Carole Ames of Michigan State University points out that
it isn’t “quantitative changes in behavior” – such as requiring students to
spend more hours in front of books or worksheets – that help children learn
better. Rather, it’s “qualitative changes in the ways students view
themselves in relation to the task, engage in the process of learning, and
then respond to the learning activities and situation.” In turn, these
attitudes and responses emerge from the way teachers think about learning
and, as a result, how they organize their classrooms. Assigning
homework is unlikely to have a positive effect on any of these
variables. We might say that education is less about how much the
teacher covers than about what students can be helped to discover –
and more time won’t help to bring about that shift.
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