| Preface to the Third Edition |
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ix | |
| Acknowledgments |
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xv | |
| About the Author |
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xvii | |
| Chapter 1: Finding the Common Ground |
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1 | (16) |
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The American Public's Attitudes Toward Homework |
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1 | (3) |
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Are Students Doing More Homework Now? |
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3 | (1) |
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4 | (4) |
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What Are Some Ways That Homework Assignments Differ From One Another? |
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4 | (4) |
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8 | (4) |
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What Are the Suggested Positive Effects of Homework? |
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8 | (3) |
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What Are the Suggested Negative Effects of Homework? |
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11 | (1) |
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Factors Affecting the Utility of Homework |
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12 | (5) |
| Chapter 2: Does Homework Work? |
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17 | (24) |
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Studies That Purposively Vary Whether Homework Is Assigned |
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17 | (6) |
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Does Being Assigned Homework Improve Achievement? |
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18 | (3) |
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Does Being Assigned Homework Improve Achievement Compared With Doing In-School Supervised Study? |
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21 | (2) |
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Homework in Studies Testing Numerous Possible Influences on Achievement |
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23 | (2) |
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Does the Link Between Measured Time on Homework and Achievement Still Exist When Other Influences Are Also Examined? |
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24 | (1) |
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Studies That Correlate Time on Homework and Achievement |
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25 | (3) |
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Is There a Simple Correlation Between Homework and Achievement? |
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26 | (1) |
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What Other Factors Influence the Link Between Homework and Achievement? |
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27 | (1) |
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Does Homework Associate Differently With Different Measures of Achievement? |
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28 | (1) |
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Is Homework Associated With Achievement More Strongly for Some Subject Areas Than Others? |
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28 | (4) |
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Is Grade Level Associated With the Homework-Achievement Link? |
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29 | (1) |
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Why Is Grade Level Important? |
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30 | (2) |
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Does It Matter Who Reports on Homework, the Student or the Parent? |
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32 | (1) |
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Is There an Optimum Amount of Homework? |
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32 | (3) |
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Does Homework Affect Students' Attitudes or Other Behaviors? |
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35 | (1) |
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Should Children With Learning Disabilities Be Assigned Homework? |
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35 | (2) |
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37 | (4) |
| Chapter 3: The Homework Assignment |
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41 | (14) |
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Assignment Characteristics |
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42 | (7) |
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Does the Length or Frequency of Assignments Influence the Effectiveness of Homework? |
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42 | (1) |
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Does the Timing of Homework Content Relative to Its Discussion in Class Relate to the Effectiveness of Assignments? |
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43 | (2) |
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Should Hard and Easy Material Be Interspersed Throughout an Assignment? |
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45 | (1) |
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Should Homework Be Compulsory or Voluntary? What About Giving Students Choices Regarding Assignment Content? |
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46 | (1) |
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Should Teachers Individualize Assignments Within a Class? |
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47 | (1) |
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Are Group Assignments Effective? |
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48 | (1) |
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Should Teachers Employ Computer-Based Homework Assignments? |
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48 | (1) |
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Initial Classroom Factors |
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49 | (1) |
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Does It Help Students to Provide Them With Study Aids? |
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49 | (1) |
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Teacher Feedback and Rewards |
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50 | (2) |
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Are Comments and Grading Important to the Utility of Homework? |
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51 | (1) |
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Does Providing Rewards Improve the Effectiveness of Homework? |
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52 | (1) |
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52 | (3) |
| Chapter 4: Home and Community Influences on Homework |
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55 | (18) |
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Competitors for Student Time |
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55 | (3) |
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How Do Afterschool Activities Relate to School Achievement? |
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56 | (2) |
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58 | (1) |
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58 | (1) |
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59 | (8) |
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What Can Happen When Parents Become Involved in Homework? |
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59 | (1) |
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Does Parent Involvement Cause Better Student Performance on Homework? |
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60 | (1) |
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Does Parent Involvement in Homework Cause Better Student Achievement? |
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61 | (2) |
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What Do Correlation Studies Say About Parent Involvement and Achievement? |
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63 | (1) |
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63 | (1) |
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Are There Different Types of Parent Involvement? |
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64 | (1) |
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Are Some Types of Parent Involvement More Beneficial Than Others? |
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65 | (1) |
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Does Grade Level Make a Difference in the Type of Parent Involvement? |
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66 | (1) |
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Community Involvement in Homework |
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67 | (6) |
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What Are Homework Hotlines, and How Do They Operate? |
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67 | (2) |
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Do Homework Hotlines Help? |
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69 | (1) |
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Are Afterschool Homework Programs Effective? |
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70 | (3) |
| Chapter 5: Homework Policies for School Districts, Schools, and Classrooms |
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73 | (28) |
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The Parent Teacher Association and the National Education Association |
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74 | (2) |
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Kappa Delta Pi and Phi Delta Kappa |
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76 | (1) |
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Association for Supervision and Curriculum Development |
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77 | (2) |
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The U.S. Department of Education |
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79 | (2) |
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A Survey of School District Homework Policies |
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81 | (2) |
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Examples of Homework Policies |
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83 | (7) |
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Examples of Policies Regarding Time on Homework |
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83 | (4) |
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Examples of Policies Regarding Parent Involvement |
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87 | (2) |
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Examples of Policies Regarding Student Responsibility |
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89 | (1) |
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Policy Statements Based on the Present Review |
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90 | (11) |
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What Issues Might Be Addressed in District Homework Policies? |
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90 | (2) |
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What Issues Might Be Addressed in School Policies? |
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92 | (4) |
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What Issues Might Be Addressed in Classroom Policies? |
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96 | (5) |
| Chapter 6: Quick Tips for Teachers, Parents, and Students |
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101 | (10) |
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103 | (1) |
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103 | (3) |
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The Parent Teacher Association and the National Education Association |
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103 | (2) |
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The U.S. Department of Education |
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105 | (1) |
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106 | (3) |
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109 | (2) |
| References |
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111 | (3) |
| Index |
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114 | |
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