Talk:Robert J. Marzano

The Positives and Negatives of Homework

Terry Stinson

October 23rd, 2008

University of New Mexico

Does homework benefit or harm students? This is an on-going debate

within the educational community. Robert J. Marzano, a leading researcher

in the educational field, has written many articles and books on this subject.

He has found both pros and cons on the homework subject, and this article

will discuss both sides of this issue as well as apply a personal

experience about this topic. Two sources used to find some negative aspects of homework are the article The Case For and Against Homework and the book Classroom Instruction That Works (2001).

Both of these sources point out the negative aspects of assigning homework. One idea against homework is the belief that homework interferes with home activities. These thoughts first came to light in the 1940’s and then again in the 1980’s. Marzano and Pickering say that the amount of homework assigned should be regulated and kept to a “right” amount depending on the grade level. If “too” much homework is being given, this interferes with the time being spent with the family (p. 62). Bennett and Kalishs' study (as cited by Marzano & Pickering) say that some teachers give too much non-quality homework, which is the second argument against giving homework. This “quality and quantity” of homework is having a detrimental effect on children’s learning. Marzano and Pickering go on to discuss that teachers are not well trained in how to assign homework. They suggest that the amount and quality of homework should be designed through more valuable assignments. Marzano, Pickering and Pollock mention that there needs to be a purpose for homework. The teacher needs to articulate and identify this reason to the students and parents as well (Marzano, Pickering and Pollock, 2001, p. 63). In a lot of cases this is not being done. One last reason that researchers are against homework is that the environment of the home can interfere with the homework being done. This leads to the student being penalized for not completing assignments given. Marzano talks about parental involvement and how this could have a negative effect also. He says a negative aspect would be if the parent solves the content of the homework and does not have the child complete it for himself. There are negative effects when parents are asked to help their children with the homework. Balli, Balli, Demo & Wedman (as cited by Marzano, Pickering and Pollock 2001) state that parents can help facilitate but not solve the content of the work for students.

The other side to homework is the positive side, the benefits of giving homework. Marzano and Pickering state that when homework is given in realistic amounts it is appropriate. Teachers must use careful planning and assign homework that maximizes student success. Cooper, Lindsay, Nye, & Greathouse (as cited by Marzano, Pickering and Pollock 2001) state that “homework does produce beneficial results for students in grades as low as 2nd grade. Recently, homework has been found to positively effect elementary students’ achievement. They say that homework helps extend learning beyond the confines of the school day. Children need to learn that learning takes work at home, as well as at school. The National Education Commission on Time and Learning (as cited by Marzano and Pickering, 2001) also supports this theory by stating that students here in the U.S. spend much less time studying academic content than students from other countries. Our time is limited at school and this study found that “students abroad are required to work on demanding subject matter at least twice as long as are U.S. students” (p.25). One last positive aspect to assigning homework is that mastering skills requires practice. Mastering skills requires that students practice a skill at least 24 times for a level of competence. Students can reach 80% mastery by doing this. (Marzano, Pickering, and Pollock, 2001, figure 5.5, p. 67) Just as in sports or anything, practice helps create mastery. Homework for young children should help them in mastering skills, building good study habits, and helping them foster positive attitudes toward school.

As a teacher of 18 years, I have seen both sides to this homework dilemma. I agree with Marzano that the quality and quantity must match the level at which homework is assigned. At my level, agree with the statement “in the earliest grades it should help them develop good study habits, positive attitudes, character traits; permit appropriate parental involvement and reinforce skills introduced in class” (The Battle over Homework, Cooper 2007). This really sums up my attitude for giving homework. I use it for all the reasons stated above. I use it as an extended time to my day by allowing students who don’t finish assignments in class the added time at home. Homework is also used to help reinforce skills that are taught. I use homework as a link between home/parents and school. I feel that it helps build responsibility for my students. It also gives the children time to spend with their parents explaining what they are learning in school. One negative thing that I have experienced in giving homework is the lack of parental involvement. In my class, I send homework and the parents are supposed to help their child, or at least look over the homework to make sure their child has completed it correctly. The child then gets their parent to sign their homework journal, which shows me that the parents have done the above. Often, with certain children, the journal is not signed. However, sometimes the folder is signed, but it is obvious that they haven’t looked at their child’s homework because the work comes back complete, but incorrect. This is detrimental to the child by enforcing a skill done incorrectly.

Even though I have experienced both the positive and negative aspects of giving homework, I still think it is a powerful tool when used correctly. I feel the positives far outweigh the negatives. I also learned that I need to be more aware that the homework I am assigning is age appropriate and not too lengthy, and to make sure it is beneficial (quality/quantity). There are many pros and cons about the homework argument. If used improperly, homework can be detrimental to student achievement. However, if used properly it can enhance a child’s learning experience. So back to the initial question; does homework benefit or harm students? The answer to this question truly depends on how the teachers and school districts address this issue.

Balli, S. J. (1998). When mom and dad help: Student reflections on parent

involvement with homework. Journal of Research and Development

in Education, 31 (3), 142-157.

Cooper, H. Lindsay, J. J., Nye, B., & Greathouse, S. (1998). Relationships among

attitudes about homework, amount of homework assigned and

completed. and student achievement. Journal of Educational Psychology,

90 (1), 70-83.

Marzano, Robert J., Pickering, Debra J., (2007). The Case For and Against Homework.

[Electronic Version] Education Journal: Responding to Changing Demographics

64(6), 74-79. Retrieved October 13th, 2008, from http://www.

marzanoandassociates.com/

Marzano, Robert J., Pickering, Debra J., Pollock, Jane (2001). Classroom Instruction

That Works: Research- Based Strategies For Increasing Student Achievement.

Association for Supervision and Curriculum Development, Alexandria, Virginia USA

Creating Standards Based Education

by

Shawna Lee In two separate articles, Realizing the Promise of Standards-Based Education and Eight Questions about Implementing Standards-Based Education, Marzano, emphasizes 3 important concepts that educators and administrators alike need to consider in order for standards based education to be successful. Understanding the promise of what a standards based education involves is the first step to success, followed by improving school standards and looking at the aspects of standard driven schools. If schools look realistically at the promises of standards based education and then honestly work as a team to implement the concepts, they can create the success that is wanted. In an effort to find an educational support system that promotes student success, many educators are looking closer at their school’s standards. In both articles, the following points are addressed to show what the potential of a standards based school could be. Clearly the key objective is that communication between all stakeholders, including students, would be simplified and improved. This communication along with clearly defined goals and decision making would lead to a more organized and flourishing environment. Lastly, by defining and creating grade level standards, educators are hoping to see more accomplishments, as well as a reduction in the ‘too much to teach/too many options’ difficulty that teachers face. As schools look closier at identifying problem areas and working on school improvements, several fundamental factors need to be addressed. First, creating a steering committee that is committed to the idea of improvement will set the stage for standard improvement. Next, agreed upon goals and a narrowed amount of content to cover will aid in the planning stages. Looking at proven methods and systems, as well National and State Inventory Studies, will guide the concept making component of school improvement. The final component that both articles hit upon was looking at examples of successful standards driven schools and highlighting key elements found there. The schools from the two articles all started with state standards that needed to be addressed and then added selectively to the list. They also wrote the standards clearly and did not add more topics that could be addressed in a given year. Having an assortment of assessments that they used regularly in which to assign grades from and to determine the effectiveness of the standards made their jobs much easier. As accountability for both educators and students becomes a main focus of the educational system, reforms and refinements must take place not only nationally, but also within our local school settings. Through successful standards based education, both students and educators will have accessibility to the goals and measures expected of them. Standards based education encourages all stakeholders to take proactive steps to encourage a positive future educational system.

Marzano, R. J. ( 1996). Eight Questions about Implementing Standards-Based Education. Practical Assessment, Research & Evaluation, 5 (6), Marzano, R.J. & Schmoker, M. (1999). Realizing the Promise of Standards-Based Education. Educational Leadership, 56 (1), 17-21.