When thinking about research, teachers find it beneficial to communicate their policy with the families of their trainees. After just recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade instructor from Pennsylvania, assessed her research philosophy which includes the purposeful functions instructors and households play.

LE: What is your position on the issue of research?
I address as a teacher and as the parent of school age children when I answer this question. I do see research as having a function in the academic process and I do not concur with Alfie Kohn (see post), who appears to think research is worthless, or even worse, has an unfavorable impact. While Kohn asserts there is nearly no research that proves homework to be beneficial, I did not see a convincing amount of tough data to support getting rid of all research.
Yes, the amount of homework must be based upon the students age and grade level. As a lot of Kindergarten-3rd grade teachers are self-contained, it needs to be reasonably easy to provide math homework one night, spelling or checking out one night, etc to prevent straining 5 to 8-year-olds. Students must not become bored or frustrated if teachers are imaginative with projects and in interacting the purpose of the assignment. Those are my goals as a fourth-grade instructor. I see research to extend knowing. Would I designate 30 math issues to students who I know would struggle with them, or to students who have shown their understanding of the ability? No, in those cases, it is my job as the teacher to customize the tasks.
Our textbook mentions it can take 24 repetitions of a skill for a trainee to reach 80% proficiency. I think practicing skills is beneficial. Kohns contrast with tennis does not make good sense to me. There are skills in tennis you must practice to improve. There are basic math abilities children must practice to build a strong foundation before proceeding to higher-level mathematics skills. Kohn explains how trainees may end up being better at keeping in mind, however not believing. I see this as two different things; we require students to bear in mind particular facts and after that move on to using those abilities as thinkers and issue solvers.
As a moms and dad, it can be hard to squeeze in research some nights! My own children have actually brought house tasks I thought too lengthy or inappropriate for one night. We do the very best we can, and if we have issues or issues, I connect to the instructor. Knowing some students have little or no assistance in your home should be recognized by educators. Once again, great instructors make it an indicate understand what some house scenarios may be like and to customize accordingly. When possible, coworkers can collaborate, as explained in 2 additional course articles, by developing a discovering lab or including “Drop-In” times throughout the school day
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I do see research as having a function in the instructional procedure and I do not concur with Alfie Kohn (see article), who appears to believe homework is useless, or even worse, has an unfavorable effect. While Kohn asserts there is nearly no research that proves homework to be beneficial, I did not see a persuading quantity of difficult data to support doing away with all homework.
Yes, the quantity of research should be based on the trainees age and grade level. As most Kindergarten-3rd grade instructors are self-contained, it needs to be fairly easy to provide math research one night, spelling or checking out one night, etc to avoid straining 5 to 8-year-olds. Homework can be a divisive subject in the education neighborhood, and we hope you can value this instructors point of view.

Research can be a dissentious topic in the education community, and we hope you can value this instructors viewpoint. We wish to hear your ideas about research. What is your viewpoint? How do you interact with families about homework?