When thinking of research, instructors find it beneficial to interact their policy with the households of their trainees. After recently completing a Learners Edge course, Jennifer Lindsey, a fourth grade instructor from Pennsylvania, reflected on her research viewpoint that includes the purposeful roles teachers and families play.

LE: What is your position on the concern of research?
I respond to as an educator and as the parent of school age children when I address this question. I do see research as having a function in the educational process and I do not agree with Alfie Kohn (see short article), who appears to believe research is useless, or worse, has a negative effect. While Kohn asserts there is nearly no research study that shows homework to be helpful, I did not see a convincing quantity of hard information to support eliminating all homework.
Yes, the amount of research must be based on the students age and grade level. As the majority of Kindergarten-3rd grade teachers are self-contained, it must be reasonably basic to provide math homework one night, spelling or reading one night, etc to prevent straining 5 to 8-year-olds. If teachers are imaginative with tasks and in interacting the function of the task, students ought to not become frustrated or bored. Those are my objectives as a fourth-grade teacher. I see homework to extend learning. Would I designate 30 mathematics issues to students who I understand would deal with them, or to students who have shown their understanding of the ability? No, in those cases, it is my job as the instructor to customize the tasks.
Our book points out it can take 24 repeatings of a skill for a student to reach 80% proficiency. Kohn points out how students might become much better at remembering, but not believing. I see this as 2 various things; we need students to keep in mind particular realities and then move on to utilizing those skills as thinkers and problem solvers.
As a moms and dad, it can be tough to squeeze in research some nights! We do the finest we can, and if we have issues or issues, I reach out to the instructor. Again, good teachers make it a point to understand what some home situations may be like and to modify accordingly.

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I do see homework as having a function in the educational procedure and I do not agree with Alfie Kohn (see post), who appears to believe research is useless, or even worse, has an unfavorable effect. While Kohn asserts there is practically no research that shows homework to be useful, I did not see a persuading quantity of hard data to support doing away with all research.
Yes, the quantity of homework ought to be based on the trainees age and grade level. As many Kindergarten-3rd grade teachers are self-contained, it needs to be fairly easy to give mathematics research one night, spelling or checking out one night, etc to avoid straining 5 to 8-year-olds. Research can be a divisive subject in the education neighborhood, and we hope you can value this teachers point of view.

Research can be a dissentious subject in the education neighborhood, and we hope you can value this instructors perspective. We would like to hear your ideas about research. What is your approach? How do you communicate with households about research?