The proposal included: homework frequency (i.e., how often homework assignments are prescribed to students), quality, control, and adaptivity.
Quality education is all about proper organizational skills that help the student sit down and conduct a profound academic research, prepare for school debates, complete homework assignments that require tackling long reads every day, and so much more.
It’s tiring, yet vital to the education of each child.
To give you a better idea of both sides of a discussion around homework and tons of work children (and often their parents) deal with at home, we have prepared a list of arguments supporters of both sides to provide these days.
So, arm yourself with patience and be ready to read them all before you decide on the side to support - children who want to unload some homework assigned, or teachers willing to offer them the highest level of education possible with home learning and parents’ support.
However, existing research also indicate that the amount of homework assigned is not always related to high academic achievement (Epstein and Van Voorhis, 2001; Epstein and Van Voorhis, 2012). Thus, focusing on the perspective of mathematics teachers from elementary and middle school, the aims of the present study are twofold: to explore the characteristics of quality homework, and to identify the characteristics of the homework tasks typically assigned at these school levels.
Findings may help deepen our understanding of why homework may impact differently the mathematics achievement of elementary and middle school students (see Fan et al., 2017).
Not all agree that homework after seven hours at school is such a good idea after all.
If you’re on the fence regarding this fact, read our full list of reasons that support the idea that kids should rest at home, have some free time, instead of working long hours of struggling with the homework academic tasks. Supporters of the first emphasize necessity of self-education while others believe too many homework can harm one’s health, deprive of social life, or have a child burn out completely.
Findings provide valuable insights for research and practice aimed to promote the quality of homework and consequently students’ learning and progress. However, further research is needed to answer the question “What is quality homework? Teachers are responsible for designing and assigning homework, thus our knowledge on their perspectives about this topic and the characteristics of the homework typically assigned is expected to be a relevant contribution to the literature on the quality of homework.
The extensive literature on homework suggests the importance of completing homework tasks to foster students’ academic achievement (e.g., Trautwein and Lüdtke, 2009; Hagger et al., 2015; Núñez et al., 2015a; Valle et al., 2016; Fernández-Alonso et al., 2017). Moreover, data on the characteristics of homework could provide valuable information to unveil the complex network of relationships between homework and academic achievement (e.g., Cooper, 2001; Trautwein and Köller, 2003; Trautwein et al., 2009a; Xu, 2010).