just saying I don't believe any of that and I will defend screens and video-games to the high heavens and back - not saying they are perfect or never negative just saying they are valuable. Food and many human's relationship with food is far from perfect and sometimes extremely damaging but that doesn't mean food is evil). Even if screen time is purely entertainment that doesn't justify homework. 1) I don't hold the belief that childhood is purely prep for "real life". Kids are living their real lives every moment of everyday and 2) why should kids be productive every second of their lives?? Adults surely aren't - we're allowed to relax, watch TV, read, hang out with friends and do what we like. Why is children having fun such a bad thing?
Some people cannot fathom the idea of no homework (that doesn't mean kids don't continue their education at home just that what they will try and learn isn't set and moderated by a teacher) but don't panic the work that comes home from schools doesn't have to go away. Children just need to be given more input and control into whether, how much, when and what that homework looks like. There are some great examples in this book of projects that can continue once home after the school day.
There is a difference between what teachers want to teach and what kids actually learn. We miss out on so much and potentially cause damage if we only focus on giving homework to kids and making them complete it instead of working with them, listening to them and learning with them - not necessarily learning the same things, just that learning is a life-long journey, sometimes we forget that parents and teachers are still learning too or at least we try to avoid letting children see that.
Many people see that maybe homework isn't so great a solution to encourage kids to keep learning outside the classroom, but it ain't so easy to take that uncomfortable feeling with homework and do something about it. The first step is to be open about it; with ourselves, with our kids / students (or parents / teachers if you are the young'un in the situation), and with our communities. There's definitely some fear-mongering going on, on both sides - "you'll mess up your kids and ruin their future and/or present if you don't/do give them homework". I think the main take away is to trust children more. Have more respect and involve them in discussions and decisions about their own lives.
September 23, 2017
I must admit, first off, that I read this for a professional development class -- not "just for fun". At first, Kohn's arguments and research are basic, grounded, and logical. But in chapter 4 (skeptically titled "'Studies Show...' -- Or Do They?") Kohn clearly shows his biases in claiming that any research supporting homework is actually skewed because the questions were deceptively worded or those polled were of a limited demographic. However, he fails to look at the same issues in the research that opposes homework. And from that chapter onward, I struggled to listen seriously to Kohn's claims because he clearly refused to enter the conversation about homework and instead just screamed his opinions at the reader.
Additionally, as this was published in 2006 (i.e., pre-smart phones), I think some of his arguments about what kids do in the evening have to change. No longer are kids out playing and bike riding; instead, they're just staring at phones or laptops, which is primarily for entertainment's sake -- not for anything educational.
While I agree with some of the substance Kohn presents against homework, I could not buy into it 100% due to his biased, pretentious writing.
Additionally, as this was published in 2006 (i.e., pre-smart phones), I think some of his arguments about what kids do in the evening have to change. No longer are kids out playing and bike riding; instead, they're just staring at phones or laptops, which is primarily for entertainment's sake -- not for anything educational.
While I agree with some of the substance Kohn presents against homework, I could not buy into it 100% due to his biased, pretentious writing.
July 25, 2007
As a kid I never understood why after 6 to 8 hours trying to sit still and absorb a constant one-way stream of pre-dictated information I had to go home and do it all over again!
Alfie Kohn finally puts the value of homework and importance for children's development in its proper category: urban legend!
After reviewing just about all the available scientific studies on homework over the last 40 years and examining the underlining presumptions of the need for homework Kohn makes it abundantly clear that there is very limited benefit and tremendous drawbacks to the "institution" of homework.
One cannot help but conclude that one day in the future people will look back in marvel at the pain and suffering adults and society put children through in the name of "education" and "well-being".
Anyone who needs some arguments and data in their discussions with homework-believers will find a superb source in Kohn's book.
Reading the book left me angry with how seemingly no child is left behind from the clutches of the "homework machine"
Alfie Kohn finally puts the value of homework and importance for children's development in its proper category: urban legend!
After reviewing just about all the available scientific studies on homework over the last 40 years and examining the underlining presumptions of the need for homework Kohn makes it abundantly clear that there is very limited benefit and tremendous drawbacks to the "institution" of homework.
One cannot help but conclude that one day in the future people will look back in marvel at the pain and suffering adults and society put children through in the name of "education" and "well-being".
Anyone who needs some arguments and data in their discussions with homework-believers will find a superb source in Kohn's book.
Reading the book left me angry with how seemingly no child is left behind from the clutches of the "homework machine"
April 19, 2008
This book was great. I'm going to write a book myself: Too Much Homework, Not Enough Home.
August 3, 2010
After reading Love in the Time of Homeschooling by Laura Brodie, I wanted to read some books about homework. Laura Brodie saw her daughter wilt under the weight of so much homework. Brodie decided to homeschool for one year and while she never seems comfortable as a homeschooler, she's critical of public education and the push for results on standardized tests. Anyhow, Brodie's book led me to want to read about the research on homework. There's a lot of research out there suggesting that homework is neither useful or helpful especially in the primary grades. Homework seems to leave little time for other creative pursuits and seems to suck away intellectual curiosity from young burdened students. When teachers either eliminated homework or greatly reduced assigned homework, they noticed that their students became reinvigorated for learning. Isn't that what it's all about anyway? There's a lot to think about it here and I'm not done doing my "homework" on homework.
January 4, 2012
Homework is swallowing my family. Everyday we bow to its demands and plan our activities around it. Why should school be allowed to dictate so much of our after-school time? When do we fit in other equally-as-important learning activities like music lessons, creative play, chores and family time? So many times throughout this book I would read aloud to my husband and say, "Who does this sound like?" because it echoed things I've said in my frustration with homework. While it's good to know I'm not alone (or crazy), it's frustrating not knowing what to do about it. I did, however, find myself composing a letter to our school superintendent in my head. Maybe I'll actually pen it and send it one of these days.
July 10, 2014
Just reread this book and was reminded why I am such a fan of this one! I wish every teacher, principal, parent, and legislator would read it. We could change the world of education for the better by revising our attitudes toward homework. I'd love to recruit teachers and parents to boycott homework. We could make the world a better place! If only ...
October 28, 2015
I still haven't quite figured out what to do about homework, but this book helped me think more deeply about it.
Cooper et al showed that (2006) showed that no evidence that homework improves academic achievement in elementary school. (Cooper et al, Does Homework IMproves Academic Achievement? A Synthesis of Research, 1987-2003). Review of Educational Research 75 (2006).
Analysis of TIMMS data from 1994-1999 comparing fifty countries found amount of homework assigned negatively correlated with student achievement; "more homework may actually undermine national achievement" (Baker, David P and Gerald K. Letendre, National Differences, Global Similarities: World Culture and the Future of Schooling 2005).
"whether homework has any effect on 'objectives other than test marks and course grades -- such as developing discipline and indenpendence, extending understanding, or strengthening a positive attitude to learning -- cannot be stated" (Ziegler, Suzanne. Hoework. ERIC document 274 418 June 1986).
60 -- points out that homework sometimes argued to increase independence -- a cultural value that others may not see as important as relationship and community -- but asks "Is learning in most classrooms so collaborative that it is necessary to demand independent effort at night?"
64, John Buell, Closing the Book on Homework, 2004: "self-discipline does not mean primarily learning that life is tough and that one must generally do what one is told. It measn learning to manage freedom [by having] gradually expanding opportunities to be responsible for free time."
65: "So, perhaps all the talk about homework's value at promoting good work habits is less about what children need than about what their future employers need. Perhaps the assertion that homework is 'practice for life' is a partial truth: It's really practice for a life spent working in corporations. And perhaps it's not just about teaching _skills_ that may be useful to a future employer; it's abou tinculcating _norms_, helping to produce 'workers who are used to, and will not complain about, the long working day." (Bowles and Gintis, Schooling in Capitalist America: Educational Reform and the Contradictions of Economic Life).
Points out the ways that thinking about how much homework and what kind begs bigger questions about the nature and purpose of education. Quoting Chomsky "The smart way to keep people passive and obedient is to strictly limit the spectrum of acceptable opinion, but allow very lively debate within that spectrum -- even encourage the more critical and dissident views. That gives people the sense that there's free thinking going on, while all the time the presuppositions of the system are being reinforced by the limits put on the range of the debate. (quoted on p. 89)
David McClelland re: college admission tests "why colleges were looking for the most qualified students in the first place. 'One would think that the purpose of education is precisely to improve the performance of those who are not doing very well. If the colleges were interested in proving that they could educate people, high-scoring students might be poor bets becasue they would be less likely to show improvement in performance" (92). (McClelland, David C. Testing for Competence rather than Intelligence. American Psycholgist, January 1973: 1-14.)
Some homework advocates point to benefit of increased time on task, but Carole Ames, dean of col. education MI State U, it isn't "requiring students to spend more hours in front of books or worksheets that help students learn better. Rather, it's 'qualitative changes in teh ways students view themselves in relation to the task, engage in the process of learning, and then respond to the learning activities and situation" (104).
Literacy expert Frank Smith: "How much is learned by rote is a direct function of time and effort. But when the learning is meaningful we learn much faster . . . Having to spend long periods of time in repetitive efforts to learn specific things is a sign that learning is not taking place, that we are not in a productive learning situation" (104). When students focus on text meaning (versus phonics) learning does not depend on amount of time spent).
The best learning is not practicing rote skills, but learning in context and for meaning, teachers "lettings tudents, individually or in pairs, find ways to solve problems, encouraging them to try various techniques, giving them ample time before calling them back togehter for a discussion so they can explain what they did, challenge each others' answers, ask questions, reconsider their own approaches, and figure out what works "learning depends to a large degree on the interaction among children; it doesn't lend itself to solitary efforts a the kitchen table" (111).
Points out that benefit of focused practice in sports is the player's engagement and focus; "practice is most likely to be useful for someone who has chosen to do it, and excitement about an activity is the best predictor of competence. That's why one of the main challenges for a teacher is to help spark and sustain children's intrinsic motivation to play with words and numbers and ideas. Conversely, when an activity feels like drudgery, the quality of learning tends to suffer." (116). The stress and drudgery of homework may explain why it's so ineffective.
School quality has not plummeted in recent years, though there are problems with inequity in the US
Citing correlation b/t politicians decrying state of US schools and those advocating market-based and voucher solutions, Labaree argues that "We find public schools under attack not just because they are deemed ineffective, but because they are public" (How to Succeed in School Without Really Learning), 121.
National Research Council has been sharply critical of AP tests because "coursework resembles a test-preparation seminar rather than an in-depth academic experience" and they "don't provide much of an academic boost to students when they get to college" (123).
Critique of standardized testing widespread: "It's doubtful that there's a single school anywhere in teh country whose inadequacy is a secret that will be revealed only by the release of yet more standardized test results. SEcond, the track record of those who demand accountabiliyt and tougher standards has not been encouraging in terms of providing needed resources for the many schools and districts that have long been known to be struggling. IN fact, many of the same people who claim that their motive for requiring more standardized tests is to learn which schools need help have also been arguing for some time against devoting more resources to education on the grounds that more money for the poorest schools won't help.
"Finally, the policies enacted in the name of higher standards have transformed classrooms, particularly those in urban school system s attended by minority students, into glorified test-preparation centers distinguised by heavily scripted lessons and endless practice tests" (125).
Skills-based instruction actually decreases learning, but now difficult to find any other kind in low-income schools (125).
Rothstein: Homework would increase acheivement gap even if all parents assisted due to class differences in kind of assistance. Middle class parents would help students break problems down into smaller parts and pose questions; lower class would provide direction. So "middle class children are more likely to gain in intellectual power from [homework] than lower-class children (129).
"Education _could_ be viewed as a way to do what's best for each child, promoting his or her development, or as a way to create a just and democratic society. Every time education is described as an 'investment' or schools are mentioned in terms of the 'global economy' alarm bells should go off" (133).
"The availability of meaningful work is far more likely to influence the study habits of students than the other way around. Students could spend every waking hour filling out worksheets or studying for tests, but it still wouldn't result in the creation of more (or better, or higher-paying) jobs wherever they happen to live, nor would it appreciably affect interest rates, the demand for professionals versus service workers, the degree to which market power is concentrated in the hands of a few giant conglomerates, or almost any other economic variable" (135).
One argument used to justify tests is vertical - kids need to prepare for what they will face in the future. "Child development experts are nearly unanimous in denouncing the use of standardized testing with young children" (143, citing National Association for the Education of Young Children. Footnote: "young children are rarely able to communicate the depth of their understanding in the formats typically used by standardized assessments. These tests therefore do not produce an accurate picture of what children can do. Second, the stress that tests create in young children is particularly intense. Anecdotal reports abound of five-, si-, and seven-year-olds bursting into tears or vomiting in terror, their incipient self-confidence dissolving along with their composure. Finally, standardized testing is based on the premise that all children at a particular grade level must become academically proficient at the same things at the same time. Indeed the test are often yoked to grade-by-grade standards that explicitly say 'All nth graders will be able to . . . ' This is a dubious proposition where n equals 10. It is indefensible where n equals 1 or 2. Skills develop rapidly and differentially in young children, which means that expecting all students of the same age to have acquired a given set of capabilities creates unrealistic expectations, leads to one-size-fits-all (which is to say, bad) teaching, and guarantees that some children will be defined as failures at the very beginning of their time in school." (223).
Idle hands: most of us just don't trust kids and are suspicious of what they would do with their free time if they didn't have specific assignments. (151).
We ought to ask of every assignment, Does it assume that children are meaning makers, or empty vessels? Is learning regarded as a process that's active or passive? Is it about wrestling with ideas or following directions?
When students not assigned homework they choose their own activities, which are meaningful to them. Schools that have tried confirm that this happens.
208: Also see Bowles and Gintes for a broader argument that schools are designed to prepare people for a life of essential passivity -- socializing children to obey authority, expect to be controlled with rewards and punishments for persevering at tasks they are compelled to complete, because that is what our economic system requires.
Cooper et al showed that (2006) showed that no evidence that homework improves academic achievement in elementary school. (Cooper et al, Does Homework IMproves Academic Achievement? A Synthesis of Research, 1987-2003). Review of Educational Research 75 (2006).
Analysis of TIMMS data from 1994-1999 comparing fifty countries found amount of homework assigned negatively correlated with student achievement; "more homework may actually undermine national achievement" (Baker, David P and Gerald K. Letendre, National Differences, Global Similarities: World Culture and the Future of Schooling 2005).
"whether homework has any effect on 'objectives other than test marks and course grades -- such as developing discipline and indenpendence, extending understanding, or strengthening a positive attitude to learning -- cannot be stated" (Ziegler, Suzanne. Hoework. ERIC document 274 418 June 1986).
60 -- points out that homework sometimes argued to increase independence -- a cultural value that others may not see as important as relationship and community -- but asks "Is learning in most classrooms so collaborative that it is necessary to demand independent effort at night?"
64, John Buell, Closing the Book on Homework, 2004: "self-discipline does not mean primarily learning that life is tough and that one must generally do what one is told. It measn learning to manage freedom [by having] gradually expanding opportunities to be responsible for free time."
65: "So, perhaps all the talk about homework's value at promoting good work habits is less about what children need than about what their future employers need. Perhaps the assertion that homework is 'practice for life' is a partial truth: It's really practice for a life spent working in corporations. And perhaps it's not just about teaching _skills_ that may be useful to a future employer; it's abou tinculcating _norms_, helping to produce 'workers who are used to, and will not complain about, the long working day." (Bowles and Gintis, Schooling in Capitalist America: Educational Reform and the Contradictions of Economic Life).
Points out the ways that thinking about how much homework and what kind begs bigger questions about the nature and purpose of education. Quoting Chomsky "The smart way to keep people passive and obedient is to strictly limit the spectrum of acceptable opinion, but allow very lively debate within that spectrum -- even encourage the more critical and dissident views. That gives people the sense that there's free thinking going on, while all the time the presuppositions of the system are being reinforced by the limits put on the range of the debate. (quoted on p. 89)
David McClelland re: college admission tests "why colleges were looking for the most qualified students in the first place. 'One would think that the purpose of education is precisely to improve the performance of those who are not doing very well. If the colleges were interested in proving that they could educate people, high-scoring students might be poor bets becasue they would be less likely to show improvement in performance" (92). (McClelland, David C. Testing for Competence rather than Intelligence. American Psycholgist, January 1973: 1-14.)
Some homework advocates point to benefit of increased time on task, but Carole Ames, dean of col. education MI State U, it isn't "requiring students to spend more hours in front of books or worksheets that help students learn better. Rather, it's 'qualitative changes in teh ways students view themselves in relation to the task, engage in the process of learning, and then respond to the learning activities and situation" (104).
Literacy expert Frank Smith: "How much is learned by rote is a direct function of time and effort. But when the learning is meaningful we learn much faster . . . Having to spend long periods of time in repetitive efforts to learn specific things is a sign that learning is not taking place, that we are not in a productive learning situation" (104). When students focus on text meaning (versus phonics) learning does not depend on amount of time spent).
The best learning is not practicing rote skills, but learning in context and for meaning, teachers "lettings tudents, individually or in pairs, find ways to solve problems, encouraging them to try various techniques, giving them ample time before calling them back togehter for a discussion so they can explain what they did, challenge each others' answers, ask questions, reconsider their own approaches, and figure out what works "learning depends to a large degree on the interaction among children; it doesn't lend itself to solitary efforts a the kitchen table" (111).
Points out that benefit of focused practice in sports is the player's engagement and focus; "practice is most likely to be useful for someone who has chosen to do it, and excitement about an activity is the best predictor of competence. That's why one of the main challenges for a teacher is to help spark and sustain children's intrinsic motivation to play with words and numbers and ideas. Conversely, when an activity feels like drudgery, the quality of learning tends to suffer." (116). The stress and drudgery of homework may explain why it's so ineffective.
School quality has not plummeted in recent years, though there are problems with inequity in the US
Citing correlation b/t politicians decrying state of US schools and those advocating market-based and voucher solutions, Labaree argues that "We find public schools under attack not just because they are deemed ineffective, but because they are public" (How to Succeed in School Without Really Learning), 121.
National Research Council has been sharply critical of AP tests because "coursework resembles a test-preparation seminar rather than an in-depth academic experience" and they "don't provide much of an academic boost to students when they get to college" (123).
Critique of standardized testing widespread: "It's doubtful that there's a single school anywhere in teh country whose inadequacy is a secret that will be revealed only by the release of yet more standardized test results. SEcond, the track record of those who demand accountabiliyt and tougher standards has not been encouraging in terms of providing needed resources for the many schools and districts that have long been known to be struggling. IN fact, many of the same people who claim that their motive for requiring more standardized tests is to learn which schools need help have also been arguing for some time against devoting more resources to education on the grounds that more money for the poorest schools won't help.
"Finally, the policies enacted in the name of higher standards have transformed classrooms, particularly those in urban school system s attended by minority students, into glorified test-preparation centers distinguised by heavily scripted lessons and endless practice tests" (125).
Skills-based instruction actually decreases learning, but now difficult to find any other kind in low-income schools (125).
Rothstein: Homework would increase acheivement gap even if all parents assisted due to class differences in kind of assistance. Middle class parents would help students break problems down into smaller parts and pose questions; lower class would provide direction. So "middle class children are more likely to gain in intellectual power from [homework] than lower-class children (129).
"Education _could_ be viewed as a way to do what's best for each child, promoting his or her development, or as a way to create a just and democratic society. Every time education is described as an 'investment' or schools are mentioned in terms of the 'global economy' alarm bells should go off" (133).
"The availability of meaningful work is far more likely to influence the study habits of students than the other way around. Students could spend every waking hour filling out worksheets or studying for tests, but it still wouldn't result in the creation of more (or better, or higher-paying) jobs wherever they happen to live, nor would it appreciably affect interest rates, the demand for professionals versus service workers, the degree to which market power is concentrated in the hands of a few giant conglomerates, or almost any other economic variable" (135).
One argument used to justify tests is vertical - kids need to prepare for what they will face in the future. "Child development experts are nearly unanimous in denouncing the use of standardized testing with young children" (143, citing National Association for the Education of Young Children. Footnote: "young children are rarely able to communicate the depth of their understanding in the formats typically used by standardized assessments. These tests therefore do not produce an accurate picture of what children can do. Second, the stress that tests create in young children is particularly intense. Anecdotal reports abound of five-, si-, and seven-year-olds bursting into tears or vomiting in terror, their incipient self-confidence dissolving along with their composure. Finally, standardized testing is based on the premise that all children at a particular grade level must become academically proficient at the same things at the same time. Indeed the test are often yoked to grade-by-grade standards that explicitly say 'All nth graders will be able to . . . ' This is a dubious proposition where n equals 10. It is indefensible where n equals 1 or 2. Skills develop rapidly and differentially in young children, which means that expecting all students of the same age to have acquired a given set of capabilities creates unrealistic expectations, leads to one-size-fits-all (which is to say, bad) teaching, and guarantees that some children will be defined as failures at the very beginning of their time in school." (223).
Idle hands: most of us just don't trust kids and are suspicious of what they would do with their free time if they didn't have specific assignments. (151).
We ought to ask of every assignment, Does it assume that children are meaning makers, or empty vessels? Is learning regarded as a process that's active or passive? Is it about wrestling with ideas or following directions?
When students not assigned homework they choose their own activities, which are meaningful to them. Schools that have tried confirm that this happens.
208: Also see Bowles and Gintes for a broader argument that schools are designed to prepare people for a life of essential passivity -- socializing children to obey authority, expect to be controlled with rewards and punishments for persevering at tasks they are compelled to complete, because that is what our economic system requires.
December 26, 2017
Outstanding examination on how there is absolutely NO research that classic homework improves student learning. I am on my fourth year of NO “graded” homework, homework for points, etc., and my students have been great (I do assign readings, some simulations, and a few practice probs several times a week, but - except for the readings - all else is optional). Every teacher needs to read this book!!!
October 18, 2010
While reading Alfie Kohn's The Homework Myth book, I got into debates about its content many times. Here is a compilation of my discussions:
Me: Why do we need homework?
Them: Homework reviews important skills.
Me: Why can't that be done at school? Wouldn't class time be better spent on that practice where the students could get help?
Them: But there isn't enough time to do all that practice and cover the content.
Me: If you understand how to do the work, you don't need to do a lot of practice. If you are lost, then you need instruction, not practice. Also, this would streamline your ability to get through content faster because you wouldn't have to back track when kids don't have homework done.
Them: Well, homework teaches you responsibility. It teaches you how to do work for when you are in high school or college.
Me: No studies actually show this. Aren't their better ways to teach responsibility that don't undermine a child's natural curiosity? Is all that practice really necessary when there isn't a large correlation between homework and high school student achievement either?
Them: Well, we did homework and turned out alright.
Me: Just because we did it doesn't make it good for students, especially since younger and younger students are being assigned more and more work.
Them: Other countries give lots of homework and we need to catch up to them.
Me: Actually, it isn't true that lots of other countries give a lot of homework. In fact, Japan has ended homework in some places. Instead, some places have more class time for instruction and support instead of encroaching upon the family.
It is usually at this point (if not sooner) that whoever I was talking with got frustrated with me and changed the subject.
What impressed me was how thoroughly Kohn presented his argument against homework. Every counterargument that someone mentioned in my conversations, Kohn addresses. Kohn's research on homework is extensive, which makes him very creditable. He cites many sources, as well as providing a list of those sources and about 40 pages of notes at the end of the text about the cited research. Also, Kohn's writing is very well organized. He breaks the content into many chunks making it very easy to follow his ideas. This style furthers the feeling of thoroughness. But, his writing is repetitive. He is constantly adding that research does not back up giving homework for academics, but actually shows it may be harmful. This gets old by half way through the book. I felt that anyone interested and intelligent enough to make it that far in the book had gotten the point by then.
Most interesting to me was the early discussion on the negative effect that homework has on children, particularly the family. Since when I was teaching, I didn't have a family per se, I didn't understand this. Furthermore, growing up my family didn't spend much time together, so homework didn't affect us much. I do remember my parents investing time into our homework though. I don't remember many of these exchanges being tense, but they were time consuming. So as a teacher, I didn't have a lot of personal experience of homework ruining family time and twisting family relationships. Reading this section gave me insight into how homework affects a wider range of families outside of my direct experience.
I was left at the end of this section feeling powerless. I am on board with Kohn that homework should be for older students, and then we should modify how we think about it (more on that in a minute). But, my feelings as a teacher will most likely not affect my child's experiences throughout her eduction. I was left feeling very sad about my poor little girl facing hours of mindless, yet frustrating homework that eats up her evening hours with her parents and her time to relax. I found myself actually thinking I would ask teachers how much homework counts towards final grades to determine if the percentage was worth us just not doing it in our home if we didn't feel it was necessary. I was also contemplating calling Natalie's future school and asking about the homework policy, even though Kindergarten is still about four years away for her.
What I did feel good about was the section where Kohn describes how we should rethink homework. First, he states that we should reset the default so that homework isn't a given. I know as a teacher I though of homework as a given when planning, but mostly so I could fit in as much as possible. When I switched to Nancy Atwell's reading and writing workshop, I didn't do that anymore. And that is the type of homework that Kohn recommends. He strongly recommends free reading. Also, continuing projects not finished in class when students choose not to use class time is another new form of homework that Kohn recommends that I used in my classroom with writing workshop. Choice is a large factor in Kohn's new vision of homework; his endorsement of choice also made me proud of that amount of choice I gave students in reading and writing.
While reading The Homework Myth, I was tempted to buy copies for the superintendents of the school districts I plan to be in contact with in the future. In my mind, that is a big endorsement for Kohn's ideas on homework.
Me: Why do we need homework?
Them: Homework reviews important skills.
Me: Why can't that be done at school? Wouldn't class time be better spent on that practice where the students could get help?
Them: But there isn't enough time to do all that practice and cover the content.
Me: If you understand how to do the work, you don't need to do a lot of practice. If you are lost, then you need instruction, not practice. Also, this would streamline your ability to get through content faster because you wouldn't have to back track when kids don't have homework done.
Them: Well, homework teaches you responsibility. It teaches you how to do work for when you are in high school or college.
Me: No studies actually show this. Aren't their better ways to teach responsibility that don't undermine a child's natural curiosity? Is all that practice really necessary when there isn't a large correlation between homework and high school student achievement either?
Them: Well, we did homework and turned out alright.
Me: Just because we did it doesn't make it good for students, especially since younger and younger students are being assigned more and more work.
Them: Other countries give lots of homework and we need to catch up to them.
Me: Actually, it isn't true that lots of other countries give a lot of homework. In fact, Japan has ended homework in some places. Instead, some places have more class time for instruction and support instead of encroaching upon the family.
It is usually at this point (if not sooner) that whoever I was talking with got frustrated with me and changed the subject.
What impressed me was how thoroughly Kohn presented his argument against homework. Every counterargument that someone mentioned in my conversations, Kohn addresses. Kohn's research on homework is extensive, which makes him very creditable. He cites many sources, as well as providing a list of those sources and about 40 pages of notes at the end of the text about the cited research. Also, Kohn's writing is very well organized. He breaks the content into many chunks making it very easy to follow his ideas. This style furthers the feeling of thoroughness. But, his writing is repetitive. He is constantly adding that research does not back up giving homework for academics, but actually shows it may be harmful. This gets old by half way through the book. I felt that anyone interested and intelligent enough to make it that far in the book had gotten the point by then.
Most interesting to me was the early discussion on the negative effect that homework has on children, particularly the family. Since when I was teaching, I didn't have a family per se, I didn't understand this. Furthermore, growing up my family didn't spend much time together, so homework didn't affect us much. I do remember my parents investing time into our homework though. I don't remember many of these exchanges being tense, but they were time consuming. So as a teacher, I didn't have a lot of personal experience of homework ruining family time and twisting family relationships. Reading this section gave me insight into how homework affects a wider range of families outside of my direct experience.
I was left at the end of this section feeling powerless. I am on board with Kohn that homework should be for older students, and then we should modify how we think about it (more on that in a minute). But, my feelings as a teacher will most likely not affect my child's experiences throughout her eduction. I was left feeling very sad about my poor little girl facing hours of mindless, yet frustrating homework that eats up her evening hours with her parents and her time to relax. I found myself actually thinking I would ask teachers how much homework counts towards final grades to determine if the percentage was worth us just not doing it in our home if we didn't feel it was necessary. I was also contemplating calling Natalie's future school and asking about the homework policy, even though Kindergarten is still about four years away for her.
What I did feel good about was the section where Kohn describes how we should rethink homework. First, he states that we should reset the default so that homework isn't a given. I know as a teacher I though of homework as a given when planning, but mostly so I could fit in as much as possible. When I switched to Nancy Atwell's reading and writing workshop, I didn't do that anymore. And that is the type of homework that Kohn recommends. He strongly recommends free reading. Also, continuing projects not finished in class when students choose not to use class time is another new form of homework that Kohn recommends that I used in my classroom with writing workshop. Choice is a large factor in Kohn's new vision of homework; his endorsement of choice also made me proud of that amount of choice I gave students in reading and writing.
While reading The Homework Myth, I was tempted to buy copies for the superintendents of the school districts I plan to be in contact with in the future. In my mind, that is a big endorsement for Kohn's ideas on homework.
December 16, 2016
The book offers insightful questions that parents, students and educators should be asking in regards to homework. Is it actually addressing the specific needs of every single student? or is it just busywork that does nothing for the top student that finished it within an hour and does nothing for the low scoring student (and perhaps a parent that tried to help out) that finished the assignment in 2 hrs and it is all completely wrong?
Kohn then proceeds to suggest throughout the book that maybe a no-homework policy is best as homework can be assigned only if the teacher thinks it would suit a specific need of a student, or if it is an enriching and organic activity, like helping parents to cook, care for plants, leisure reading, etc. He debunks defenders of the homework policy and supposed "studies" and provides evidence and studies from early 1900's-2006 to support his point of view (just look at his reference section).
This is a good book for any parent, student, administrator or teacher as it provides a different point of view that questions why we do things even when all evidence points to the contrary.
Kohn then proceeds to suggest throughout the book that maybe a no-homework policy is best as homework can be assigned only if the teacher thinks it would suit a specific need of a student, or if it is an enriching and organic activity, like helping parents to cook, care for plants, leisure reading, etc. He debunks defenders of the homework policy and supposed "studies" and provides evidence and studies from early 1900's-2006 to support his point of view (just look at his reference section).
This is a good book for any parent, student, administrator or teacher as it provides a different point of view that questions why we do things even when all evidence points to the contrary.
July 24, 2010
Liked this book a lot. It did have some moments in the middle that seemed a little of course to the topic but I guess it was there to add validity to the history of the myth of homework. The ending was the best. As a teacher who never really understood the reason for homework but always felt like I had to do it because the rest of my school assigns it, I was glad to read this book because Kohn's research comforted me in what I had always felt, that homework does more damage than good. Why do we wonder why students are not interested in learning and school is because we crushed that feeling of awe with loads of homework, standardized testing, and the continual degrading of their trust and nature of wanting to learn. Alfie Kohn also not only backs up his own thoughts about homework but also disproves other "proponents for homework" by actually investigating their research and finding faults in them. It really makes one think about something before quoting a statistic to prove one's point.
January 26, 2016
As a parent and an educator, I've never been a fan of homework. As a parent, I'd prefer my kids had time to mess about, play games, lie on the sofa creating maps to fantastic worlds from the cracks in the ceiling and simply being kids. As a teacher, I'm not a fan mainly because I'm a parent. What does it say about my profession that we spend the day with other people's children trying to make them into critical thinkers who are able to question the world around them and their place in it, and then send them home to do tasks that are mainly designed to be task to simply keep them busy or practise skills that they've already been practising all day? When do we sit down and actually think, well what is the point of homework and why do we assign it?
This book helps to answer that question, and it does so with solid research and with the children's best interests in mind. If you're wavering, as a parent or a teacher, on the issue of whether homework is good or even necessary, read this book.
This book helps to answer that question, and it does so with solid research and with the children's best interests in mind. If you're wavering, as a parent or a teacher, on the issue of whether homework is good or even necessary, read this book.
July 23, 2011
Alfie Kohn has a lot to say. There were parts of this book that were so compelling it made me really depressed about the future of education in this country. It's worth a read if only to challenge some of our deepest assumptions about what homework truly means for education, and on a greater scale, what it means in this country to have a childhood. However I feel the need to disclose I didn't actually completely finish the book. Kohn is so passionate and well researched that he can rant at times, and between reading that AND all of his incredibly thorough citations, it got to be too much. I am sure I will pick it back up at some point though because the one part I didn't read is his solutions to the problem and ideas for the future of education, which is probably more optimistic than the rest of the book!
June 26, 2010
This book postulates that there is little or no correlation between homework and "learning". There is however, a correlation between homework and grades because doing homework results in better grades on that homework. There may be a negative correlation between homework and "learning" because much homework decreases interest in a subject and interest is the number one predictor of success in a subject. One does wonder how one is to grade without homework however. And I certainly notice a large correlation between students who come from backgrounds with extensive homework policies and those who do not. Some seem to lack the basic skills necessary to survive in a prep school environment. An interesting book that helps me to think about what I want to accomplish in my classroom.
June 8, 2008
This is a MUST read for all parents and teachers. Lots of food for thought about homework. As a parent I have come to DETEST homework and as a teacher I have kept that in mind when I assign any. I give a lot less homework than I used to and focus on meaningful homework. It drives me nuts when my kids bring home busywork or work that they CAN'T do and then I have to spend my evening freetime instead of enjoying my kids, dealing with their homework frustrations. Anyway, you can skip over the more research oriented sections if you aren't as interested in that part. But I still think that it's a must read for all teachers and parents!
December 24, 2008
Alfie Kohn has done endless research on this topic and, while reading research can get kind of dry, he does a pretty good job moving his point along. Basically he says that there is no research that shows that homework has any benefit--especially at the primary level where it often is a detriment rather than a benefit to learning. I thought it made its point way better than The Case Against Homework.
June 15, 2015
This book really made me think about my teaching. I don't have children of my own yet, but almost any mom or dad I talk to with kids in elementary school will tell me that the homework their child comes home with is more work for the parent than the kid, and not fun for anyone. This book examines the research that has been used to justify the mountains of homework kids are given, and finds that most homework isn't that beneficial.
March 15, 2009
Love the points in this book! (and I was even one of the kids who did my homework--DH didn't and loved to have his view validated by some actual research) And it made me that much more determined to not discourage my children's natural curiousity and desire to learn, on their terms, even if it means we'll be doing some home schooling.
September 5, 2009
This was much better--better researched, more convincing--than The Case Against Homework. Kohn comes from far left of center in his writing about education. While I didn't agree with all of his interpretations and recommendations, I found a lot of what he said convincing. I think this should be required reading for teachers and administrators--and I recommend it for parents, too.
September 17, 2016
It was great to read a book that echoes what I've learned first-hand as a teacher! This book shines a light on the many negatives associated with HW (including widening the already too wide achievement gap) and the irrational ways we justify it (preparing them for...doing more homework later) rather than questioning whether we should be doing it at all.
December 20, 2008
Although I usually enjoy Mr. Kohn's work, I prefer Etta Kralovek and John Buell's work on this subject. This one leans a little heavy on the elementary level, and I'm more concerned with secondary. Still, when facing the stupefying forces advocating homework, here is a reasonable defense.
April 5, 2016
Good views that can as well apply on business delegation and thinking of meaningful Projects, assignments or daily tasks. Amazing resemblance between children and employees!
January 8, 2019
I wasn't sure whether to give this book 3 stars or 5. On one hand, he does (in his style) provide a fair amount of literature citations, case study, and pedagogical rationale for his thesis. I think he does make a number of really good points that help bring the question of homework into a focus that many other discussions completely fail to.
However, I think the book suffers from poor organization and I think he tries to keep his main pedagogical push separate from that of his other works (or takes his other works as an implied background that gets little additional discussion here). This is a shame because the question of homework is intimately connected with the question of what kind of relationship you want your child to have with knowledge. Questions of punishments, rewards, the forcing of inquiry, and the idea of nonviolent communication are central to what homework attempts. This book treats this more as an aside in attempt to focus instead on the data of effectiveness. I understand why Alfie would want to provide responses to the behavioralist justification, as that might seem more likely to change the opinions of non-hippy parents just looking for what's best and gives the type of data scientists are more drawn to. But the bigger picture with the child's interaction to education and intrinsic motivation has that data too (as his other books have pointed to and as modern research continues to reveal) and I think it provides the natural framework on which all the other minor points made (and numerous ones unmade) could be explained.
His inclusion of some weaker arguments in the text also do not do justice to the subject. I understand it can feel that more arguments may seem solidifying, but often cases that are already well established can be left feeling inadequate when weaker arguments get visited along the way. One cannot help ask why the weak argument was "needed" and if it's weaknesses reflect in the conclusions.
All in all, though, the book is a good overview of a part of the homework research and literature that gets overlooked. Despite structural issues, it can be a very useful starting point for self-research.
However, I think the book suffers from poor organization and I think he tries to keep his main pedagogical push separate from that of his other works (or takes his other works as an implied background that gets little additional discussion here). This is a shame because the question of homework is intimately connected with the question of what kind of relationship you want your child to have with knowledge. Questions of punishments, rewards, the forcing of inquiry, and the idea of nonviolent communication are central to what homework attempts. This book treats this more as an aside in attempt to focus instead on the data of effectiveness. I understand why Alfie would want to provide responses to the behavioralist justification, as that might seem more likely to change the opinions of non-hippy parents just looking for what's best and gives the type of data scientists are more drawn to. But the bigger picture with the child's interaction to education and intrinsic motivation has that data too (as his other books have pointed to and as modern research continues to reveal) and I think it provides the natural framework on which all the other minor points made (and numerous ones unmade) could be explained.
His inclusion of some weaker arguments in the text also do not do justice to the subject. I understand it can feel that more arguments may seem solidifying, but often cases that are already well established can be left feeling inadequate when weaker arguments get visited along the way. One cannot help ask why the weak argument was "needed" and if it's weaknesses reflect in the conclusions.
All in all, though, the book is a good overview of a part of the homework research and literature that gets overlooked. Despite structural issues, it can be a very useful starting point for self-research.
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