I do see research as having a role in the instructional process and I do not concur with Alfie Kohn (see article), who appears to think research is useless, or even worse, has a negative effect. While Kohn asserts there is nearly no research that shows homework to be useful, I did not see a convincing quantity of hard information to support doing away with all research.
Yes, the amount of homework ought to be based on the students age and grade level. As most Kindergarten-3rd grade teachers are self-contained, it should be relatively easy to offer math homework one night, checking out or spelling one night, and so on to prevent overloading 5 to 8-year-olds. Homework can be a dissentious subject in the education community, and we hope you can value this teachers point of view.

LE: What is your position on the problem of homework?
When I answer this concern, I address as an educator and as the parent of school age children. I do see homework as having a function in the academic procedure and I do not agree with Alfie Kohn (see short article), who appears to think homework is useless, or even worse, has an unfavorable effect. While Kohn asserts there is practically no research that shows homework to be beneficial, I did not see a persuading amount of tough data to support eliminating all research.
Yes, the quantity of homework need to be based on the trainees age and grade level. As the majority of Kindergarten-3rd grade instructors are self-contained, it must be relatively easy to give math research one night, reading or spelling one night, etc to prevent overwhelming 5 to 8-year-olds. If instructors are creative with assignments and in communicating the purpose of the project, students ought to not become bored or frustrated. Those are my objectives as a fourth-grade instructor. I see homework to extend knowing. Would I assign 30 math issues to trainees who I know would deal with them, or to trainees who have demonstrated their understanding of the ability? No, in those cases, it is my task as the teacher to modify the projects.
Our textbook explains it can take 24 repeatings of a skill for a trainee to reach 80% competency. I believe practicing skills is rewarding. Kohns comparison with tennis does not make sense to me. There are abilities in tennis you must practice to enhance. There are fundamental math skills children must practice to develop a solid structure prior to proceeding to higher-level mathematics abilities. Kohn mentions how students might progress at remembering, but not thinking. I see this as two various things; we need trainees to remember specific realities and after that proceed to using those abilities as thinkers and issue solvers.
As a parent, it can be challenging to squeeze in research some nights! We do the best we can, and if we have concerns or problems, I reach out to the teacher. Once again, great teachers make it a point to understand what some house situations may be like and to modify accordingly.

When thinking about research, instructors discover it useful to communicate their policy with the households of their students. After just recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade instructor from Pennsylvania, reflected on her homework approach that includes the purposeful roles teachers and families play.

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

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