I do see homework as having a role in the educational procedure and I do not agree with Alfie Kohn (see post), who appears to believe homework is useless, or even worse, has an unfavorable effect. While Kohn asserts there is practically no research that proves research to be beneficial, I did not see a convincing amount of hard data to support doing away with all research.
Yes, the quantity of research must be based on the trainees age and grade level. As many Kindergarten-3rd grade teachers are self-contained, it needs to be reasonably simple to provide mathematics homework one night, reading or spelling one night, and so on to prevent straining 5 to 8-year-olds. Homework can be a divisive topic in the education community, and we hope you can value this teachers point of view.

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When thinking of homework, teachers find it useful to interact their policy with the families of their students. After just recently completing a Learners Edge course, Jennifer Lindsey, a 4th grade teacher from Pennsylvania, showed on her research philosophy that includes the purposeful functions instructors and households play.

LE: What is your position on the problem of homework?
I address as an educator and as the parent of school age children when I answer this concern. I do see homework as having a function in the academic process and I do not agree with Alfie Kohn (see post), who appears to think homework is worthless, or even worse, has a negative effect. While Kohn asserts there is nearly no research that shows homework to be useful, I did not see a convincing amount of hard information to support eliminating all homework.
Yes, the amount of homework must be based on the trainees age and grade level. As most Kindergarten-3rd grade instructors are self-contained, it should be relatively easy to give math homework one night, reading or spelling one night, and so on to avoid straining 5 to 8-year-olds. Students should not become bored or frustrated if instructors are creative with projects and in interacting the purpose of the project. Those are my goals as a fourth-grade instructor. I see research to extend knowing. Would I appoint 30 mathematics problems to trainees who I know would deal with them, or to trainees who have shown their understanding of the ability? No, in those cases, it is my job as the teacher to customize the projects.
Our book explains it can take 24 repeatings of an ability for a trainee to reach 80% competency. I believe practicing skills is worthwhile. Kohns comparison with tennis does not make sense to me. There are skills in tennis you must practice to improve. There are standard mathematics abilities kids should practice to construct a strong structure prior to moving on to higher-level mathematics abilities. Kohn mentions how trainees might progress at keeping in mind, but not thinking. I see this as two various things; we need students to keep in mind certain truths and after that carry on to using those abilities as thinkers and issue solvers.
As a moms and dad, it can be hard to squeeze in research some nights! My own children have actually brought home projects I thought inappropriate or too lengthy for one night. We do the best we can, and if we have problems or concerns, I reach out to the instructor. Knowing some trainees have little or no assistance in your home must be recognized by educators. Once again, great instructors make it a point to know what some house situations may resemble and to modify appropriately. When possible, coworkers can collaborate, as described in two additional course articles, by establishing a discovering laboratory or including “Drop-In” times during the school day
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Homework can be a dissentious subject in the education community, and we hope you can appreciate this instructors point of view. How do you interact with households about homework?