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A Real Dilemma: To Assign or Not to Assign Homework?

Year 2007, Volume: 2 Issue: 1, 136 - 154, 01.01.2007

Abstract

In this study, many aspects of assigning homework as an instructional technique were elaborated. The literature review indicates that homework assignments are not ‘useful in nature’ but ought to be considered contextually. It is concluded that educators, parents and students think differently about the importance of homework, that too much of it may decrease students’ willingness to study in spite of its likely contributions to students’ academic progress, and that it may block students’ and families’ social life. Similarly, many questions on such as how much homework should be assigned, what should teachers do about homework assignments still wait for an answer. It is seen that teachers who are faced with a dilemma of quality and quantity when they make use of the technique especially in large classes need realistic guidance. Another major finding from the study is that there is ambiguity experienced by the family about how to help their children. Some families do not know how to help their children while others do not have the opportunity to do this. To sum up, many questions about how to use homework as a teaching technique effectively are still to be answered

References

  • Baker, D. P. ve LeTendre, G. K. (2005). National Differences, Global Similarities: World Culture and the Future of Schooling. Stanford, CA: Stanford University Press.
  • Balli, S. J., Demo, D. H. ve Wedman, J. F. (1998). Family involvement with children’s homework: An intervention in the middle grades, Family Relations, 47, 149- 157.
  • Balli, S. J., Wedman, J. F., ve Demo, D. H. (1997). Family involvement with middle grades homework: Effects of differential prompting, Journal of Experimental Education, 66(1), 31-48.
  • Baumgartner, D., Bryan, T., Donahue, M. ve Nelson, C. (1993). Thanks for asking: Parent comments about homework, tests, and grades, Exceptionality, 4(3), 177- 185.
  • Bennett, S. ve Kalish, N. (2006). The Case against Homework: How Homework is Hurting Our Children and What We Can Do about It. Crown Publishers: New York
  • Beresford, E. ve Hardie, A. (1996). Parents and secondary schools: A different approach? Bulunduğu Eser: J. Bastiani ve S. Wolfendale (Eds) Home-School Work in Britain: Review, Reflection and Development. London: David Fulton.
  • Berger, E. H. (1991). Parents as Partners in Education: The School and Home Working Together (3rd ed.). New York: Macmillan.
  • Bryan, T. ve Burstein, K. (2004). Improving homework completion and academic performance: lessons from special education, Theory into Practice, 43, 213- 219.
  • Bryan, T. ve Nelson, C. (1994). Doing homework: Perspectives of elementary and junior high school students, Journal of Learning Disabilities, 27(8), 488-99.
  • Bursuck, W. (1994). Introduction to the special serious on homework, Journal of Learning Disabilities, 27, 466-469.
  • Check, J. F. ve Ziebell, D. G. (1980). Homework: A dirty word, The Clearing House, 54, 439-441.
  • Cooper, H. (1989a). Homework. White Plains, NY: Longman.
  • Cooper, H. (1989b). Synthesis of research on homework, Educational Leadership, 47(3), 85-91.
  • Cooper, H. (2001). Homework for all - in moderation, Educational Leadership, 58(7), 34-38.
  • Cooper, H., Civey, J. ve Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987-2003, Review of Educational Research, 76, 1-62.
  • Cooper, H., Lindsay, J. J., Nye, B. ve Greathouse, S. (1998). Relationships among attitudes about homework, amount of homework assigned and completed, and student achievement, Journal of Educational Psychology, 90, 70-83.
  • Cooper, H., Lindsay, J.J. ve Nye, B. (1999). Homework in the home: How student, family, and parenting-style differences relate to the homework process, Contemporary Educational Psychology, 25, 464-487.
  • Dauber, S. L. ve Epstein, J. L. (1993). Parents' attitudes and practices of involvement in inner-city elementary and middle schools. Bulunduğu Eser: N. Chavkin (Ed.), Families and Schools in a Pluralistic Society (53-71). New York: Suny Press.
  • Epstein, J.L. ve Lee, S. (1995). National Patterns of School and Family Connections in the Middle Grades. Bulunduğu Eser: B. A Ryan, G. R. Adams, T. P. Gullotta, R. P. Weissberg ve R. L Hampton (Eds.) The Family-School Connection: Theory, Research and Practice (108-154). Thousand Oaks, CA. Sage.
  • Epstein, J. L. ve Van Voorhis, F. L. (2001). More than minutes: Teachers’ roles in designing homework. Educational Psychologist, 36(3), 181-194.
  • Epstein, J. L. (1983). Homework Practices, Achievements, and Behaviors of Elementary School Students. Baltimore: Johns Hopkins University.
  • Epstein, J. L. (1988). Homework Practices, Achievements, and Behaviors of Elementary School Students (Center of Research on Elementary and Middle schools Report No. 26). Baltimore, MD: Johns Hopkins University.
  • Epstein, J. L. (1985). Home and school connections in schools of the future: Implications of research on parent involvement, Peabody Journal of Education, 62, 18-41.
  • Epstein, J. L. (1987). Parent involvement: What research says to administrators? Education and Urban Society, 19, 119-136.
  • Epstein, M. H., Polloway, E. A., Foley, R. M. ve Patton, J. R. (1993). Homework: A comparison of teachers' and parents' perceptions of the problems experienced by students identified as having behavioral disorders, learning disabilities, or no disabilities, Remedial and Special Education, 14(5), 40-50.
  • Gill, B. P. ve Schlossman, S. L. (2003). Parents and the politics of homework: Some historical perspectives, Teachers College Record, 105(5), 846-871.
  • Hallam, S. (2004). Current Findings - Homework: The Evidence, British Educational Research Association Research Intelligence, 89, 27-29.
  • Harniss, M. K., Epstein, M. H., Bursuck, W. D., Nelson, J. ve Jayanthi, M. (2001). Resolving homework-related communication problems: Recommendations of parents of children with and without disabilities, Reading and Writing Quarterly, 17(3), 205-225.
  • Heller, H.W., Spooner, F., Anderson, D. ve Mimms, A. (1988). Homework: A review of special education practices in the southwest, Teacher Education and Special Education, 11, 43-51.
  • Hong, E. ve Lee, K. (2000). Preferred homework style and homework environment in high-versus low-achieving Chinese students, Educational Psychology, 20(2), 125-137.
  • Hoover-Dempsey, K. V., Bassler, O. C. ve Burow, R. (1995). Parents' reported involvement in students' homework: Strategies and practices. Elementary School Journal, 95, 435-450.
  • Hoover-Dempsey, K. V., Battiato, A. C., Walker, J. M., Reed, R. P. ve Jones, K.P. (2001). Parental involvement in homework, Educational Psychologist, 36(3), 195-209.
  • Jayanthi, M., Nelson, J. S., Sawyer, V., Bursuck, W. D., ve Epstein, M.H. (1995). Homework-communication problems among parents, classroom teachers, and special education teachers: An exploratory study, Remedial and Special Education, 16, 102-116.
  • Keith, T. Z. (1982). Time spent on homework and high school grades: A large sample path analysis, Journal of Educational Psychology, 74(2), 248-253.
  • Keith, T. Z. ve Cool, V. A. (1992). Testing models of school learning: Effects of quality of instruction, motivation, academic coursework, and homework on academic achievement, School Psychology Quarterly, 7, 207-226.
  • Kohn, A. (2006). Abusing Research: The study of homework and other examples, Phi Delta Kappan, (September), 8-22.
  • Kralovac, E. ve Buell, J. (2001). End homework now, Educational Leadership, 58 (7), 39-42.
  • Kralovac, E. ve Bruell, J. (2000). The End of Homework: How Homework Disrupts Families, Overburdens Children, and Limits Learning. Boston: Beacon.
  • MacBeath, J. (2000). New coalitions for promoting school effectiveness. Bulunduğu Eser: S. Wolfendale ve J. Bastiani (Eds), The Contribution of Parents to School Effectiveness, London: David Fulton.
  • McDermott, R. P., Goldman, S. V. ve Varenne, H. (1984). When school goes home: Some problems in the organization of homework. Teachers College Record, 85(3), 391-409.
  • McReynolds, K. (2005). Homework. Encounter: Education for Meaning and Social Justice, 18(2), 9-13.
  • Paschal, R. A., Weinstein, T. ve Walberg, H. J. (1984). The effects of homework on learning: A quantitative synthesis. The Journal of Educational Research, 78, 97-104.
  • Patton, J. R., Jayanthi, M. ve Polloway, E. A. (2001). Home-school collaboration about homework: what do we know and what should we do? Reading & Writing Quarterly, 17, 227-242.
  • Simplicio, J. S. C. (2005). Homework in the 21st century: The antiquated and ineffectual implementation of a time honored educational strategy, Education, 126(1) 138-142.
  • Snow, C. E., Barnes, W. S., Chandler, J., Goodman, I. F. ve Hemphill, L. (1991). Unfulfilled Expectations: Home and School Influences on Literacy. Cambridge, MA: Harvard University Press.
  • Solomon, Y., Warnin, J. ve Lewis, C. (2002). Helping with homework as a site of tension for parents and teenagers, British Research Educational Journal, 28(4) 603-622.
  • Strother, D.B. (1984). Homework: Too much, just right, or not enough? Phi Delta Kappan, 28, 423-426.
  • Timperley, H., McNaughton, S., Parr, J. ve Robinson, V. (1992). Beliefs and Practices. University of Auckmand, Auckland Uniservices.
  • Turnbull, A. P. ve Turnbull, H. R. (1990). Families, Professionals, and Exceptionality: A Special Partnership (2nd ed.). Columbus, OH: Merrill.
  • Van Voorhis, F. L. (2003). Interactive homework in middle school: Effects on family involvement and science achievement, Journal of Educational Research, 96(6), 323-338.
  • Van Voorhis, F. L. (2004). Reflecting on the homework ritual: Assignments and designs, Theory into Practice, 43(3), 205-12.
  • Walberg, H. J., Fraser, B. J., ve Welch, W. W. (1986). A test of a model of educational productivity among senior high school students, The Journal of Educational Research, 79, 133-139.
  • Walberg, H. J., Paschal, R. A. ve Weinstein, T. (1985). Homework's powerful effects on learning, Educational Leadership, 42, 76-78.
  • Xu, J. ve Corno, L. (2003). Family help and homework management reported by middle school students, Elemantary School Journal, 103(5), 503-518.

Gerçek Bir İkilem: Ödev Vermek Ya da Vermemek?

Year 2007, Volume: 2 Issue: 1, 136 - 154, 01.01.2007

Abstract

Bu çalışmada, okullarda sıkça bir öğretim tekniği olarak yararlanılan ödeve ilişkin çeşitli boyutlar irdelenmiştir. Alanyazın taraması ödevin, ‘doğası gereği yararlı’ bir etkinlik olmadığını fakat durumsal olarak değerlendirilmesi gerektiğine işaret etmektedir. Eğitimci, anne-baba ve öğrencilerin ödevin yararı konusunda birbirlerinden farklı düşündükleri, öğrenciye sağlayabileceği olası akademik katkıya rağmen çok fazla ödevin öğrencinin çalışma isteğini azaltabileceği, öğrencinin ve ailenin sosyal yaşamını engelleyebileceği sonucuna varılmıştır. Benzer bir şekilde, ne kadar ödev verilmesi gerektiği ve verilen ödevlerle ilgili öğretmenin ne yapması gerektiği konusunda da bir çok soru yanıt beklemektedir. Özellikle kalabalık sınıflarda kullanıldığında, ‘nitelik veya nicelik’ tercihiyle karşı karşıya kalan öğretmenlerin, gerçeğe uygun önerilere ihtiyacı olduğu görülmektedir. Çalışmadan elde edilen bir başka sonuç ise, ödev konusunda ailenin çocuklarına nasıl yardım etmeleri gerektiğine ilişkin içinde bulundukları belirsizliktir. Bazı aileler, bu yardımı sağlama imkanına sahip değilken, bazıları da bunu nasıl yapabileceği bilgisinden yoksundur. Sonuç olarak, öğretmenlerin sürekli yararlandıkları bir öğretim tekniği olan ödeve ilişkin cevap bekleyen bir çok sorunun varlığı dikkat çekmektedir

References

  • Baker, D. P. ve LeTendre, G. K. (2005). National Differences, Global Similarities: World Culture and the Future of Schooling. Stanford, CA: Stanford University Press.
  • Balli, S. J., Demo, D. H. ve Wedman, J. F. (1998). Family involvement with children’s homework: An intervention in the middle grades, Family Relations, 47, 149- 157.
  • Balli, S. J., Wedman, J. F., ve Demo, D. H. (1997). Family involvement with middle grades homework: Effects of differential prompting, Journal of Experimental Education, 66(1), 31-48.
  • Baumgartner, D., Bryan, T., Donahue, M. ve Nelson, C. (1993). Thanks for asking: Parent comments about homework, tests, and grades, Exceptionality, 4(3), 177- 185.
  • Bennett, S. ve Kalish, N. (2006). The Case against Homework: How Homework is Hurting Our Children and What We Can Do about It. Crown Publishers: New York
  • Beresford, E. ve Hardie, A. (1996). Parents and secondary schools: A different approach? Bulunduğu Eser: J. Bastiani ve S. Wolfendale (Eds) Home-School Work in Britain: Review, Reflection and Development. London: David Fulton.
  • Berger, E. H. (1991). Parents as Partners in Education: The School and Home Working Together (3rd ed.). New York: Macmillan.
  • Bryan, T. ve Burstein, K. (2004). Improving homework completion and academic performance: lessons from special education, Theory into Practice, 43, 213- 219.
  • Bryan, T. ve Nelson, C. (1994). Doing homework: Perspectives of elementary and junior high school students, Journal of Learning Disabilities, 27(8), 488-99.
  • Bursuck, W. (1994). Introduction to the special serious on homework, Journal of Learning Disabilities, 27, 466-469.
  • Check, J. F. ve Ziebell, D. G. (1980). Homework: A dirty word, The Clearing House, 54, 439-441.
  • Cooper, H. (1989a). Homework. White Plains, NY: Longman.
  • Cooper, H. (1989b). Synthesis of research on homework, Educational Leadership, 47(3), 85-91.
  • Cooper, H. (2001). Homework for all - in moderation, Educational Leadership, 58(7), 34-38.
  • Cooper, H., Civey, J. ve Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987-2003, Review of Educational Research, 76, 1-62.
  • Cooper, H., Lindsay, J. J., Nye, B. ve Greathouse, S. (1998). Relationships among attitudes about homework, amount of homework assigned and completed, and student achievement, Journal of Educational Psychology, 90, 70-83.
  • Cooper, H., Lindsay, J.J. ve Nye, B. (1999). Homework in the home: How student, family, and parenting-style differences relate to the homework process, Contemporary Educational Psychology, 25, 464-487.
  • Dauber, S. L. ve Epstein, J. L. (1993). Parents' attitudes and practices of involvement in inner-city elementary and middle schools. Bulunduğu Eser: N. Chavkin (Ed.), Families and Schools in a Pluralistic Society (53-71). New York: Suny Press.
  • Epstein, J.L. ve Lee, S. (1995). National Patterns of School and Family Connections in the Middle Grades. Bulunduğu Eser: B. A Ryan, G. R. Adams, T. P. Gullotta, R. P. Weissberg ve R. L Hampton (Eds.) The Family-School Connection: Theory, Research and Practice (108-154). Thousand Oaks, CA. Sage.
  • Epstein, J. L. ve Van Voorhis, F. L. (2001). More than minutes: Teachers’ roles in designing homework. Educational Psychologist, 36(3), 181-194.
  • Epstein, J. L. (1983). Homework Practices, Achievements, and Behaviors of Elementary School Students. Baltimore: Johns Hopkins University.
  • Epstein, J. L. (1988). Homework Practices, Achievements, and Behaviors of Elementary School Students (Center of Research on Elementary and Middle schools Report No. 26). Baltimore, MD: Johns Hopkins University.
  • Epstein, J. L. (1985). Home and school connections in schools of the future: Implications of research on parent involvement, Peabody Journal of Education, 62, 18-41.
  • Epstein, J. L. (1987). Parent involvement: What research says to administrators? Education and Urban Society, 19, 119-136.
  • Epstein, M. H., Polloway, E. A., Foley, R. M. ve Patton, J. R. (1993). Homework: A comparison of teachers' and parents' perceptions of the problems experienced by students identified as having behavioral disorders, learning disabilities, or no disabilities, Remedial and Special Education, 14(5), 40-50.
  • Gill, B. P. ve Schlossman, S. L. (2003). Parents and the politics of homework: Some historical perspectives, Teachers College Record, 105(5), 846-871.
  • Hallam, S. (2004). Current Findings - Homework: The Evidence, British Educational Research Association Research Intelligence, 89, 27-29.
  • Harniss, M. K., Epstein, M. H., Bursuck, W. D., Nelson, J. ve Jayanthi, M. (2001). Resolving homework-related communication problems: Recommendations of parents of children with and without disabilities, Reading and Writing Quarterly, 17(3), 205-225.
  • Heller, H.W., Spooner, F., Anderson, D. ve Mimms, A. (1988). Homework: A review of special education practices in the southwest, Teacher Education and Special Education, 11, 43-51.
  • Hong, E. ve Lee, K. (2000). Preferred homework style and homework environment in high-versus low-achieving Chinese students, Educational Psychology, 20(2), 125-137.
  • Hoover-Dempsey, K. V., Bassler, O. C. ve Burow, R. (1995). Parents' reported involvement in students' homework: Strategies and practices. Elementary School Journal, 95, 435-450.
  • Hoover-Dempsey, K. V., Battiato, A. C., Walker, J. M., Reed, R. P. ve Jones, K.P. (2001). Parental involvement in homework, Educational Psychologist, 36(3), 195-209.
  • Jayanthi, M., Nelson, J. S., Sawyer, V., Bursuck, W. D., ve Epstein, M.H. (1995). Homework-communication problems among parents, classroom teachers, and special education teachers: An exploratory study, Remedial and Special Education, 16, 102-116.
  • Keith, T. Z. (1982). Time spent on homework and high school grades: A large sample path analysis, Journal of Educational Psychology, 74(2), 248-253.
  • Keith, T. Z. ve Cool, V. A. (1992). Testing models of school learning: Effects of quality of instruction, motivation, academic coursework, and homework on academic achievement, School Psychology Quarterly, 7, 207-226.
  • Kohn, A. (2006). Abusing Research: The study of homework and other examples, Phi Delta Kappan, (September), 8-22.
  • Kralovac, E. ve Buell, J. (2001). End homework now, Educational Leadership, 58 (7), 39-42.
  • Kralovac, E. ve Bruell, J. (2000). The End of Homework: How Homework Disrupts Families, Overburdens Children, and Limits Learning. Boston: Beacon.
  • MacBeath, J. (2000). New coalitions for promoting school effectiveness. Bulunduğu Eser: S. Wolfendale ve J. Bastiani (Eds), The Contribution of Parents to School Effectiveness, London: David Fulton.
  • McDermott, R. P., Goldman, S. V. ve Varenne, H. (1984). When school goes home: Some problems in the organization of homework. Teachers College Record, 85(3), 391-409.
  • McReynolds, K. (2005). Homework. Encounter: Education for Meaning and Social Justice, 18(2), 9-13.
  • Paschal, R. A., Weinstein, T. ve Walberg, H. J. (1984). The effects of homework on learning: A quantitative synthesis. The Journal of Educational Research, 78, 97-104.
  • Patton, J. R., Jayanthi, M. ve Polloway, E. A. (2001). Home-school collaboration about homework: what do we know and what should we do? Reading & Writing Quarterly, 17, 227-242.
  • Simplicio, J. S. C. (2005). Homework in the 21st century: The antiquated and ineffectual implementation of a time honored educational strategy, Education, 126(1) 138-142.
  • Snow, C. E., Barnes, W. S., Chandler, J., Goodman, I. F. ve Hemphill, L. (1991). Unfulfilled Expectations: Home and School Influences on Literacy. Cambridge, MA: Harvard University Press.
  • Solomon, Y., Warnin, J. ve Lewis, C. (2002). Helping with homework as a site of tension for parents and teenagers, British Research Educational Journal, 28(4) 603-622.
  • Strother, D.B. (1984). Homework: Too much, just right, or not enough? Phi Delta Kappan, 28, 423-426.
  • Timperley, H., McNaughton, S., Parr, J. ve Robinson, V. (1992). Beliefs and Practices. University of Auckmand, Auckland Uniservices.
  • Turnbull, A. P. ve Turnbull, H. R. (1990). Families, Professionals, and Exceptionality: A Special Partnership (2nd ed.). Columbus, OH: Merrill.
  • Van Voorhis, F. L. (2003). Interactive homework in middle school: Effects on family involvement and science achievement, Journal of Educational Research, 96(6), 323-338.
  • Van Voorhis, F. L. (2004). Reflecting on the homework ritual: Assignments and designs, Theory into Practice, 43(3), 205-12.
  • Walberg, H. J., Fraser, B. J., ve Welch, W. W. (1986). A test of a model of educational productivity among senior high school students, The Journal of Educational Research, 79, 133-139.
  • Walberg, H. J., Paschal, R. A. ve Weinstein, T. (1985). Homework's powerful effects on learning, Educational Leadership, 42, 76-78.
  • Xu, J. ve Corno, L. (2003). Family help and homework management reported by middle school students, Elemantary School Journal, 103(5), 503-518.
There are 54 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Adem Sultan Turanlı This is me

Publication Date January 1, 2007
Published in Issue Year 2007 Volume: 2 Issue: 1

Cite

APA Turanlı, A. S. (2007). Gerçek Bir İkilem: Ödev Vermek Ya da Vermemek?. Sosyal Bilimler Araştırmaları Dergisi, 2(1), 136-154.
AMA Turanlı AS. Gerçek Bir İkilem: Ödev Vermek Ya da Vermemek?. JSSR. January 2007;2(1):136-154.
Chicago Turanlı, Adem Sultan. “Gerçek Bir İkilem: Ödev Vermek Ya Da Vermemek?”. Sosyal Bilimler Araştırmaları Dergisi 2, no. 1 (January 2007): 136-54.
EndNote Turanlı AS (January 1, 2007) Gerçek Bir İkilem: Ödev Vermek Ya da Vermemek?. Sosyal Bilimler Araştırmaları Dergisi 2 1 136–154.
IEEE A. S. Turanlı, “Gerçek Bir İkilem: Ödev Vermek Ya da Vermemek?”, JSSR, vol. 2, no. 1, pp. 136–154, 2007.
ISNAD Turanlı, Adem Sultan. “Gerçek Bir İkilem: Ödev Vermek Ya Da Vermemek?”. Sosyal Bilimler Araştırmaları Dergisi 2/1 (January 2007), 136-154.
JAMA Turanlı AS. Gerçek Bir İkilem: Ödev Vermek Ya da Vermemek?. JSSR. 2007;2:136–154.
MLA Turanlı, Adem Sultan. “Gerçek Bir İkilem: Ödev Vermek Ya Da Vermemek?”. Sosyal Bilimler Araştırmaları Dergisi, vol. 2, no. 1, 2007, pp. 136-54.
Vancouver Turanlı AS. Gerçek Bir İkilem: Ödev Vermek Ya da Vermemek?. JSSR. 2007;2(1):136-54.


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