Villain or Savior? The American Discourse on Homework, 1850-2003

Bibliographic Data

ID4254340
AuthorsBrian P Gill, Brian Gill (0000-0003-2391-940X), Steven L Schlossman, Steven Schlossman
Year2004
Volume43
Issue3
Pages174-181
Publication date2004-08-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1207/s15430421tip4303_2
OpenAlexW2025998331
LanguageEN
Citations received9
References cited8

This article examines homework's place in American K-12 schooling over the last century and draws three main conclusions. First, homework has always aroused strong passions pro and con. Second, despite prominent press reports to the contrary in the early 20th century and again today, the best evidence suggests that most parents have consistently supported homework during the last 100 years. Third, homework practice is slow to change but is not unmovable, as evidenced by increases in high school homework in the decade after Sputnik and recent increases in homework for children in grades K-2. Nevertheless, the academic excellence movement of the last 20 years has succeeded in raising homework expectations only for the youngest children

Art · Developmental psychology · Excellence · Literature · Passions · Pedagogy · Political science · Raising (metalworking · Diverse Education Studies and Reforms · Law · Parental Involvement in Education · Psychology · School Choice and Performance

Tools

Open DOISci-Hub