ERIC Number: ED118559
Record Type: RIE
Publication Date: 1975
Reference Count: 0
Homework. What Research Says to the Teacher.
National Education Association, Washington, DC.
This booklet is an evaluation of the use of homework as it contributes to learning. The main contention of the booklet is that as often as possible homework should be in the form of independent study projects and should be interesting and enjoyable rather than boring or overly difficult. It is suggested that homework assignments which are too long or too disagreeable create a great deal of anxiety in students, particularly those most anxious to succeed. The document refers to experiments in which homework loads were reduced in school systems with no noticeable decline in accomplishment, while children and their families both seemed pleased with the change. Unpleasant homework assignments are also criticized as leading to cheating, since many students do not see the need for doing the work themselves. It is stated that it is not in fact known whether or not homework detracts from the student's interest or vitality in the classroom. Creative assignments which genuinely challenge students and are geared to their ability levels are seen as useful when assigned in moderation. A bibliography by the ERIC Clearinghouse on Teacher Education of other literature on the subject of homework is included. (CD)
Descriptors: Academic Achievement, Assignments, Cheating, Creative Thinking, Elementary Secondary Education, Guidance, Home Study, Homework, Independent Study, Learning Theories, Student Motivation, Study Skills
NEA Publications, Order Department, The Academic Building, Saw Mill Road, West Haven Connecticut 06516 (Stock No. 1036-1-00, no price quoted)
Publication Type: Books
Education Level: N/A
Authoring Institution: National Education Association, Washington, DC.