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Ascd rethinking homework

In this updated edition, Cathy Vatterott examines the role homework has played in the culture of schooling over the years; how such factors as family life, the media, and "homework gap" issues based on shifting demographics have affected the homework controversy; and what recent research as well as common sense tell us about the effects of homework on student learning. She also explores how the current homework debate has been reshaped by forces including the Common Core, a pervasive media and technology presence, the mass hysteria of "achievement culture," and the increasing shift to standards-based and formative assessment. The best way to address the homework controversy is not to eliminate homework. Instead, the author urges educators to replace the old paradigm characterized by long-standing cultural beliefs, moralistic views, and behaviorist philosophy with a new paradigm based on the following elements: Designing high-quality homework tasks; Differentiating homework tasks; Deemphasizing grading of homework; Improving homework completion; and Implementing homework support programs. Numerous examples from teachers and schools illustrate the new paradigm in action, and readers will find useful new tools to start them on their own journey.
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The debate over homework has gone on for decades, but schools and families have changed in many ways, and, as author Cathy Vatterott notes, "There's a growing suspicion that something is wrong with homework. Cathy Vatterott. Table of Contents. About the Author. About This Book. Is homework an essential component of rigorous schooling or a harmful practice that alienates and discourages a significant number of students? Nine years after Rethinking Homework.
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As a former middle school teacher and principal, and the parent of a college graduate, she has experienced homework from a variety of perspectives. She frequently presents at national conferences and serves as a consultant and workshop presenter for K schools on homework, grading practices, and teen stress. Vatterott has been researching, writing, and speaking about K homework for over 20 years and is considered an international expert on homework.
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Grading systems often reward on-time task completion and penalize disorganization and bad behavior. Despite our best intentions, grades seem to reflect student compliance more than student learning and engagement. In the process, we inadvertently subvert the learning process. After careful research and years of experiences with grading as a teacher and a parent, Cathy Vatterott examines and debunks traditional practices and policies of grading in K—12 schools. She offers a new paradigm for standards-based grading that focuses on student mastery of content and gives concrete examples from elementary, middle, and high schools.
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