Rethinking Homework: Best Practices That Support Diverse Needs

by Cathy Vatterott

Overview

In this updated edition, Cathy Vatterott examines the role homework has played in the culture of schooling over the years; how such factors as family life, the media, and "homework gap" issues based on shifting demographics have affected the homework controversy; and what recent research as well as common sense tell us about the effects of homework on student learning. She also explores how the current homework debate has been reshaped by forces including the Common Core, a pervasive media and technology presence, the mass hysteria of "achievement culture," and the increasing shift to standards-based and formative assessment.

The best way to address the homework controversy is not to eliminate homework. Instead, the author urges educators to replace the old paradigm (characterized by long-standing cultural beliefs, moralistic views, and behaviorist philosophy) with a new paradigm based on the following elements:

• Designing high-quality homework tasks;
• Differentiating homework tasks;
• Deemphasizing grading of homework;
• Improving homework completion; and
• Implementing homework support programs.

Numerous examples from teachers and schools illustrate the new paradigm in action, and readers will find useful new tools to start them on their own journey. The end product is homework that works—for all students, at all levels.

Product Details

ISBN-13:	9781416626565
Publisher:	ASCD
Publication date:	09/25/2018
Edition description:	2nd ed.
Pages:	216
Product dimensions:	6.00(w) x 8.90(h) x 0.90(d)

About the Author

Dr. Cathy Vatterott is a professor of education at the University of Missouri–St. Louis, where she trains preservice middle school teachers. She is a former middle school and high school teacher and middle school principal. She is the author of numerous articles about education and three other books: Academic Success Through Empowering Students (National Middle School Association, 1999), Becoming a Middle Level Teacher: Student-Focused Teaching of Early Adolescents (McGraw-Hill, 2007), and Rethinking Grading: Meaningful Assessment for Standards-Based Learning (ASCD, 2015). She has presented her homework research to more than 12,000 educators and parents in the United States, Canada, and Europe. Dr. Vatterott is considered an international expert on the topic of K–12 homework and is often interviewed by media such as the New York Times, National Public Radio, Time.com, USA Today, BBC World News Service, the Globe and Mail, and the Guardian.

Table of Contents

Acknowledgments viii

Preface xi

1 The Cult(ure) of Homework 1

2 Homework in the Context of the New Family 33

3 Homework Research and Common Sense 64

4 Effective Homework Practices 95

5 Homework Completion Strategies and Support Programs 136

Afterword 158

Appendix A Homework Survey for Students (Short Version) 161

Appendix B Homework Survey for Students 165

Appendix C Homework Survey for Teachers 172

Appendix D Homework Survey for Parents 175

Appendix E Homework Policy Planning Template 180

Appendix F Calgary Roman Catholic School District Number 1 Administrative Procedures Manual 184

References 197

Index 207

About the Author 214