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Research can be a dissentious topic in the education community, and we hope you can appreciate this instructors perspective. We want to hear your thoughts about research. What is your philosophy? How do you interact with households about research?

LE: What is your position on the problem of research?
I answer as an educator and as the moms and dad of school age children when I answer this concern. I do see research as having a function in the academic process and I do not concur with Alfie Kohn (see short article), who appears to think research is worthless, or even worse, has a negative impact. While Kohn asserts there is almost no research that proves homework to be advantageous, I did not see a persuading amount of hard information to support doing away with all research.
Yes, the amount of research must be based on the students age and grade level. As the majority of Kindergarten-3rd grade instructors are self-contained, it must be fairly simple to offer math homework one night, spelling or checking out one night, etc to prevent overloading 5 to 8-year-olds. If teachers are creative with tasks and in interacting the function of the task, trainees should not become frustrated or bored. Those are my goals as a fourth-grade instructor. I see research to extend learning. Would I assign 30 mathematics problems to students who I know would fight with them, or to students who have demonstrated their understanding of the skill? No, in those cases, it is my task as the teacher to modify the projects.
Our textbook mentions it can take 24 repeatings of an ability for a trainee to reach 80% proficiency. I believe practicing skills is beneficial. Kohns contrast with tennis does not make sense to me. There are abilities in tennis you must practice to enhance. There are standard math skills kids should practice to construct a solid structure before proceeding to higher-level mathematics skills. Kohn mentions how trainees might end up being much better at keeping in mind, but not believing. I see this as 2 various things; we need trainees to bear in mind particular realities and then carry on to utilizing those abilities as thinkers and issue solvers.
As a moms and dad, it can be difficult to squeeze in homework some nights! We do the finest we can, and if we have issues or concerns, I reach out to the instructor. Once again, great teachers make it a point to know what some home situations may be like and to modify accordingly.

When believing about homework, instructors discover it beneficial to communicate their policy with the households of their students. After just recently finishing a Learners Edge course, Jennifer Lindsey, a fourth grade instructor from Pennsylvania, reviewed her research approach which includes the purposeful roles teachers and families play.

I do see homework as having a role in the instructional process 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 practically no research that proves homework to be useful, I did not see a convincing amount of hard data to support doing away with all homework.
Yes, the amount of homework ought to be based on the students age and grade level. As the majority of Kindergarten-3rd grade teachers are self-contained, it should be relatively easy to give mathematics research one night, spelling or reading one night, and so on to prevent overwhelming 5 to 8-year-olds. Research can be a dissentious topic in the education neighborhood, and we hope you can value this instructors point of view.