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Grades   3 - 8  |  Game & Tool Trading Card Creator

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Track Changes is a great tool for collaborative writing

allows users to see changes and editing

EasyBib

look for and  access citations and also generates a bibliography for your paper. You can choose from the three different citation formats: APA, MLA, or Chicago.

Students need the practice. I can't cover the curriculum unless I give homework. It teaches responsibility.

The research provides little or no support for number one. What little support it does give could be accomplished by giving them time in class to practic

So if we just made up this number, how is that "data-driven"? Perhaps we need to sit down and rethink this and decide if that's truly the best number.

Data-Driven Schools: Homework

What kind of research did we do to determine that 120 minutes was the appropriate and most effective amount of homework each night?

if we did that, then we'd probably also want to look at the research on the effectiveness of homework in general

research shows no support for homework at all at the elementary level

at the high school level there is only a weak correlation between homework and increased test scores

There was no relationship whatsoever between time spent on homework and course grade, and “no substantive difference in grades between students who complete homework and those who do not.”

even most of what I've read in support of homework tends to show it having a relatively small effect on student "achievement"

So why do we assign homework?

Students need the practice. I can't cover the curriculum unless I give homework. It teaches responsibility

The research provides little or no support for number one.

Instead of assigning homework (and assigning students a "second shift") in order to cover the curriculum, we should change the curriculum.

I would suggest that giving them meaningful and important things to do might teach them responsibility better than assigning homework of dubious value.

any homework we assign should be justified.

Yes, and it was statistically significant but “very modest”:

his identity of the school system forces us to recognize the profound world-wide identity of myth, mode of production, and method of social control, despite the great variety of mythologies in which the myth finds expression.

The alternative to dependence on schools is not the use of public resources for some new device which "makes" people learn; rather it is the creation of a new style of educational relationship between man and his environment. To foster this style, attitudes toward growing up, the tools available for learning, and the quality and structure of daily life will have to change concurrently.