NDSU Distance & Continuing Education (DCE)

Course Description:

Participants will examine the role homework has played in the culture of schooling over the years. You will explore how such factors as family life, the media, and the balance movement have affected the homework controversy and what research and educators' common sense tell us about the effects of homework on student learning. You will view multiple perspectives on the topic and do some deep thinking about how you approach the topic of homework. Ultimately, this course will help you design homework that is more meaningful.

Objectives:

As a result of this participation in this course, students should:

1.  Interpret results of research on the effectiveness/consequences of homework

2.  Explain how historical movements have influenced the homework debate

3.  Describe how the reality of contemporary family/home life impacts the homework debate

4.  Understand elements of effective/quality homework design

5.  Explain the characteristics of effective homework support programs

6.  Develop their own philosophy of homework

7.  Make modifications/adaptations of homework to satisfy the demands of diverse families/home life

8.  Design a differentiated homework task

Texts/Readings:

Text(s): 
Vatterott, Cathy.  Rethinking Homework: best practices that support diverse needs. (2009).  ASCD.

Articles:  (referenced in the study guide and posted on our website)
Cushman, K. (Sept. 2010). Educational Leadership: Show Us What Homework’s For, pages 74-78.

Garbe, G. and Guy, D. (Summer 2006). Educational Leadership: No Homework Left Behind, volume 63.

Kohn, A. (Sept. 2006). Education Week: The Truth About Homework.

Kralovec, E. and Buell, J. (April 2001). Educational Leadership: End Homework Now: Beyond Class Time, pages 39-42.

Marzano, R. and Pickering, D. (March 2007). Educational Leadership: The Case For And Against Homework, pages 74-79.