cooper 2001 homework

Homework for All—in Moderation

Research on the effects of homework, does homework work, an optimum amount, guidelines for homework policies.

The 1960s witnessed yet another reversal, with homework perceived as a symptom of needless pressure on students. Educator P. R. Wildman (1968) wrote,Whenever homework crowds out social experience, outdoor recreation, and creative activities, and whenever it usurps time devoted to sleep, it is not meeting the basic needs of children and adolescents. (p. 203)

What Are the Effects of Homework?

Homework for All—in Moderation - table

Assign homework. The amount and type of homework that students do should depend on their developmental level and the quality of their support at home. In a guide for parents, the National Parent Teacher Association and the National Education Association (2000) state, Most educators agree that for children in grades K–2, homework is most effective when it does not exceed 10–20 minutes each day; older children, in grades 3–6, can handle 30–60 minutes a day.

Cooper, H. (1989). Homework . New York: Longman.

Cooper, H. (1998). Synthesizing research: A guide for literature reviews (3rd ed.). Thousand Oaks, CA: Sage.

Cooper, H. (2001). The battle over homework: Common ground for administrators, teachers, and parents . Newbury Park, CA: Corwin Press.

Cooper, H., Lindsay, J. J., Nye, B., & Greathouse, S. (1998). Relationships between attitudes about homework, the amount of homework assigned and completed, and student achievement. Journal of Educational Psychology, 90 , 70–83.

Muhlenbruck, L., Cooper, H., Nye, B., & Lindsay, J. J. (2000). Homework and achievement: Explaining the different relations at the elementary and secondary school levels. Social Psychology of Education, 40 , 295–317.

National Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform . Washington, DC: U.S. Department of Education.

National Parent Teacher Association and National Education Association (2000). Helping your student get the most out of homework [Online]. Available: www.pta.org/programs/edulibr/homework.htm

Otto, H. J. (1950). Elementary education. In W. S. Monroe (Ed.), Encyclopedia of Educational Research (pp. 380–381). New York: Macmillan.

Public Agenda. (2000). Survey finds little sign of backlash against academic standards or standardized tests [Online]. New York: Author. Available: www.publicagenda.org/aboutpa/pdf/standards-backlash.pdf

Wildman, P. R. (1968). Homework pressures. Peabody Journal of Education, 45 , 202–204.

Winerip, M. (1999, January 3). Homework bound. New York Times: Education Life , pp. 28–31.

Harris Cooper has been a contributor to Educational Leadership.

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Homework for all - In moderation

Research on the effects of homework suggests that it is beneficial as long as teachers use their knowledge of developmental levels to guide policies and expectations.

Duke Scholars

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Duke Study: Homework Helps Students Succeed in School, As Long as There Isn't Too Much

The study, led by professor Harris Cooper, also shows that the positive correlation is much stronger for secondary students than elementary students

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It turns out that parents are right to nag: To succeed in school, kids should do their homework.

Duke University researchers have reviewed more than 60 research studies on homework between 1987 and 2003 and concluded that homework does have a positive effect on student achievement.

Harris Cooper, a professor of psychology, said the research synthesis that he led showed the positive correlation was much stronger for secondary students --- those in grades 7 through 12 --- than those in elementary school.

READ MORE: Harris Cooper offers tips for teaching children in the next school year in this USA Today op-ed published Monday.

"With only rare exception, the relationship between the amount of homework students do and their achievement outcomes was found to be positive and statistically significant," the researchers report in a paper that appears in the spring 2006 edition of "Review of Educational Research."

Cooper is the lead author; Jorgianne Civey Robinson, a Ph.D. student in psychology, and Erika Patall, a graduate student in psychology, are co-authors. The research was supported by a grant from the U.S. Department of Education.

While it's clear that homework is a critical part of the learning process, Cooper said the analysis also showed that too much homework can be counter-productive for students at all levels.

"Even for high school students, overloading them with homework is not associated with higher grades," Cooper said.

Cooper said the research is consistent with the "10-minute rule" suggesting the optimum amount of homework that teachers ought to assign. The "10-minute rule," Cooper said, is a commonly accepted practice in which teachers add 10 minutes of homework as students progress one grade. In other words, a fourth-grader would be assigned 40 minutes of homework a night, while a high school senior would be assigned about two hours. For upper high school students, after about two hours' worth, more homework was not associated with higher achievement.

The authors suggest a number of reasons why older students benefit more from homework than younger students. First, the authors note, younger children are less able than older children to tune out distractions in their environment. Younger children also have less effective study habits.

But the reason also could have to do with why elementary teachers assign homework. Perhaps it is used more often to help young students develop better time management and study skills, not to immediately affect their achievement in particular subject areas.

"Kids burn out," Cooper said. "The bottom line really is all kids should be doing homework, but the amount and type should vary according to their developmental level and home circumstances. Homework for young students should be short, lead to success without much struggle, occasionally involve parents and, when possible, use out-of-school activities that kids enjoy, such as their sports teams or high-interest reading."

Cooper pointed out that there are limitations to current research on homework. For instance, little research has been done to assess whether a student's race, socioeconomic status or ability level affects the importance of homework in his or her achievement.

This is Cooper's second synthesis of homework research. His first was published in 1989 and covered nearly 120 studies in the 20 years before 1987. Cooper's recent paper reconfirms many of the findings from the earlier study.

Cooper is the author of "The Battle over Homework: Common Ground for Administrators, Teachers, and Parents" (Corwin Press, 2001).

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The Battle Over Homework: Common Ground for Administrators, Teachers, and Parents Hardcover – February 3, 2015

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• Print length 137 pages
• Language English
• Publisher Carrel Books
• Publication date February 3, 2015
• Dimensions 6 x 0.7 x 9 inches
• ISBN-10 9781631440076
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• ASIN ‏ : ‎ 1631440071
• Publisher ‏ : ‎ Carrel Books; Third edition (February 3, 2015)
• Language ‏ : ‎ English
• Hardcover ‏ : ‎ 137 pages
• ISBN-10 ‏ : ‎ 9781631440076
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• Item Weight ‏ : ‎ 12.2 ounces
• Dimensions ‏ : ‎ 6 x 0.7 x 9 inches
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Sergei Ryakhovsky (Sergei Vasilyevich Ryakhovsky) a Soviet-Russian serial killer known as the Balashikha Ripper and The Hippopotamus. Ryakhovsky was convicted for the killing of nineteen people in the Moscow area between 1988 and 1993. Ryakhovsky's mainly stabbed or strangulated his victims, he mutilated some bodies, mainly in the genital area. Allegedly Ryakhovsky carried out necrophilic acts on his victims and stole their belongings. Ryakhovsky standing 6’5" tall and weighting 286 pounds, gaining him the nickname, The Hippo. Sergei Ryakhovsky died on January 21st 2005 from untreated tuberculosis while serving his life sentence in prison.

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Serial Killer Sergei Ryakhovsky (aka) the Balashikha Ripper, The Hippopotamus, was active for 6 years between 1988-1993 , known to have ( 19 confirmed / 19 possible ) victims. This serial killer was active in the following countries: Russia

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The Unique Burial of a Child of Early Scythian Time at the Cemetery of Saryg-Bulun (Tuva)

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Pages:  379-406

In 1988, the Tuvan Archaeological Expedition (led by M. E. Kilunovskaya and V. A. Semenov) discovered a unique burial of the early Iron Age at Saryg-Bulun in Central Tuva. There are two burial mounds of the Aldy-Bel culture dated by 7th century BC. Within the barrows, which adjoined one another, forming a figure-of-eight, there were discovered 7 burials, from which a representative collection of artifacts was recovered. Burial 5 was the most unique, it was found in a coffin made of a larch trunk, with a tightly closed lid. Due to the preservative properties of larch and lack of air access, the coffin contained a well-preserved mummy of a child with an accompanying set of grave goods. The interred individual retained the skin on his face and had a leather headdress painted with red pigment and a coat, sewn from jerboa fur. The coat was belted with a leather belt with bronze ornaments and buckles. Besides that, a leather quiver with arrows with the shafts decorated with painted ornaments, fully preserved battle pick and a bow were buried in the coffin. Unexpectedly, the full-genomic analysis, showed that the individual was female. This fact opens a new aspect in the study of the social history of the Scythian society and perhaps brings us back to the myth of the Amazons, discussed by Herodotus. Of course, this discovery is unique in its preservation for the Scythian culture of Tuva and requires careful study and conservation.

Keywords: Tuva, Early Iron Age, early Scythian period, Aldy-Bel culture, barrow, burial in the coffin, mummy, full genome sequencing, aDNA

Information about authors: Marina Kilunovskaya (Saint Petersburg, Russian Federation). Candidate of Historical Sciences. Institute for the History of Material Culture of the Russian Academy of Sciences. Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail: [email protected] Vladimir Semenov (Saint Petersburg, Russian Federation). Candidate of Historical Sciences. Institute for the History of Material Culture of the Russian Academy of Sciences. Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail: [email protected] Varvara Busova  (Moscow, Russian Federation).  (Saint Petersburg, Russian Federation). Institute for the History of Material Culture of the Russian Academy of Sciences.  Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail:  [email protected] Kharis Mustafin  (Moscow, Russian Federation). Candidate of Technical Sciences. Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected] Irina Alborova  (Moscow, Russian Federation). Candidate of Biological Sciences. Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected] Alina Matzvai  (Moscow, Russian Federation). Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected]

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