Contributor K. Reidy, a third grade teacher, struggled with homework, its relevance and importance, and has penned her purpose for assigning homework to her students:
- Practice: to reinforce and master skills/concepts taught in class; may include previous skills for students to scaffold
- Preparation: introduction of new material; students are not expected to have a vast knowledge of the topic
- Extension: applying learned concepts to new situations; seen more at the higher academic levels, but can still be used at the lower levels
- Integration: long term projects requiring students to produce a product that uses much of the acquired knowledge and new teachings from research.
- Developmental: using homework as a way to help students learn time management
- Communication: projects that incorporate the family; discussion among family members is required
- Peer Interaction: group projects created for students to learn to work together
- Policy: homework given because the district says so
- Kohn, A. (2006). The Homework Myth: Why Our Kids Get Too Much of a Bad Thing. Cambridge, MA: Da Capo Books.
- What Research Says about the Value of Homework: Research Review [Advertisement]. (2007, February 5). Retrieved August 8, 2016, from http://www.centerforpubliceducation.org/Main-Menu/Instruction/What-research-says-about-the-value-of-homework-At-a-glance/What-research-says-about-the-value-of-homework-Research-review.html.