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ERIC Number: ED376573
Record Type: RIE
Publication Date: 1994
Pages: 74
Abstractor: N/A
ISBN: ISBN-0-8039-6163-4
The Battle over Homework. An Administrator's Guide to Setting Sound and Effective Policies. The Practicing Administrator's Leadership Series.
Cooper, Harris
For many years, homework has been a topic of heated public discussion and concern of students, parents, teachers, and administrators. Perhaps the most crucial question regards its efficacy for improving academic achievement. This book combines the results of research studies and exemplary practices to provide guidance about homework to administrators. It discusses the effects of homework, explores variations in the homework process, and shows how to develop and implement policy guidelines. Homework issues at both the elementary and secondary levels are addressed. The first chapter contains: (1) a general definition of homework; (2) attitudes toward homework; (3) the effects of homework; and (4) factors affecting the utility of homework. Chapter 2 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. The third chapter reviews research that examined the amount of homework and time spent on homework necessary for optimal achievement at different grade levels. Studies of variations in homework assignments that have differential effects on achievement are discussed in chapter 4. The final chapter reviews some of the policy recommendations offered by government and private education agencies, which are integrated with information from the previous chapters into a set of homework policy guidelines. Three tables, three figures, two exhibits, and an annotated bibliography are included. Contains 26 references. (LMI)
Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320-2218 ($15).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A