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“What is the point of homework and should schools set it?”

“What is the point of homework and should schools set it?”. Definition. The work set by teachers that pupils are expected to complete out of school hours. (Cooper 1994). Work completed alone or with others including friends and family members Sharp et al (2001)

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“What is the point of homework and should schools set it?”

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  1. “What is the point of homework and should schools set it?” Wendy Edwards

  2. Wendy Edwards

  3. Definition The work set by teachers that pupils are expected to complete out of school hours. (Cooper 1994). Work completed alone or with others including friends and family members Sharp et al (2001) Any work set by the school which is undertaken out of school hours. Hallam (2006). Wendy Edwards

  4. Research Group 6 schools in one town included a faith school, a new school, an academy, a school with an Ofsted grading of ‘notice to improve’, one with a grading of ‘outstanding’ and a school with teaching school status. Governors Teachers Parents Students Wendy Edwards

  5. Findings Based on Research Questions Wendy Edwards

  6. What is the purpose of homework? • Would public perceptions of a school would be damaged if it discontinued setting homework; • Is homework really needed to ensure curriculum coverage; • Could advantages attributed to homework be achieved in a different way; • Is homework differentiated, and formative feedback given in a timely manner; • How much stress is caused by homework; • How can schools encourage or persuade families that their children should complete homework when the majority of them do not feel it should be set. Wendy Edwards

  7. What type of homework is seen as most effective in supporting students' learning in the various areas of the curriculum? • Revision was seen by all respondents as the most effective type of homework and this was also stated as the preferred type of homework and yet teachers were not setting this. • The least effective type was identified as finishing off classwork and yet this was the main type of homework set by teachers. Wendy Edwards

  8. Does the home environment always support students completing homework and what kind of resources do students need to complete homework and do they have access to these resources at home? • Most students and families agreed that homework adversely affected family life. • Families did not always feel confident in their own ability to help their children. • The homework set required specific resources that were not available in some homes. Wendy Edwards

  9. What political, economic, social and educational factors identified by Hallam (2004) are important in understanding the context in which homework policies and practices are developed? • Marketisation of schools. • More respondents in the higher achieving schools stating that there was a value to homework. • Homework affected family life and caused students stress in the higher achieving schools. • Homework should be marked and feedback given and it should be monitored. Wendy Edwards

  10. Conclusion Wendy Edwards

  11. If homework is set: • to reinforce the work carried out in class, the student must have understood the work in class otherwise incorrect work is continuing at home. Wendy Edwards

  12. If homework is set: • to support independent learning then it must be set so that students can complete it without help and school must ensure that it is the student's own work. Wendy Edwards

  13. If homework is set: • for families to work together then this work cannot be assessed as there is no indication of what is completed by adults and the students. Wendy Edwards

  14. If homework is set: •  to prepare for future lessons then resources and home circumstances should be taken into account. Wendy Edwards

  15. If homework is set: • to make sure the curriculum is covered, then questions need to be addressed as to why the curriculum cannot be covered in class time. Wendy Edwards

  16. If homework is set: • because it has always been done this way it is time to reassess the purpose and the place of it within the curriculum. Wendy Edwards

  17. Wendy Edwards

  18. References Cooper, H.M. (2007). The Battle over Homework, Corwin Press Department for Education (2013) Home-schools agreements. Guidance for local authorities and governing bodies. London Hallam, S. (2004) Homework: The evidence, Bedford Way Paper 21, Institute of Education/University of London Sharp, C., Keys, W, Benefield, P. (2001) Homework a review of recent research National Foundation for Education Research (NFER) Wendy Edwards

  19. http://uobrep.openrepository.com/uobrep/handle/10547/622645 Wendy Edwards

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