When thinking of research, teachers discover it helpful to communicate their policy with the households of their students. After just recently completing a Learners Edge course, Jennifer Lindsey, a fourth grade instructor from Pennsylvania, assessed her homework approach which consists of the purposeful functions teachers and families play.

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

LE: What is your position on the concern of research?
When I answer this concern, I respond to as an educator and as the parent of school age kids. 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 believe homework is useless, or even worse, has an unfavorable effect. While Kohn asserts there is nearly no research study that proves research to be advantageous, I did not see a convincing amount of hard information to support getting rid of all homework.
Yes, the amount of research need to be based on the students age and grade level. As a lot of Kindergarten-3rd grade teachers are self-contained, it needs to be reasonably basic to offer mathematics homework one night, spelling or checking out one night, and so on to prevent overloading 5 to 8-year-olds. I see research to extend learning.
Our book points out it can take 24 repeatings of an ability for a trainee to reach 80% competency. I believe practicing skills is beneficial. Kohns comparison with tennis does not make sense to me. There are abilities in tennis you should practice to improve. There are basic mathematics skills children must practice to build a strong foundation before carrying on to higher-level math abilities. Kohn mentions how trainees may end up being much better at keeping in mind, however not thinking. I see this as two different things; we require trainees to bear in mind certain truths and then proceed to utilizing those skills as thinkers and issue solvers.
As a parent, it can be hard to squeeze in research some nights! My own children have brought house projects I believed too prolonged or unsuitable for one night. We do the finest we can, and if we have problems or concerns, I reach out to the teacher. Understanding some students have little or no support in the house must be recognized by educators. Again, good instructors make it a point to know what some house circumstances may resemble and to customize appropriately. When possible, associates can work together, as explained in two supplemental course short articles, by developing a learning lab or incorporating “Drop-In” times throughout the school day
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I do see research as having a role in the educational process and I do not concur with Alfie Kohn (see short article), who appears to believe research is worthless, or worse, has an unfavorable effect. While Kohn asserts there is almost no research that shows homework to be useful, I did not see a convincing amount of tough information to support doing away with all research.
Yes, the amount of homework should be based on the trainees age and grade level. As the majority of Kindergarten-3rd grade teachers are self-contained, it should be reasonably easy to provide mathematics research one night, checking out or spelling one night, and so on to prevent straining 5 to 8-year-olds. Homework can be a dissentious subject in the education neighborhood, and we hope you can appreciate this teachers point of view.