NotesFAQContact Us
Search Tips
ERIC Number: EJ792320
Record Type: Journal
Publication Date: 2006-Aug
Pages: 4
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-1049-5851
Down with Homework
Kohn, Alfie
Instructor, v116 n2 p43-45, 68 Sep 2006
After spending most of the day in school, students are given additional assignments to be completed at home. It is worth asking not only whether there are good reasons to support the nearly universal practice of assigning homework, but why it is so often taken for granted--even by vast numbers of teachers and parents who are troubled by its impact on children. The mystery deepens as widespread assumptions about the benefits of homework--higher achievement and the promotion of such virtues as self-discipline and responsibility--are not substantiated by the available evidence. In this article, the author discusses the myth about homework and its negative impact on children. He suggests that teachers ought to be able to exercise their judgment in determining how they want to deal with homework, taking account of the needs and preferences of the specific children in their classrooms, rather than having to conform to a fixed policy that has been imposed on them.
Scholastic. 557 Broadway, New York, NY 10012. Tel: 800-724-6527; Tel: 866-436-2455; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A