Summary: The Swedish Liability Of Homework

The Effects of Homework In almost all schools, teachers assign homework assignments to students starting in elementary school. When students begin to grow older and are faced with more challenging classes in junior high and high school, the workload begins to pile up. Students are now becoming more stressed and have

Most people don’t like homework. Not even teachers like it! they have to grade 150-250 pages of homework. It takes them hours to grade them. Students are up at 12:00 am doing homework. How is this fair? Well, its not. many parents in France are already boycotting the “useless” homework. "Teachers don’t realize the pressure they are putting on children," says Jean-Jacques Hazan, president of the FCPE . Some students can not do the homework due to disabilities like ADHD and ADD. It is not fair to the teachers or the students and even the parents! In The Atlantic’s October issue, Karl Taro Greenfeld writes about his experience doing all of his eighth-grade daughter’s homework for one week. Amazed by the amount of time his daughter spent on homework, and worried about the stress it caused, Greenfeld needed to know: Was hours of nightly work teaching her anything, or was it just causing needless stress? His conclusion: “Give the kids a break. Once in a while.” Homework should at least spread out amongst the days. The fact that

For the most part, education in the United States has revolved around the idea of a “work hard, and succeed” system. Educators strongly push for this idea and are in a way obliged to extend learning by assigning more work, which they are unable to complete in a school setting. In turn, they rely on homework to expand knowledge beyond the classroom. Homework has become what may seem a positive influence on education and test scores in the United States. However, It has also become one the biggest burdens on high school students.This burden fails to reflect today’s advancing technological society. It needs to conform to a more individualized and purposeful approach for students.

Mariana Jimenez 2/7/17 Argumentative Essay Period 2 Sandra Dodd once said, “Kids who are in school just visit life sometimes, and then they have to stop to do homework or go to sleep early or get to school on time. They’re constantly reminded they are preparing ‘for real life,’ while being isolated from it.”

Refraining from Homework: Is It a Smart Choice? David Mills’s article published in Healthline, “Is Too Much Homework Bad for Kids’ Health?” is a piece focused upon the extensive amount of time consumed by homework by students of all ages as well as the subsequent health effects that typically result from the issue. With the assistance of multiple studies, Mills argues that current students are highly exceeding the national standard of allotted time for homework and instead recommends several alternatives to the problem, such as primarily focusing upon the assignments that they deem as of appropriate and beneficial quality. Although he specifically asserts that refusing to do the work altogether is one of the best methods to easily relieve the increasing pressure felt by students in vigorous schooling systems, it actually has the opposite effect: by delaying the work until later, students fall into an endless cycle of being

The dreaded topic of homework is discussed in this article. Students in EDU 360/560 will use ERIC online to access the following document for this reflection assignment and post using the template below. Gill, B.P., & Schlossman, S. L. (2004). Villian or Savior? The American Discourse on Homework, 1850 - 2003. Theory Into Practice, 43(3), 174 - 181.

“Homework is arguably the worst punishment inflicted upon the student body.” One would think this extreme statement would come from the 10-year boys and girls who complain to their parents about the homework they have to complete. However, Rodney Jones starts of his argument against homework using this statement. He

On average, American high school teachers assign approximately 3.5 hours of homework each week, meaning that teens with multiple classes spend around 17.5 hours a week working on these assignments. In only 13 years, the percentage of teens that claim they spend an hour on homework each day has increased to 45%, from the 39% in 1994 (Bidwell). Parents and students across the country are beginning to spot the flaws in these homework methods, however, claiming that academics are merely being memorized instead of thoroughly taught. Is homework truly helping America’s students? To the majority of high schoolers, the answer is clear: homework is unnecessary for academic development.

Homework allows parents to become involved in their child’s education, and communicate more with their children regarding school (Plato). It is the link which allows parents to know what their child is learning at school. Homework is also a great method for reinforcing concepts learned in class. Sharon Stallings, principal of Signal High School in NJ says that “Homework is important because it’s an opportunity for students to review materials that are covered in the classroom. You need to practice in order to become proficient” (Akman). There is only so much time that teachers have in the classroom. Homework offers more practice that can’t be completed in class time so students can master the subject content. This practice at home is essential, because American students already spend much less time studying academic content when compared to students of other countries. A study by the National Education Commission on Time and Learning found that “students abroad are required to work on demanding subject matter at least twice as long as US students” (Marzano & Pickering, 2007). With that said, the fact that students in countries like Japan, Germany, and France outperform students in the US is not that surprising. Proponents of homework believe homework is one of the ways we can raise the quality and standard of American

In many American households, homework is the main cause of stress. Some people think that America is not so well and adding more homework will fix that problem. A study by Indiana University found that students who do more homework tend to get higher scores on standardized tests” (“Do Kids Need Homework?”). “Plus, part of growing up is learning to balance outside activities and the demands of schoolwork” (“Should Parents Help Kids With Homework?). Teachers have their reasons as well. “Teachers say homework is important in the learning process and can help kids develop study and organizational skills. They say kids need to practice what they've learned in school so that the material sticks in their brain” (Strauss). “Having too much homework

It is a well known fact that students of various ages and schools are assigned homework, although the motive for giving said homework may vary depending on the teacher. However, the debate about whether homework is helping or hindering education is at a stalemate. Stated simply, homework is work assigned by teachers that students should complete at home or any other non-school setting. Just how effective is homework in the long run? Is it just adding unnecessary stress to students without truly adding enough positivity to make the homework worth it? Although homework can seem burdensome, it undoubtedly solidifies concepts learned in class and aids in the development of timeless skills such as time management and accountability.

There are many key components of every student’s high school experience: classes, social events, planning for the future, and, of course, homework. Some get more assignments than others depending on the rigor of one’s courses, but everyone is bound to be assigned homework in high school; in some cases, it

In “The Trouble with Homework” by Annie Murphy Paul for The New York Times, she says that “The quantity of students’ homework is a lot less important than its quality.”-Murphy Paul. The article reveals students in this decade have more homework ever before because most of it is busy work. It can be concluded homework done just to get credit is pointless.

The debate that is currently happening throughout America is whether children should or should not be forced to have homework, a standard part of education that has been in existence since at least early 1900’s. Homework began generations ago, and “has generally been viewed as a positive practice and accepted without question as part of the student routine;” however, “over the years, homework in U.S. schools has evolved from the once simple tasks of memorizing math facts or writing spelling words to complex projects” (Vatterott). Not only recently but even at the end of the 19th century was homework getting in the way of family life. Children normally always have house roles that they are expected to complete and around the 19th century “many families could not afford to have their children continue schooling, given the requisite two to three hours of homework each night” (Vatterott). Not just in current situations, but also the 19th and 20th centuries, the children play as helpers and workers in the

Homework is defined as those “tasks assigned to students by school teachers that are meant to be carried out during non-school hours”, and excludes activities such as home-study courses or extra-curricular activities such as sports or music (Cooper’s (1989, p7)). Cooper’s (1989) clear and succinct definition of homework provides a basis for homework research. Current research has understood that homework is a complex process that is influenced by a variety of factors (Trautwein and Koller 2003– see Dettmers Tautwein Ludtke), such as motivation (Dettmers Tautwein Ludtke), quantity, purpose, teacher feedback, age (Cooper 1989), gender and socio-economic background (Tymms Fitz Gibbon). This paper will provide a brief historical overview of the homework debate, followed by a summary of results from current literature and their implications on practice.