I do see research as having a function in the instructional procedure and I do not agree with Alfie Kohn (see post), who appears to believe research is useless, or worse, has a negative impact. While Kohn asserts there is almost no research that shows research to be useful, I did not see a persuading amount of tough data to support doing away with all homework.
Yes, the amount of research need to be based on the trainees age and grade level. As a lot of Kindergarten-3rd grade teachers are self-contained, it ought to be fairly simple to offer math homework one night, spelling or reading 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 instructors point of view.

LE: What is your position on the problem of homework?
I answer as a teacher and as the parent of school age children when I answer this concern. I do see homework as having a role in the academic process and I do not concur with Alfie Kohn (see post), who appears to believe research is useless, or worse, has a negative impact. While Kohn asserts there is almost no research study that shows homework to be beneficial, I did not see a convincing quantity of difficult data to support eliminating all homework.
Yes, the amount of homework must be based on the students age and grade level. As many Kindergarten-3rd grade instructors are self-contained, it needs to be reasonably simple to give math homework one night, checking out or spelling one night, etc to avoid overwhelming 5 to 8-year-olds. I see homework to extend knowing.
Our book mentions it can take 24 repetitions of an ability for a student to reach 80% competency. I think practicing abilities is worthwhile. Kohns comparison with tennis does not make sense to me. There are abilities in tennis you must practice to enhance. There are fundamental mathematics abilities kids must practice to build a solid foundation prior to proceeding to higher-level math abilities. Kohn explains how students might progress at keeping in mind, but not thinking. I see this as two different things; we require students to remember certain facts and then proceed to using those abilities as thinkers and problem solvers.
As a parent, it can be difficult to squeeze in homework some nights! My own kids have brought home tasks I believed improper or too prolonged for one night. We do the very best we can, and if we have issues or problems, I reach out to the instructor. Understanding some students have little or no assistance in your home should be recognized by teachers. Again, excellent teachers make it a point to know what some house scenarios might be like and to modify accordingly. When possible, associates can work together, as described in two supplemental course posts, by developing a learning laboratory or incorporating “Drop-In” times during the school day
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When thinking about homework, instructors discover it beneficial to communicate their policy with the households of their trainees. After just recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade teacher from Pennsylvania, assessed her research approach which includes the purposeful functions instructors and families play.

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Homework can be a divisive topic in the education community, and we hope you can appreciate this teachers viewpoint. We wish to hear your thoughts about homework. What is your viewpoint? How do you interact with families about research?