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Free technology has done more harm than good Essays and Papers
Does Homework perpetuate Inequities in Education? Pisa in Focus,. 46, oecd publishing, paris. A., cooper,., robinson,. Parent involvement in homework: A research synthesis. Review of Educational Research, 78 (4. Interactive homework in middle school: Effects on family involvement and science business achievement. The journal of Educational Research, 96 (6 323-338. Parental involvement in homework: A review of current research and its implications for teachers, after school program staff, and parent leaders. Cambridge, ma: Harvard Family research Project.
Educational leadership, 63 (5 8-13. Eren,., henderson,. Are we wasting our children's time by giving them more homework? Economics of Education review, 30 (5 950-961. Fernández-alonso,., suárez-álvarez,., muñiz,. Adolescents Homework performance in Mathematics and Science: proposal Personal Factors and teaching Practices. Journal of Educational Psychology.
Synthesis of research on homework. Educational leadership, apple 47 (3 85-91. The new York times. Cooper,., robinson,. Does homework improve academic achievement? A synthesis of research. Review of Educational Research, 76 (1 1-62. Darling-Hammond,., ifill-Lynch,. If They'd Only do their Work!
These countries, the report explains, have support systems in place that allow students to rely less on homework to succeed. If a country like the. Were to decrease the amount of homework assigned to high school students, test scores would likely decrease unless additional supports were added. Homework Is About quality, not quantity. Whether youre pro- or anti-homework, keep in mind that research gives a big-picture idea of what works and what doesnt, and a capable teacher can make almost anything work. The question isnt homework. No homework ; instead, we should be asking ourselves, how can we transform homework so that its engaging and relevant and supports learning?
Homework is wrecking our kids: The research is clear, let
Although the debate about homework generally falls in the it works vs. It doesnt work camps, research shows that grade level makes a difference. High school students generally get the biggest benefits from homework, with middle school students getting about half the benefits, and elementary school students getting few benefits (Cooper., 2006). Since young students are still developing study habits like concentration and self-regulation, assigning a lot of homework isnt all that helpful. Parents Should be supportive, Not Intrusive, well-designed homework not only strengthens student learning, it also provides ways to create connections between a students family and school. Homework offers parents insight into what their children are learning, provides opportunities to talk with children about their learning, and helps create conversations with school communities about ways to support student learning (Walker., 2004). However, parent involvement can also hurt student learning.
Patall, cooper, and Robinson (2008) found that students did worse when their parents were perceived as intrusive or controlling. Motivation plays a key role in learning, and parents can cause unintentional harm by not giving their children enough space and autonomy to do their homework. Homework Across the Globe, oecd, the developers of the international pisa test, published a 2014 report looking at homework around the world. They found that 15-year-olds worldwide spend an average of five hours per week doing homework (the. Average is about six hours). Surprisingly, countries like finland and Singapore spend less time on homework (two to three hours per week) but still have high pisa rankings.
Homework: effective learning tool or waste of time? Since the average high school student spends almost seven hours each week doing homework, its surprising that theres no clear answer. Homework is generally recognized as an effective way to reinforce what students learn in class, but claims that it may cause more harm than good, especially for younger students, are common. Heres what the research says: In general, homework has substantial benefits at the high school level, with decreased benefits for middle school students and few benefits for elementary students (Cooper, 1989; cooper., 2006). While assigning homework may have academic benefits, it can also cut into important personal and family time (Cooper., 2006). Assigning too much homework can result in poor performance (Fernández-alonso., 2015).
A students ability to complete homework may depend on factors that are outside their control (Cooper., 2006; oecd, 2014; Eren henderson, 2011). The goal shouldnt be to eliminate homework, but to make it authentic, meaningful, and engaging (Darling-Hammond ifill-Lynch, 2006). Why homework Should be balanced, homework can boost learning, but doing too much can be detrimental. The national pta and National Education Association support the 10-minute homework rule, which recommends 10 minutes of homework per grade level, per night (10 minutes for first grade, 20 minutes for second grade, and so on, up to two hours for 12th grade) (Cooper, 2010). A recent study found that when middle school students were assigned more than 90100 minutes of homework per day, their math and science scores began to decline (Fernández-alonso, suárez-álvarez, muñiz, 2015). Giving students too much homework can lead to fatigue, stress, and a loss of interest in academics—something that we all want to avoid. Homework Pros and Cons, homework has many benefits, ranging from higher academic performance to improved study skills and stronger school-parent connections. However, it can also result in a loss of interest in academics, fatigue, and a loss of important personal and family time. Grade level makes a difference.
Abusing Research: The Study of Homework and
Educational claims should, and can, be based on scientific data. Despite this, the shredder names of the products and the testimonials they use often convince parents that tv viewing has a positive impact on their infants. Secondly, parents need to be better informed about what activities really do promote healthy development in young children. This may provide some defence against the aggressive marketing techniques being employed. Last, but not least, more resources need to be made available to fund critical research related to the effects of media on young children. Journal reference: Acta paediatrica. Story source: Materials provided by, wiley - blackwell. Note: Content may be edited for style and length.
well when they underwent tests to check their reading and memory skills. More than one in five parents who took part in another study said that they got their infants to watch tv when they needed time to themselves. This, says the author, is an understandable and realistic need, but not one that should be actively promoted. But why does television have such a negative effect on children of this age? We believe that one reason is the fact that it exposes children to flashing lights, scene changes, quick edits and auditory cuts which may be over stimulating to developing brains says Professor Christakis. Tv also replaces other more important and appropriate activities like playing or interacting with parents. There have been concerns about infants viewing tv for the last four decades but it has only been in recent years that studies have provided the empirical data to back up those concerns. The explosion in infant tv viewing and the potential risks associated with it raise several important policy implications concludes Professor Christakis. First and foremost, the lack of regulation related to claims made by people promoting programmes and dvds aimed at infants is problematic.
For example, the American Academy of paediatrics discourages tv viewing in the first two years of life, but only six per cent of parents are aware of this advice despite ongoing publicity. Key findings of Professor Christakis review includes: 29 per cent of parents who took part in a survey of 1,000 American families published in 2007 said they let their infants watch tv because they thought it was good for their brains. But claims made by manufacturers are not substantiated by peer-reviewed medical papers and industry studies. Watching tv programmes or dvds aimed at infants can actually delay language development, according to a number of studies. For example, a 2008 Thai study published in Acta paediatrica found that if children under 12 months watched tv for more than two hours a day they were six times more likely to have delayed language skills. Another study found that children who watched baby dvds between seven and 16 months knew fewer words than children who did not. Infants as young as 14 months will imitate what they see on a tv screen, but they learn better from essay live presentations. For example, one study found that children learnt Mandarin Chinese better from a native speaker than they did from a video of the same speaker. A study of 1,300 children conducted by the author and colleagues in 2004 found a modest association between tv viewing before the age of three and attentional problems at the age of seven, after a wide range of other factors were ruled out.
Does Texting Harm Students Writing skills?
A leading child expert is warning parents to limit the amount of television children watch before the age of two, after an extensive review published in the january issue of Acta paediatrica showed that it can do more harm than good to their ongoing development. Professor Dimitri a christakis, from the seattle Childrens Research Institute and the University of Washington, usa, has also expressed considerable concerns about dvds aimed at infants that claim to be beneficial, despite a lack of scientific evidence. And he points out that France has already taken the matter so seriously that in summer 2008 the government introduced tough new rules to protect the health and development of children under three from the adverse effects. Professor Christakis extensive review looked at 78 studies published over the last 25 years and reiterates the findings of numerous studies he has carried out with colleagues into this specialist area. He points out that as many as nine in ten children under the age of two watch tv regularly, despite ongoing warnings, and some spend as much as 40 per cent of their waking hours in front of. No studies to date have demonstrated benefits associated with early infant tv viewing says Professor Christakis, guaranteed whose review looked at the effect that tv has on childrens language, cognitive skills and attentional capacity, as well as areas for future research. The weight of existing evidence suggests the potential for harm and I believe that parents should exercise due caution in exposing infants to excessive media he says.