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LE: What is your position on the concern of research?
When I address this concern, I address as an educator and as the parent of school age children. I do see research as having a role in the educational process and I do not agree with Alfie Kohn (see short article), who appears to think research is useless, or worse, has a negative impact. While Kohn asserts there is nearly no research that proves homework to be useful, I did not see a convincing quantity of difficult data to support eliminating all research.
Yes, the amount of homework need to be based on the trainees age and grade level. As a lot of Kindergarten-3rd grade instructors are self-contained, it ought to be reasonably basic to provide mathematics research one night, spelling or checking out one night, and so on to avoid straining 5 to 8-year-olds. I see homework to extend knowing.
Our book explains it can take 24 repetitions of an ability for a trainee to reach 80% competency. I think practicing skills is rewarding. Kohns comparison with tennis does not make sense to me. There are abilities in tennis you must practice to improve. There are standard mathematics skills kids should practice to develop a strong structure before proceeding to higher-level mathematics abilities. Kohn points out how trainees might become much better at remembering, but not believing. I see this as two different things; we require trainees to keep in mind particular facts and then move on to utilizing those skills as thinkers and problem solvers.
As a moms and dad, it can be challenging to squeeze in research some nights! We do the finest we can, and if we have problems or concerns, I reach out to the teacher. Again, good instructors make it a point to know what some home circumstances might be like and to customize accordingly.

When believing about research, instructors discover it useful to interact their policy with the families of their students. After just recently completing a Learners Edge course, Jennifer Lindsey, a fourth grade teacher from Pennsylvania, reviewed her research approach that includes the purposeful functions teachers and families play.

I do see homework as having a role in the instructional process and I do not concur with Alfie Kohn (see short article), who appears to believe homework is useless, or even worse, has a negative impact. While Kohn asserts there is practically no research study that shows homework to be helpful, I did not see a persuading quantity of hard information to support doing away with all homework.
Yes, the quantity of research need to be based on the students age and grade level. As many Kindergarten-3rd grade teachers are self-contained, it should be fairly easy to offer mathematics research one night, spelling or checking out one night, and so on to avoid overloading 5 to 8-year-olds. Research can be a dissentious subject in the education community, and we hope you can value this teachers point of view.

Research can be a divisive topic in the education community, and we hope you can value this instructors point of view. We would like to hear your ideas about research. What is your philosophy? How do you interact with families about research?