Reforming Homework: Practices, Learning and Policies
The controversy over homework has raged for over 100 years and is being reignited by new research by educators not only about homework's purpose and design, but also about the definition of the word itself. Through years of research, the authors propose that a sociocultural conception of homework provides a superior explanation for the value of homework for student learning. Reforming Homework discusses the sociocultural conception of homework and the research conducted into schools which are engaging in these reform practices. The book argues that there are two main problems with homework as it is currently planned and organised. First, much homework is repetitive (practice) and does not contribute to new learning. Secondly, much homework is too complex and difficult for students to complete by themselves. Such complex tasks come at a considerable cost to family life, parental time and equity. The book promotes the view that there are different ways of approaching homework as a cultural practice and that there are different ways of ways of organising homework for different school and cultural contexts. Key features: Reforming Homework reviews the literature on the relationship between homework, learning and achievement; The book examines research into student, teacher and parent perceptions of homework; Chapter 4 examines homework as a cultural practice and explores the cultural practices around homework; Chapter 9 explores the role of homework and its role in educational disadvantage and equity; Chapters 10 and 11 analyse issues for policy arising from different perceptions about homework and examines homework policies both nationally and internationally. The book concludes by proposing a new theory and framework for the homework and learning relationship.
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