Many articles, journals and publications (do a google scholar search, or check out Time) have been done about homework and how it impacts learning. Take a look at this research from A Time Article:
• According to a 2004 national survey of 2,900 American children conducted by the University of Michigan, the amount of time spent on homework is up 51% since 1981.
• Most of that increase reflects bigger loads for little kids. An academic study found that whereas students ages 6 to 8 did an average of 52 min. of homework a week in 1981, they were toiling 128 min. weekly by 1997. And that's before No Child Left Behind kicked in.
• The onslaught comes despite the fact that an exhaustive review by the nation's top homework scholar, Duke University's Harris Cooper, concluded that homework does not measurably improve academic achievement for kids in grade school. That's right: all the sweat and tears do not make Johnny a better reader or mathematician.
• Too much homework brings diminishing returns. Cooper's analysis of dozens of studies found that kids who do some homework in middle and high school score somewhat better on standardized tests, but doing more than 60 to 90 min. a night in middle school and more than 2 hr. in high school is associated with, gulp, lower scores.
• Teachers in many of the nations that outperform the U.S. on student achievement tests--such as Japan, Denmark and the Czech Republic--tend to assign less homework than American teachers, but instructors in low-scoring countries like Greece, Thailand and Iran tend to pile it on. Read more: http://www.time.com/time/magazine/article/0,9171,1376208,00.html#ixzz1Dc2IhKIJ
Now, today I got an email from a friend. She shared with me a quote. I want you to read this quote and make a comment of when you think this was written. Over the weekend, I will post the link and year...DON'T GOOGLE IT....That Is Cheating.
“A child who has been boxed up six hours in school might spend the next four hours in study, but it is impossible to develop the child’s intellect in this way. The laws of nature are inexorable. By dint of great and painful labor, the child may succeed in repeating a lot of words, like a parrot, but, with the power of its brain all exhausted, it is out of the question for it to really master and comprehend its lessons. The effect of the system is to enfeeble the intellect even more than the body. We never see a little girl staggering home under a load of books, or knitting her brow over them at eight o’clock in the evening, without wondering that our citizens do not arm themselves at once with carving knives, pokers, clubs, paving stones or any weapons at hand, and chase out the managers of our common schools, as they would wild beasts that were devouring their children.”
My next post, I plan to tie this together with 21st Century learning and Right Brain Thinking.