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ERIC Number: ED217022
Record Type: RIE
Publication Date: 1981
Pages: 33
Abstractor: N/A
Reference Count: 0
ISBN: ISBN-0-8106-1036-1
ISSN: N/A
Homework as a Learning Experience. What Research Says to the Teacher.
LaConte, Ronald T.
Three types of homework assignments are commmon in schools in the United States: practice, preparation, and extension. To be effective, practice exercises must be highly individualized and based on the progress of each student. Preparation normally refers to reading assignments given prior to class meetings. Homework of this sort should be carefully assigned to ensure that the student receives a clear idea of the assignment's purpose. Extension homework attempts to take the student beyond the work done in class. Research into the effectiveness of homework in improving academic achievement is inconclusive. The role of homework as a link between home and school is vital, and assignments can serve as a means of providing a bond of common effort between parent, child, and teacher. Inappropriate or badly explained assignments, however, can just as readily serve as a source of antagonism between parent, teacher, and child. The emergence of cable television, home computers, videotape and videodiscs, and information utilities is changing the role and format of home study, and, for the teacher interested in the question of homework, the primary significance of these trends lies not in their suggestions for present homework practices but rather their implications for future practices. A list is provided in this pamphlet of basic guidelines and principles that can help the classroom teacher arrive at a feasible homework policy. (JD)
NEA Professional Library, P. O. Box 509, West Haven, CT 06516 (Stock No. 1036-1-10, $1.50).
Publication Type: Reports - Descriptive; Information Analyses; Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Education Association, Washington, DC.
Identifiers: N/A