Rethinking Homework: Best Practices That Support Diverse Needs

by Cathy Vatterott, Association for Supervision and Curriculum Development (Contributor)

In this updated edition, Cathy Vatterott examines the role homework has played in the culture of schooling over the years; how such factors as family life, the media, and "homework gap" issues based on shifting demographics have affected the homework controversy; and what recent research as well as common sense tell us about the effects of homework on student learning. She also explores how the current homework debate has been reshaped by forces including the Common Core, a pervasive media and technology presence, the mass hysteria of "achievement culture," and the increasing shift to standards-based and formative assessment. The best way to address the homework controversy is not to eliminate homework. Instead, the author urges educators to replace the old paradigm (characterized by long-standing cultural beliefs, moralistic views, and behaviorist philosophy) with a new paradigm based on the following Numerous examples from teachers and schools illustrate the new paradigm in action, and readers will find useful new tools to start them on their own journey. The end product is homework that works―for all students, at all levels.

Genres: Education

216 pages, Paperback

Published September 25, 2018

Reviews

[Virginia Marcos · Rating 3 out of 5]

El resumen es que el debate de si la tarea es buena o mala va a seguir por muchos años porque los estudios que se han hecho no son concluyentes. El problema radica en que el muestreo es pequeño y que los factores que intervienen son muchísimos como para poder controlarlos.

Aún así hay algunas ideas interesantes a la hora de abordar lo que vemos en el aula, como el sistema de los 10min o la diferencia de actitud del estudiante cuando puede elegir la tarea. El clásico, ¿quieres una manzana o una naranja? en lugar de ¿Quieres fruta, niño?.

[Sammie · Rating 3 out of 5]

I agree that homework assigned should be meaningful vs. busy work, and that it should be varied in type so students have choices in expressing what they've learned... but the concept of no homework, I am not on board with. The idea of teachers personalizing difficulty if work assigned to each students level is not realistic when they have so many students. There were many concepts presented that I could not get behind and although both sides of an argument were presented, the writing was definitely skewed to the authors opinion of what should be done.

[Kate Stoczanyn · Rating 3 out of 5]

I really felt like the first part featured a pretty negative view of teachers. The final two chapters had some interesting ideas - though I really feel like the audience was parents/teachers of elementary-aged students.

[Melissa Barbier · Rating 4 out of 5]

It has some great ideas on how to change homework and change our thinking on homework to make it more meaningful for our students.

[Shai · Rating 3 out of 5]

It was an interesting read. I don't agree with children not having homework. I think it's a way for parents to know what the children are working on and to gauge how easy it is or where they struggle. I DO agree with making homework purposeful. I agree with differentiating it in theory - who has the time to differentiate homework by level each and every day for all of the levels in the classroom?