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I do see research as having a function in the instructional procedure and I do not agree with Alfie Kohn (see article), who appears to think research is useless, or worse, has a negative effect. While Kohn asserts there is nearly no research that proves homework to be useful, I did not see a persuading amount of tough data to support doing away with all research.
Yes, the quantity of research must be based on the students age and grade level. As many Kindergarten-3rd grade instructors are self-contained, it must be relatively basic to give mathematics research one night, checking out or spelling one night, and so on to avoid overwhelming 5 to 8-year-olds. Research can be a dissentious subject in the education community, and we hope you can appreciate this instructors point of view.

LE: What is your position on the concern of homework?
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 procedure and I do not concur with Alfie Kohn (see article), who appears to believe research is useless, or even worse, has an unfavorable effect. While Kohn asserts there is practically no research study that proves research to be useful, I did not see a persuading amount of tough data to support doing away with all research.
Yes, the quantity of homework ought to be based on the students age and grade level. As most Kindergarten-3rd grade instructors are self-contained, it should be relatively basic to give math homework one night, spelling or reading one night, etc to avoid overloading 5 to 8-year-olds. Students need to not become annoyed or bored if instructors are creative with assignments and in interacting the function of the task. Those are my objectives as a fourth-grade instructor. I see research to extend learning. Would I designate 30 math problems to students who I understand would have problem with them, or to students who have demonstrated their understanding of the skill? No, in those cases, it is my task as the instructor to modify the assignments.
Our textbook points out it can take 24 repeatings of an ability for a student to reach 80% proficiency. Kohn points out how students may end up being much better at remembering, but not believing. I see this as 2 different things; we require trainees to remember particular facts and then move on to using those abilities as thinkers and problem solvers.
As a parent, it can be challenging to squeeze in homework some nights! We do the best we can, and if we have problems or concerns, I reach out to the instructor. Once again, excellent instructors make it a point to know what some house situations may be like and to customize appropriately.

When considering research, instructors find it useful to communicate their policy with the households of their trainees. After just recently finishing a Learners Edge course, Jennifer Lindsey, a 4th grade instructor from Pennsylvania, assessed her research approach that includes the purposeful roles teachers and households play.

Homework can be a dissentious topic in the education community, and we hope you can appreciate this teachers point of view. How do you communicate with households about homework?