Homework Myths and Fairy Tales - article #2 about homework
(from an article by Etta Kralovec and John Buell)
Three big homework myths and "fairy tales" have persisted during the past century, making us unwilling to ask for solid evidence on the benefits of homework and passive in accepting claims about its usefulness.
Myth 1 : Homework increases academic achievement. ......Even supporters of homework acknowledge the problems of research on homework. Homework supporter Harris Cooper acknowledges that "the conclusions of past reviewers of homework research show extraordinary variability. . . . the reviews often directly contradict one another" (1989, p. 28). Most researchers now concede that homework does not improve academic achievement for elementary students (Cooper, 1994). Recently, homework advocates have shifted their focus from homework's questionable impact on student achievement to homework's alleged importance in developing traits like self-discipline and time management. According to these views, developing homework habits early means that a student will be more disciplined about completing homework in high school and beyond.
According to Piaget, however, asking children to perform tasks before they are developmentally ready proves counterproductive to development. We need to ask ourselves whether homework falls into this category. Lacking solid evidence, homework supporters ask us to take on faith the notion that homework can instill desirable character traits.
Myth 2 : If our students don't do lots of homework, their test scores will never be competitive internationally. ..........Comparisons of student test scores often pit U.S. students against students from other countries. Ironically, the 1995 Third International Math and Science Study (TIMSS) found that 8th graders in Japan and Germany are assigned less homework but still outperform U.S. students on tests (National Center for Educational Statistics, 2001).
"Japanese schools spend a greater portion of their budgets on professional development and organize their school days so that teachers can work collaboratively. Teachers in Japan are at school eight to nine hours a day, but they teach only four hours a day. In addition, the Japanese school calendar has longer school days, longer school years, longer lunches, and longer recess periods. The Japanese classroom is a sacred space that does not allow interruptions. We can learn many lessons from the Japanese system". (Rohlen & LeTendre, 1995).
Myth 3: Those who call homework into question want to dilute the curriculum and allow students to become lazy....... By calling homework into question, people are not questioning the work of homework, but rather the value of students completing that work at home. Students need to complete long-term, independent projects as part of a rigorous academic program. They need to learn many skills through drill and practice. They need time to make new learning their own. Professional educators need to design rigorous academic work, scaffold new knowledge, and coach new study habits. The place for such work is at school, where teachers can directly support students.