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I do see homework as having a function in the instructional process and I do not agree with Alfie Kohn (see post), who appears to think research is worthless, or even worse, has an unfavorable effect. While Kohn asserts there is almost no research that proves research to be useful, I did not see a persuading amount of tough data to support doing away with all homework.
Yes, the quantity of research need to be based on the trainees age and grade level. As the majority of Kindergarten-3rd grade instructors are self-contained, it ought to be reasonably basic to give math homework one night, spelling or reading one night, etc to prevent straining 5 to 8-year-olds. Research can be a divisive topic in the education community, and we hope you can value this instructors point of view.

LE: What is your position on the issue of research?
I address as an educator and as the parent of school age kids when I address this concern. I do see homework as having a function in the educational procedure and I do not concur with Alfie Kohn (see post), who appears to believe research is useless, or even worse, has a negative impact. While Kohn asserts there is nearly no research study that shows research to be advantageous, I did not see a persuading amount of hard data to support eliminating all research.
Yes, the quantity of research must be based upon the students age and grade level. As most Kindergarten-3rd grade instructors are self-contained, it must be fairly easy to give mathematics research one night, spelling or checking out one night, and so on to prevent straining 5 to 8-year-olds. If teachers are imaginative with projects and in interacting the function of the project, trainees should not become annoyed or bored. Those are my goals as a fourth-grade teacher. I see research to extend learning. Would I designate 30 mathematics problems to students who I know would fight with them, or to trainees who have demonstrated their understanding of the ability? No, in those cases, it is my job as the instructor to modify the assignments.
Our book points out it can take 24 repeatings of a skill for a trainee to reach 80% proficiency. Kohn points out how trainees might end up being better at remembering, but not thinking. I see this as two different things; we require trainees to keep in mind particular truths and then move on to using those skills as thinkers and problem solvers.
As a parent, it can be hard to squeeze in homework some nights! We do the best we can, and if we have concerns or issues, I reach out to the teacher. Again, great teachers make it a point to understand what some home situations might be like and to customize appropriately.

Homework can be a dissentious topic in the education neighborhood, and we hope you can appreciate this instructors point of view. How do you communicate with families about research?

When thinking of research, teachers discover it helpful to interact their policy with the families of their trainees. After recently finishing a Learners Edge course, Jennifer Lindsey, a fourth grade instructor from Pennsylvania, reflected on her homework philosophy that includes the purposeful functions instructors and households play.