It was during the 1940s that schools began shifting their emphasis from memorization to problem solving. Homework fell out of favor because it was closely associated with the repetition of material. For example example of good research paper mla, parents can confuse children if the teaching techniques they use differ from those used in the classroom. Parental involvement can turn into parental interference if parents complete tasks that the child is capable of completing alone. In the 1950s, Americans worried that education lacked rigor and left children unprepared for the new technologies, such as electronics. Homework, it was believed how to write a an essay outline, could speed up learning. Fast forward to the 1960s, when educators and parents became concerned that homework was crowding out social experience, outdoor recreation and creative activities. Given these possibilities help write essay services, the potentially most important outcome of mothers’ and fathers’ involvement with their children’s homework is that communication between the school and family can improve. Educators and parents worry that students will grow bored if they are required to spend too much time on schoolwork, and can prevent children from taking part in leisure-time and community activities that also teach important life skills. Homework can lead to undesirable character traits if it promotes cheating, either through the copying of assignments or getting help with homework that goes beyond tutoring. And, so, with this brief history behind us, the next question is: “Homework – to do, or not to do?” However best books on writing college essays, if not properly assigned and monitored, homework might also have negative effects on children. Langdon, Grace, and Irving W. Stout. 1957. "What Parents Think about Homework." NEA Journal 46: 370 – 372. In response to Russia's launching of the space satellite Sputnik in 1957, the pendulum swung again. A fifty-year trend toward less homework came to a halt. As the United States became committed to compete with the Russians, a cry came out for more and better education in both math and science. The vast majority of educators and parents called for more homework. The National Defense Education Act supported this effort and, in turn research essay papers, the value of homework. By the 1960s, homework was seen as a major factor in scholastic achievement, although in 1966 the National Education Association (NEA) did suggest some limits in amount. The NEA suggested no homework for the early elementary school child; no more than one hour a day, four days a week, for upper elementary and junior high school students; and approximately one and one-half hours a night for senior high school students. See also: Education, United States. Gill, Brian P. and Steven L. Schlossman. 2003. "A Nation at Rest: The American Way of Homework, 1948 – 1999." Educational Evaluation and Policy Analysis. In contrast to the shifts in public attitudes, surveys suggest that the amount of time students spend on homework has been relatively stable. Data from the National Assessment of Educational Progress suggests that in both 1984 and 1994, about one-third of nine-year-olds and one-quarter of thirteen-and seventeen-year-olds reported being assigned no homework at all, with an additional 5 percent to 10 percent admitting they did not do homework that was assigned. About one-half of nine-year-olds, one-third of thirteen-year-olds, and one-quarter of seventeen-year-olds said they did less than an hour of homework each night. In 1994 about 12 percent of nine-year-olds writing essays about technology, 28 percent of thirteen-year-olds, and 26 percent of seventeen-year-olds said they did one to two hours of homework each night. These percentages were all within one point of the 1984 survey results. National Center for Educational Statistics. The Condition of Education 2001. Washington, D.C. Department of Education, 2001. Public Agenda. 2000. "Survey Finds Little Sign of Backlash Against Academic Standards or Standardized Tests." <www.publicagenda.org/aboutpa/aboutpa3ee.htm > Patri, Angelo. 1927. School and Home. New York. D. Appleton and Company. HOMEWORK. Schoolwork assigned to be done out-side of the school hours. The history of homework in the United States is a varied one, both in substance and in perceived value. Over the years, its presentation has changed markedly, and its popularity has waxed and waned. Conversely, educators and parents worry that students will grow bored if they are required to spend too much time on academic material. Homework can deny access to leisure time and community activities that also teach important life skills. Parent involvement in homework can turn into parent interference. For example, parents can confuse children if the instructional techniques they use differ from those used by teachers. Homework can actually lead to the acquisition of undesirable character traits if it promotes cheating, either through the copying of assignments or help with homework that goes beyond tutoring. Finally, homework could accentuate existing social inequities. Children from disadvantaged homes may have more difficulty completing assignments than their middle-class counterparts. The Oxford Pocket Dictionary of Current English Gill essay women, Brian P. and Steven L. Schlossman. 2000. "The Lost Cause of Homework Reform." American Journal of Education 109:27 – 62. Negative arguments include that homework suppresses creativity and chokes the desire to learn. Many also observe that it creates unnecessary anxiety for the child and the family and can have a negative impact on the family as a whole. Others feel that assigning homework is unfair without support available to children whose families have little time or little knowledge about the technology taught and the approaches to teaching that are considered valuable today. Henderson arguments against abortion essay, M. 1996. "Helping Your Student Get the Most Out of Homework." Chicago. National PTA and the National Education Association. <www.pta.org/Programs/edulibr/homework. htm>. Homework is defined as tasks assigned to students by school teachers that are intended to be carried out during nonschool hours. This definition excludes in-school guided study (although homework is often worked on during school), home-study courses, and extracurricular activities such as sports teams and clubs. The late 1960s witnessed yet another reversal. Educators and parents became concerned that homework was crowding out social experience, outdoor recreation, and creative activities. In the 1980s, homework once again leapt back into favor when A Nation at Risk (1983), the report by the National Commission on Excellence in Education what is essay writing, cited homework as a defense against the rising tide of mediocrity in American education. The push for more homework continued into the 1990s, fueled by increasingly rigorous state-mandated academic standards. As the century ended, a backlash against homework set in, led by parents concerned about too much stress on their children. Homework also can serve purposes that do not relate directly to instruction. Homework can be used to (1) establish communication between parents and children; (2) fulfill directives from school administrators; (3) punish students; and (4) inform parents about what is going on in school. Most homework assignments have elements of several different purposes. Not all parents joined in the celebration of homework, however, particularly when its sheer quantity was over-whelming for their children or their family life. But in the United States the great majority of children never spent much time on homework. Despite small increases for high-school students in the post-Sputnik decade and for young children in the 1980s and 1990s, homework involved only a modest time commitment for most American students throughout the second half of the twentieth century. In the primary grades, despite the increases at the end of the century, homework occupied most children for only two hours weekly – an amount perhaps comparable to that given in other industrial nations. Meanwhile most U.S. high-school students spent around an hour daily on homework – substantially less than their counterparts in other advanced industrial nations. At the beginning of the twenty-first century, high-school students in many parts of Europe and Asia were spending substantial amounts of time on homework. In the United States, by contrast essays narrative, an enormous gap was evident between a solidly pro-homework discourse and levels of homework practice that remained stubbornly low, even among college-bound students. 1983: "A Nation At Risk" denounces "rising tide of mediocrity" in American schools. Three years later, the U.S. Department of Education publishes pamphlet called "What Works" and concludes that homework does. 1957: Launch of Sputnik gives pro-homework movement a boost, setting off concerns that American students aren't keeping up with Russian counterparts. Mid-19th century: Most students leave school after sixth grade. High school homework is demanding but uncontroversial.
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