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Essentially, they advocate for doing potentially unnecessary homework from approximately age five to ten as a way of practicing for doing necessary homework from age 10 to 15.No research has ever been conducted to determine whether this claim has any merit.Students in the survey who were ridiculed or punished by parents and peers had a higher incidence of depression symptoms, with 2.2% of students reporting that they "always" had suicidal thoughts, and anxiety was exacerbated by punishments and criticism of students by teachers for both problems with homework as well as forgetting to hand in homework.
Homework has been identified in numerous studies and articles as a dominant or significant source of stress and anxiety for students.
Cheung & Leung-Ngai (1992) surveyed 1,983 students in Hong Kong, and found that homework led not only to added stress and anxiety, but also physical symptoms, such as headaches and stomachaches.
The authors of Sallee & Rigler (2008), both high school English teachers, reported that their homework disrupted their students' extracurricular activities and responsibilities. (2009) found that parents were less likely to report homework as a distraction from their children's activities and responsibilities.
Galloway, Conner & Pope (2013) recommended further empirical study relating to this aspect due to the difference between student and parent observations.
Galloway, Conner & Pope (2013) surveyed 4,317 high school students from ten high-performing schools, and found that students reported spending more than 3 hours on homework daily.
72% of the students reported stress from homework, and 82% reported physical symptoms.The students slept an average of 6 hours 48 minutes, lower than the recommendations prescribed by various health agencies.A study done at the University of Michigan in 2007 concluded that the amount of homework given is increasing.Suzanne Capek Tingley started as a high school English/Spanish teacher, transitioned to middle school, and eventually became a principal, superintendent, and adjunct professor in education administration at the State University of New York.She is the author of the funny, but practical book for teachers, How to Handle Difficult Parents (Prufrock Press).Epstein (1988) found a near-zero correlation between the amount of homework and parents' reports on how well their elementary school students behaved.Vazsonyi & Pickering (2003) studied 809 adolescents in American high schools, and found that, using the Normative Deviance Scale as a model for deviance, the correlation was Bempechat (2004) says that homework develops students' motivation and study skills.Her work has appeared in many publications including Education Week, and her blog, Practical Leadership, was featured on the Scholastic website.She has been a presenter and consultant, and with Magna Publications she developed videos on demand highlighting successful strategies for classroom teachers.Homework also creates stress for students and their parents and reduces the amount of time that students could spend outdoors, exercising, playing, working, sleeping, or in other activities.to prepare them for upcoming (or complex or difficult) lessons, to extend what they know by having them apply it to new situations, or to integrate their abilities by applying different skills to a single task.