1 Program and School Services Committee April 2, 2008 Agenda Item xxx
Report No. 03-08-1245 RTS No. 216
TORONTO DISTRICT SCHOOL BOARD
REVISED POLICY P.036: HOMEWORK
TO Program and School Services Ctte 02 April 2008 RECOMMENDATION It is recommended that revised policy P.036: Homework, as appended to the report, be adopted.
RATIONALE On June 27, 2007, the Board decided: That staff consult with students, parents, teachers, principals, and superintendents of education to ob- tain feedback as to perceptions and experiences, is- sues and concerns around homework, the Board’s policy P.036, Homework, and present a report pro- viding: (i) a summary of the feedback; (ii) comment on the assignment of homework, and including an examination of the quantity and appropriateness of homework tasks, and of the times (such as during holidays) when home- work is assigned; (iii) recommendations on revisions to the policy and operational procedure.
The Board’s homework policy P.036 was adopted in 1999. At that time, the Province of Ontario had just eliminated OAC and redis- tributed the expectations of the provincial curriculum. Information on effective instructional practice was just emerging and home- work policies across the province focused on defining the purpose of homework, identifying types of homework, providing time guidelines by grade for homework and outlining the roles and re- sponsibilities of students, teachers and parents to ensure homework completion.
Over the past decade, there has been more research about: • the process of student learning and effective teaching; • the connection between homework and student achievement and 2 Program and School Services Committee April 2, 2008 Agenda Item xxx
the development of lifelong learning skills, and • the impact of homework on our classrooms and families.
As a result, staff is proposing consideration of a revised Home- work policy that reflects these new understandings and shared be- liefs.
The revised Homework policy has been informed by question- naires and consultations held with students, parents/guardians, teachers, administrators and trustees. It brings clarification across the Board to the practice of assigning effective, meaningful and relevant homework that supports student learning.
RESOURCES Implementation of the revised policy requires no new resources.
IMPLEMENTATION AND REVIEW
If the policy is approved, changes would be implemented for the 2008-09 school year. Impacts of the changes will be monitored through local school measures.
APPENDICES Appendix A: Revised: Homework Policy Appendix B: Summary of Homework Policy Changes Appendix C: Current: Homework Policy P.036 CUR Appendix D: Homework Consultation Process Appendix E: Homework Policy Implementation and Communi- cation Plan Appendix F: Community Consultation Homework Package (Powerpoint Presentation, Homework Question- naire, Bibliography) Appendix G: Responses to Homework Questionnaire Appendix H Homework Research Overview (Executive Sum- mary) Appendix I: Provincial and International Homework Policy and Practice Review
FROM Executive Superintendent Melanie Parrack at 416-397-3190 (or Melanie.parrack@tdsb.on.ca) or System Superintendent-Program Karen Grose at 416-397-3851 (or Karen.grose@tdsb.on.ca)
ROUTING Executive Planning and Priorities Ctte 25 March 2008 Program and School Services Ctte 02 April 2008 Board 16 April 2008
E03(Homework Report)zs.3378, School Services – Program, Last update: 28 March, 2008 1 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix A
Proposed Revised Policy TITLE: HOMEWORK 1.0 OBJECTIVE To establish the Board’s belief that homework is an engaging and relevant learning activ- ity. To establish the Board’s commitment to the assignment of homework in a purpose- fully planned manner that is directly connected to a student’s school program and learning expectations of the Ontario Curriculum. 2.0 DEFINITIONS Homework is an out-of-classroom learning experience assigned by a teacher to enhance student learning. Homework should be reviewed by teachers so that they know where stu- dents are now and how to better direct them towards their learning goals. There are four types of commonly assigned homework, each having a different intended outcome as shown below. Type Definition Intended Outcome Application Completion Any work assigned dur- ing the school day not completed in class Helps students keep up to date with the class- room program The classroom program should be differentiated if a student has comple- tion homework on a regular basis. Practice Any work that reviews and reinforces skills and concepts taught in class Helps students practice newly acquired skills to develop fluency To be effective, practice homework requires stu- dents to already be able to independently per- form the skills required. Preparation Any work that prepares students for upcoming lessons or classes Encourages students to acquire background in- formation or to bring their prior knowledge and experiences to up- coming units of study
Extension Any work that explores and refines learning in new contexts or inte- grates and expands on classroom learning Encourages students to problem solve, think creatively and think critically To be effective, exten- sion homework does not require a student to learn curriculum content independently. Instead, students deepen under- standing and relate learning to the real world. 2 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix A
3.0 POLICY Effective Homework Assignments 3.1. Homework assignments shall be clearly articulated and carefully planned, and in- volve consultation among core, rotary and subject teachers, where appropriate. Also where appropriate, homework assignments shall be differentiated to reflect the unique needs of the child. 3.2. The purpose of all types of homework is to ensure it is both effective in promoting high quality student learning and achievement and it nurtures a desire for students to keep learning. Effective homework assignments: (a) are curriculum based and meet the developmental and individual needs of the student through differentiation and modification. (b) should be commented on to provide feedback for future learning. (c) are designed to require no additional teaching outside the classroom and are engaging and relevant to student learning. Students understand what is ex- pected of them before leaving school. (d) do not require resources or technology to which students may not have access. (e) may be designed to involve parents/guardians in supporting their children’s learning but should not teach new concepts. Consequences for Incomplete Homework Assignments 3.3. If homework is not completed, consequences shall not be punitive. There is no con- nection between punitive measures and student achievement, punitive measures ac- tually provide powerful disincentives. Reporting of Homework 3.4. Homework is reported on only the Learning Skills Section of the Elementary Provin- cial Report Card as a part of Independent Work and Homework Completion and on the Secondary Report Card as part of the Works Independently and Work Hab- its/Homework. Timing, Scheduling and Quantity of Homework The amount of homework assigned to students should be different from elementary, to middle school to high school and that the amount of time a student spends on assigned homework depends on such factors as: the student’s needs, learning ability, subject, school schedule, proximity to tests, examinations and assigned homework due dates. Time spent on homework should be balanced with the importance of personal and family wellness and the wide array of family obligations experienced in our society today. 3 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix A
3.5. Kindergarten Homework should not be assigned to Kindergarten students. There is a strong con- nection between parental involvement and student achievement. As a result, families are encouraged to engage in early learning activities such as playing, talking and reading together in English or in the family’s first language. Teachers may provide resources to support home-based early learning activities. 3.6. Grades 1 to 6 There is a strong connection between reading to or with elementary children every day in English or in one’s first language and student achievement. As a result, homework assigned in the early grades shall more often take the form of reading, playing a variety of games, having discussions and interactive activities such as building and cooking with the family. In the late Primary and Junior grades, effec- tive homework may begin to take the form of independent work. In both cases, homework assigned for completion, practice, preparation or extension should be clearly articulated and differentiated to reflect the unique needs of the child. 3.7. Grades 7 to 8 Completion of homework for middle school-aged students can contribute to im- proved student achievement. Homework assignments for completion, practice, preparation or extension for students in Grades 7 and 8 shall be clearly articulated and carefully planned, in partnership among core and rotary teachers. Estimated completion time should be one hour or less. 3.8. Grades 9 to 12 Completion of homework can contribute to improved student achievement, particu- larly in the upper grades. Homework assignments for students in Grades 9 to 12 shall be clearly articulated and carefully planned with an estimated completion time of two hours or less. Homework stress is particularly prevalent amongst families with children transitioning between major school levels. As a result, homework, es- pecially for Grade 9 students, should be carefully planned in partnership among sub- ject teachers. General 3.9. No homework shall be assigned on scheduled holidays as outlined in the school year calendar or on days of significance. 3.10. Wherever possible, homework assignments shall be assigned to be returned using blocks of time so that families can best support homework completion by balancing 4 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix A
the time required to complete homework with extra curricular activities scheduled outside of the school day and activities that support personal and family wellness. Parents who have concerns with homework expectations for their child shall be en- couraged to contact their child’s teacher or the school principal to discuss the situa- tion. 3.11. See also policy P063: Pre-examination Moratorium on Major Assignments and Ac- tivities, adopted June 27, 2007 Homework During Extended Absences 3.12. Teachers shall not be expected to provide detailed classroom work and homework assignments to students who are absent for extended periods of time other than days of significance or scheduled school holidays. For absences due to extended illness, parents may contact the school principal to discuss available options. Roles and Responsibilities A positive and open school-home partnership will have a positive impact on student suc- cess in the homework process. (a) School staff are responsible for: (i) communicating school homework guidelines early in the school year for use by teachers, parents and students; (ii) coordinating school wide resources and practices that support home- work, e.g. use of agenda, library facilities, academic support programs, ensuring effective communication between rotary teachers so that a rea- sonable amount of homework is being assigned; and (iii) providing information to parents on the purpose of effective homework and sharing practices that will help families support their children (for example: newsletters, open houses, and websites). (b) Teachers are responsible for: (i) encouraging a partnership with family and students that promotes timely, regular communication and supports families in the homework process; (ii) designing homework assignments that clearly articulate their purpose and expected outcome; (iii) sharing expectations for homework with students and parents early in the school year; 5 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix A
(iv) ensuring any homework assigned is directly related to classroom instruc- tion and consists of clear, purposeful and engaging and activities; (v) assigning homework that is appropriate to the student’s age, develop- mental level, learning style, skills and individual needs; (vi) teaching the skills necessary for the student to complete the homework and become successful independent learners; and (vii) articulating and carefully planning homework in partnership with core and rotary teachers. (c) Students are responsible for: (i) ensuring that he/she clearly understands the homework assigned, i.e. as- signments, criteria, and timelines, and asks for clarification or assistance from the teacher when homework assignments or the expectations are not clear; (ii) recording assignments in his/her agenda or student planner; (iii) regularly completing assigned homework in a timely manner to the best of his/her ability; and (iv) managing time and materials, e.g. by bringing home necessary materials. (d) The family is responsible for: (i) reading in English, French (French Immersion) and/or the family’s first language throughout the elementary years of their children’s education; (ii) providing an environment, i.e. workplace, block of uninterrupted time, usually in the home or in an alternative setting such as a homework club for homework to be done; (iii) providing encouragement and appropriate support without doing the homework for their child; (iv) providing a healthy balance between homework, co-curricular activities and family commitments; (v) stopping their child from continuing to complete homework at bedtime, even if the child is not done,; and (vi) contacting the classroom teacher if their child is not consistently able to do the homework by him/herself or if challenges or questions arise. 1 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix B
Summary of Homework Policy Changes
Current Policy Proposed Policy Types of Homework Four types and their rationales identified Four types defined, with identifi- cation of specific intended out- comes and application for effec- tiveness in learning. Suggests 10 minutes per grade Quantity of assigned homework differentiated by division/grade, and reflects unique learning needs of individual students. Requests teachers to be aware of days of significance Ensures no homework is assigned on days of significance or sched- uled holidays in the school year calendar (Not applicable) Requires homework to be as- signed in blocks of time to sup- port flexibility in balancing time for family activities (Not applicable) Consistent with Pre- Examination Moratorium on Major Assign- ments and Activities (Policy P. 063SCH) Timing, Scheduling, and Quantity of Homework (Not applicable) Addresses homework and ex- tended absences during the school year Roles and Responsi- bilities Identifies roles and responsibilities of the school, teacher, parent and student Identifies roles and responsibili- ties of the school, teacher, student and family. Roles and responsi- bilities are balanced and aligned with the content of proposed Homework Policy.
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Appendix C
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Appendix D
Homework Consultation Process
On June 27, 2007, the Board decided: that staff consult with students, parents, teachers, princi- pals and superintendents of education to obtain feedback as to the perceptions and experiences, issues and concerns around homework, the Board’s Policy P.036, Homework, and present a re- port providing:
1. A summary of the feedback; 2. Comment on the assignment of homework, and including an examination of the quantity and appropriateness of homework tasks, and of the times (such as during holidays) when homework is assigned; 3. Recommendations on revisions to the policy and operational procedure.
In late Fall 2007: • Homework Policies in five large urban boards across the province were reviewed • A sampling of TDSB school based Homework Policies were reviewed • A research review focused on homework was conducted • The results of Canada’s two most recent national surveys for parents on homework (The Canadian Study of Homework Realities 2007, The Survey of Canadian Attitudes toward Learning, 2007) were reviewed • Student perceptions, experiences, issues and concerns captured in the 2007 TDSB Stu- dent Census, Grade 7-12, were reviewed.
In Winter 2008: A series of stakeholder consultations carefully crafted to obtain feedback as to the perceptions, experiences, issues and concerns our staff, parents/guardians and community partners have around homework took place as follows:
NE Quad Community Meeting, February 5, 2008, Agnes McPhail P.S. SE Quad Community Meeting, February 7, 2008, Oakridge Jr P.S. SW Quad Community Meeting, February 11, 2008, Central Technical School NW Quad Community Meeting, February 13, 2008, HJ Alexander C.S.
Please note that each Ward’s Equity Policy Advisory Committee (EPAC), Parent Involvement Advisory Committee (PIAC), Special Education Advisory Committee (SEAC) and French as a Second Language Advisory Committee (FSLAC) representatives were invited to attend the Quad Community Meetings.
Early Years Steering Committee, February 14, 2008 Inner City Advisory Committee, February 15, 2008 TDSB Program Liaison Committee, February 19, 2008 Early Years Advisory Council, February 28, 2008 Elementary Teachers Toronto (ETT), Elementary Concerns Table, February 28, 2008 2 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix D
Ontario Secondary School Teachers Federation District Twelve (OSSTF D12), Secondary Con- sultation Committee Meetings, February 29, 2008 Continuing Education International Languages Advisory Committee, March 3, 2008 1 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix E
Homework Policy Implementation and Communication Plan
Timeline
Communication Responsibility
April 2008 Immediate Communication:
Press Release Communications
Director’s Blog Communications
TDSB Website Communications
TDSB Program Site Program
TEL Conferences Program
Required Changes for Common Pages in Stu- dent Agenda 2008 - 2009
Communications
Required Translations of Homework Policy
Student and Community Equity
May 2008
FOS Meeting
Superintendents of Edu- cation/Program Dept.
Staff Meeting
Principal
School Council Meeting
Principal
August 2008 Professional Development at Summer Insti- tutes:
Program
Beginning Teachers, Orientation Program (Au- gust 12 – 14)
Program
Elementary and Secondary Teachers, (August 19 – 21)
Program 2 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix E
New Administrators Orientation Program (Au- gust 20 – 21)
Program
CL/ACL Program (August 25)
Program
Elementary POR Program (August 26)
Program
September 2008 New TDSB Homework Policy Implementation (now applicable):
FOS Meeting Superintendents
Staff Meeting Principals
School Council Meeting Principals
Ongoing Professional Development and Sup- port
Program Department
Appendix D 1 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix F
Community Consultation Homework Package
1. PowerPoint Presentation
2. Homework Questionnaire
3. Bibliography ************************************* 2 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix F
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Appendix F
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Appendix F
1. Homework Questionnaire 2008 I am responding as a (please circle):
Parent Teacher Administrator SOE Trustee
If you are responding as a parent, please circle the answer that applies to your child/children:
Child One: Grade K-3 4-8 9-12 Gender: M F
Specialized Program: French Immersion, Extended French, Arts, Athletic, Special Education, other, __________
Child Two: Grade K-3 4-8 9-12 Gender: M F
Specialized Program: French Immersion, Extended French, Arts, Athletic, Special Education, other, ___________
8 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix F
Types of Homework
1. What kind of homework does/do your child/students have? (please circle as many responses as applicable)
Child One a) completing classroom work from that school day b) drill and practice c) studying for tests d) opportunities for creative extensions that promote critical thinking and problem solving e) projects
Child Two a) completing classroom work from that school day b) drill and practice c) studying for tests d) opportunities for creative extensions that promote critical thinking and problem solving e) projects
2. What effect do you believe homework is having on your child’s/student’s aca- demic achievement?
Child One Very negative 1 2 3 4 5 very positive
Child Two Very negative 1 2 3 4 5 very positive
3. What effect do you believe homework is having on the characteristics you identi- fied as wanting your children/students to have for the rest of their lives?
Child One Very negative 1 2 3 4 5 very positive
Child Two Very negative 1 2 3 4 5 very positive
9 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix F
4. My child’s/student’s homework is meaningful and relevant to their learning.
Child One Never 1 2 3 4 5 Always
Child Two Never 1 2 3 4 5 Always
5. My child/students finds his/her homework enjoyable.
Child One Never 1 2 3 4 5 Always
Child Two Never 1 2 3 4 5 Always
Additional Comments: Experiences/ Information
1 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix F
Quantity and Timing of Homework
1. On average, how much time does your child spend on homework each night? (please circle)
Child One less than 10 min 10-20 min 20–30 min 30-40 min 40-50 min 50-60 min 60-80 min 80-100 min 100-120 min Over 120 min
Child Two less than 10 min 10-20 min 20–30 min 30-40 min 40-50 min 50-60 min 60-80 min 80-100 min 100-120 min Over 120 min
2. Is your child’s homework assigned to be returned the next day?
Child One Never 1 2 3 4 5 Always
Child Two Never 1 2 3 4 5 Always
3. My child has too much homework.
Child One Never 1 2 3 4 5 Always
Child Two Never 1 2 3 4 5 Always
4. I believe my child should have more homework.
Child One Never 1 2 3 4 5 Always
Child Two Never 1 2 3 4 5 Always
5. My child is assigned homework over the weekend.
Child One Never 1 2 3 4 5 Always
Child Two Never 1 2 3 4 5 Always
6. Besides “for pleasure reading”, should homework be assigned over the weekend for:
Elementary Students Never 1 2 3 4 5 Always
2 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix F
Secondary Students Never 1 2 3 4 5 Always
7. My child is assigned homework over vacations/holidays.
Child One Never 1 2 3 4 5 Always
Child Two Never 1 2 3 4 5 Always
8. Besides “for pleasure reading”, should homework be assigned over vacation or scheduled holidays for:
Elementary Students Never 1 2 3 4 5 Always
Secondary Students Never 1 2 3 4 5 Always
Additional Comments: Experiences/ Information 3 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix F
Impact of Homework on Our Families (To be completed by parents only)
1. I assist my child with homework.
Child One Never 1 2 3 4 5 Always
Child Two Never 1 2 3 4 5 Always
2. My involvement with homework is positive.
Child One Never 1 2 3 4 5 Always
Child Two Never 1 2 3 4 5 Always
3. My involvement with homework is negative.
Child One Never 1 2 3 4 5 Always
Child Two Never 1 2 3 4 5 Always
4. What is your child’s attitude toward homework? (please circle)
Child One enthusiastic willingly grudgingly somewhat very cooperative cooperative resistant resistant
Child Two enthusiastic willingly grudgingly somewhat very cooperative cooperative resistant resistant
5. My child experiences stress related to homework assignments. (e.g. nervousness, anxiety, crying)
Child One Never 1 2 3 4 5 Always
Child Two Never 1 2 3 4 5 Always
4 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix F
6. What is your attitude towards the assignment of homework?
Child One Very Negative 1 2 3 4 5 Very Positive
Child Two Very Negative 1 2 3 4 5 Very Positive
7. How does your child’s relationship with homework affect your family.
Child One Very Negatively 1 2 3 4 5 Very Positively
Child Two Very Negatively 1 2 3 4 5 Very Positively
8. My child’s homework interferes with other activities. (i.e. co-curricular activity, outside interests, dinner with family, household chores, time with friends, reading for pleasure, downtime, playing, sleep)
Child One Never 1 2 3 4 5 Always
Child Two Never 1 2 3 4 5 Always
Additional Comments: Experiences/ Information 1 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix F
Resources to Support Homework
1. My child is assigned homework that requires family assistance.
Child One Never 1 2 3 4 5 Always
Child Two Never 1 2 3 4 5 Always
2. How frequently does your child get help with homework. (i.e. from you, a brother/sister/adult, paid tutor)?
Child One Never 1 2 3 4 5 Always
Child Two Never 1 2 3 4 5 Always
3. I am clearly informed about my child’s homework assignments. (i.e. agenda, news- letters, phone calls, website)
Child One Never 1 2 3 4 5 Always
Child Two Never 1 2 3 4 5 Always
4. My child has access to a computer/the internet.
Child One Never 1 2 3 4 5 Always
Child Two Never 1 2 3 4 5 Always
5. My child is required to use a computer/the internet to do homework.
Child One Never 1 2 3 4 5 Always
Child Two Never 1 2 3 4 5 Always
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Appendix F
6. What other resources do you or your child draw on to help with homework? (please circle)
Resources from school, community library, books available at home, other, _____________
7. Do you feel comfortable helping your child with homework?
Child One Never 1 2 3 4 5 Always
Child Two Never 1 2 3 4 5 Always
Additional Comments: Experiences/ Information 3 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix F
Impact of Homework on Our Classrooms (To be completed by Teachers, Administrators and Superintendents only)
1. My students complete homework as assigned.
Never 1 2 3 4 5 Always
2. I feel pressure from parents/caregivers to provide daily homework.
Never 1 2 3 4 5 Always
3. I see signs of stress in my students related to homework completion. (please circle)
no a few some many all students students students students students
4. What is the general effect of homework completion on the teaching and learning in your classroom?
Very negative 1 2 3 4 5 Very positive
5. Have you had conversation with colleagues around the creation of meaningful homework assignments?
Very rarely 1 2 3 4 5 Very frequently
6. Have you had conversation with parents around the creation of meaningful home- work assignments?
Very rarely 1 2 3 4 5 Very frequently
Additional Comments: Experiences/ Information 4 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix F
Homework - Bibliography
Cameron, Dr. Linda, and Bartel, Dr. Lee. (2008) Homework realities: A Canadian study of paren- tal opinions and attitudes. Toronto: OISE. Retrieved online February 26, 2008 from http://www.oise.utoronto.ca/oise/UserFiles/File/cameron_bartel_report.pdf
Canadian Council on Learning. 2007 Survey of Canadian attitudes toward learning: Results for elementary and secondary school learning: Canadian Attitudes towards homework: The role of homework in structured learning. Retrieved online February 26, 2008, from http://search.ccl- cca.ca/CCL/Reports/SCAL/StructuredLearning/SCALStructuredHomework.htm?Language=EN
Cooper, Harris M. (2007). The battle over homework: Common ground for administrators, teach- ers and parents. 3rd ed. Thousand Oaks, CA: Corwin Press. 371.30281 Coo 2007
Cooper, Harris. (2001, Apr.). Homework for all – in moderation. Educational Leadership, 58(7), 34-38.
Cooper, Harris. (1989, Nov.). Synthesis of research on homework. Educational Leadership, 47(3), 85.
Cooper, Harris, Jackson, Kristina, Nye, Barbara, & Lindsay, James J. (2001, Winter). A model of homework’s influence on the performance evaluations of elementary school students. Journal of Experimental Education, 69(2), 181-200.
Cooper, Harris, Lindsay, J.L., 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.
Cooper, Harris, Robinson, Jorgianne Civey, & Patall, Erika A. (2006, Spring). Does homework improve academic achievement?: A Synthesis of the Research, 1987-2003. Review of Educational Research, 76(1), 1-42.
Cooper, Harris, & Valentine, Jeffrey C. (2001). Using research to answer practical questions about homework. Educational Psychologist, 36(3), 143-153.
Coutts, Pamela M. (2004, Summer). Meanings of homework and implications for practice. Theory into Practice, 43(3), 182-188.
Darling-Hammond, Linda, & Ifill-Lynch, Olivia. (2006, Feb.). If they’d only do their work! Edu- cational Leadership, 63(5), 8-13.
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Appendix F
Davies, Philippa. The Homework Debate: When is it just too much? Professionally Speaking. Ontario College of Teachers. Retrieved online February 26, 2008 from http://www.oct.ca/publications/professionally_speaking/june_2001/feature.asp
Foyle, Harvey. (1989). Homework: Research, policy and implementation. ERIC document ED303919. Retrieved online February 26, 2008 from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1e/66/35.p df
Foyle, Harvey. (1993, Apr.). Is homework an effective tool? NASSP Bulletin, 77 (552), 96-98.
Heitzmann, Ray. (2007, Mar.). Target HOMEWORK to maximize learning. The Education Di- gest, 72(7), 40-43.
Jackson, Bruce. (2007, Sept.). Homework inoculation and the limits of research. Phi Delta Kappan, 89(1), 55-59.
Kohn, Alfie. (2006, Sept.). Abusing research: The study of homework and other examples. Phi Delta Kappan, 88(1), 9-22.
Kohn, Alfie. (2007, Winter). Changing the homework default. Independent School, 66(2) 58-65.
Kohn, Alfie, (2007). Digging themselves in deeper: More misleading claims about the value of homework. Phi Delta Kappan, 88(7), 514.
Kohn, Alfie. (2006, Sept.). Down with Homework. Instructor, 116(2), 43-45, 68.
Kohn, Alfie. (2006). The homework myth: why our kids get too much of a bad thing. Cambridge, MA: Da Capo Life Long. 371.30281 Koh
Kohn, Alfie. (2007, Spring). The truth about homework. Our Schools, Our Selves, 16 (3), 77-84.
Kralovec, Etta, & Buell, John. (2001, Apr.). End homework now. Educational Leadership. 58(7), 39-42.
Kralovec, Etta, & Buell, John. (2000). The end of homework: How much homework disrupts fami- lies, overburdens children & limits learning. Boston, MA: Beacon. 371.30281 Kra
Marshall, Bethan. (1999, December 17.). How anxiety makes for a lot of homework. The Times Educa- tional Supplement, (4355), 13. Retrieved online February 26, 2008 from http://www.tes.co.uk/search/story/?story_id=305296
Marzano, Robert J., & Pickering, Debra J. (2007, Mar.). The case for and against homework. Educational Leadership, 64 (6), 74-79. 6 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix F
Marzano, Robert J., & Pickering, Debra J. (2007, Mar.). Errors and Allegations about research on homework. Phi Delta Kappan, 88 (7), 507, 513.
Marzano, Robert J., & Pickering, Debra J. (2007). Response to Kohn’s allegations. Centennial, CO: Marzano & Associates. Retrieved February 26, 2008 from http://marzanoandassociates.com/documents/KohnResponse.pdf
Murphy, Joseph, & Decker, Karen. (1989, May/Jun.). Teachers’ use of homework in high school. Journal of Educational Research, 82(5), 261-269.
Murphy, Joseph, & Decker, Karen. (1990, Feb.). Homework use at the high school level: Implica- tions for principals. NASSP Bulletin, 74(523), 40-43.
Philp, Margaret. (2006, October 21). Homework does not make the grade: Or does it? Globe and Mail, p. F1. Retrieved from CPI.Q (Canadian Periodicals) Thomson Gale .
Schipani, Denise. (2006, Dec.). Can homework backfire? Scholastic Parent & Child, 14(4), 37-38.
Shellard, Elizabeth G., & Turner, Jennifer R. (2004). Homework: Research and best practice. ERS Focus On, 1-20.
Simplicio, Joseph S.C. (2005, Fall). Homework in the 21st century: The antiquated and ineffectual implementation of a time honored educational strategy. Education, 126(1), 138-142.
Thomas, Ann Hill. (1992). Homework: How effective?: How much to assign?: The need for clear policies. Oregon School Study Council Bulletin (36:1). Eugene, OR: Oregon School Study Coun- cil. 371.30281 Tho
Toronto Star. Homework: A homewrecker: Report. Retrieved online February 26, 2008 http://www.thestar.com/printArticle/302001
Toronto Star. ‘Up with play, down with homework’. Retrieved online February 26, 2008 http://www.thestar.com/printArticle/248435
Trautwein, Ulrich, Ludtke, Oliver, Kastens, Claudia, & Koller, Olaf. (2006, Jul.). Effort on home- work in grades 5-9: Development, motivational antecedents, and the association with effort on classwork. Child Development, 77(4), 1094-1111.
Trautwein, Ulrich, & Koller, Olaf. (2003). The relationship between homework and achievement – Still much of a mystery. Educational Psychology Review, 15(2), 115-145.
7 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix F
TVO Parents.com. Podcasts.culture.ca. May 8 2007: The great homework debate. Retrieved online February 26, 2008 http://podcasts.culture.ca/explore/show/237657
TVO Parents.com. Homework: Are kids doing too much? Retrieved online February 26, 2008 http://www.tvo.org/cfmx/tvoorg/tvoparents/index.cfm?page_id=146&article_title_url=Homework AreKidsDoing- TooMuch&article_id=21&flag=&articleSearchTerm=&published=&theme_id=0&search=&flag1 =&CFID=20365&CFTOKEN=10683758
Van Voorhis, Frances L (2004, Summer). Reflecting on the Homework Ritual: Assignments and designs. Theory into Practice 43(3), 205-212.
A18(PL/bib/Homework)ra:6335 8 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix G
Toronto District School Board
Responses to Homework Questionnaire 2008
9 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix G
Demographic Information
Of the 326 participants who completed questionnaires, 79% identified themselves as parents, 37% identified themselves as Teachers, 19% identified themselves as Administrators, 4% identi- fied themselves as Superintendents of Education and 0.3% identified themselves as a Trustee.
194 participants responded as a parent of one child. Of these 194 responses, 37% identified their child in Kindergarten- Grade 3, 42% identified their child in Grade 4-8 and 20% identified their child in Grade 9-12. Of these 194 children, 45% were identified as male, 38% were identified as female and 17% were not identified by gender. Of these 194 children, 11% were identified as in a French Immersion Program, 5% were identified as in a Extended French Program, 2% were identified as in an Arts Program, 1% were identified as in an Athletic Program, 5% were identified as in a Special Education Program and 7% were identified as in Other Programs.
113 participants responded as a parent of two children. Of these 113 responses, 28% identified their child in Kindergarten- Grade 3, 46% identified their child in Grade 4-8 and 25% identified their child in Grade 9-12. Of these 113 children, 49% were identified as male, 36% were identi- fied as female and 15% were not identified by gender. Of these 113 children, 10% were identi- fied as in a French Immersion Program, 7% were identified as in a Extended French Program, 2% were identified as in an Arts Program, 2% were identified as in an Athletic Program, 4% were identified as in a Special Education Program and 4% were identified as in Other Programs.
Types of Homework
1. What kind of homework does/do your child/students have? (please circle as many responses as applicable)
Of those who responded with respect to Grades K–3, 41% said completing classroom work from that school day, 77% said drill and practice, 45% said studying for tests, 30% said oppor- tunities for creative extensions that promote critical thinking and problem solving and 37% said projects.
Of those who responded with respect to Grades 4-8, 70% said completing classroom work from that school day, 65% said drill and practice, 83% said studying for tests, 48% said oppor- tunities for creative extensions that promote critical thinking and problem solving and 82% said projects. 10 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix G
Of those who responded with respect to Grades 9-12, 64% said completing classroom work from that school day, 71% said drill and practice, 92% said studying for tests, 52% said opportunities for creative extensions that promote critical thinking and problem solv- ing and 85% said projects.
2. What effect do you believe homework is having on your child’s/ student’s academic achievement?
Of those who responded with respect to Grades K-3, 9% said very negative, 15% nega- tive, 36% somewhat positive, 18% positive and 20% very positive.
Of those who responded with respect to Grades 4–8, 9% said very negative, 13% nega- tive, 35% somewhat positive, 22% positive and 20% very positive.
Of those who responded with respect to Grades 9–12, 8% said very negative, 11% nega- tive, 39% somewhat positive, 29% positive and 12% very positive.
3. What effect do you believe homework is having on the characteristics you identified as wanting your children/students to have for the rest of their lives?
Of those who responded with respect to Grades K-3, 13% said very negative, 15% nega- tive,
30% somewhat positive, 26% positive and 15% very positive.
Of those who responded with respect to Grades 4-8, 11% said very negative, 17% nega- tive,
23% somewhat positive, 21% positive and 25% very positive.
Of those who responded with respect to Grades 9-12, 11% said very negative, 20% nega- tive, 20% somewhat positive, 33% positive and 15% very positive.
4. My child’s/student’s homework is meaningful and relevant to their learning.
Of those who responded with respect to Grades K-3, 1% responded never, 17% re- sponded rarely, 28% responded sometimes, 28% responded often and 23% responded al- ways. 11 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix G
Of those who responded with respect to Grades 4-8, 5% responded never, 13% responded rarely, 25% responded sometimes, 29% responded often and 26% responded always.
Of those who responded with respect to Grades 9–12, 3% responded never, 23% re- sponded rarely, 23% responded sometimes, 36% responded often and 14% responded al- ways.
5. My child/students finds his/her homework enjoyable.
Of those who responded with respect to Grades K-3, 12% responded never, 17% re- sponded rarely, 28% responded sometimes, 23% responded often and 15% responded al- ways.
Of those who responded with respect to Grades 4-8, 20% responded never, 21% re- sponded rarely, 29% responded sometimes, 13% responded often and 14% responded al- ways.
Of those who responded with respect to Grades 9–12, 20% responded never, 27% re- sponded rarely, 24% responded sometimes, 20% responded often and 3% responded al- ways.
Quantity and Timing of Homework
1. On average, how much time does your child spend on homework each night?
Of those who responded with respect to Grades K–3, 21% said less than 10 min, 36% said 10- 20 min, 17% 20-30 min, 14% said 30-40 min , 1% said 40-50 min, 3% said 50-60 min, 1% said 60-80 min, 1% said 80-100 min, 3% said 100-120 min and 1% said over 120 min.
Of those who responded with respect to Grades 4-8, 8% said less than 10 min, 10% said 10- 20 min, 9% 20-30 min, 17% said 30-40 min , 11% said 40-50 min, 14% said 50-60 min, 14% said 60-80 min, 4% said 80-100 min, 7% said 100-120 min and 7% said over 120 min.
Of those who responded with respect to Grades 9-12, 2% said less than 10 min, 3% said 10- 20 min, 8% 20-30 min, 12% said 30-40 min , 3% said 40-50 min, 14% said 50-60 min, 15% said 60-80 min, 12% said 80-100 min, 8% said 100-120 min and 23% said over 120 min.
12 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix G
2. Is your child’s homework assigned to be returned the next day?
Of those who responded with respect to Grades K-3, 28% responded never, 12% re- sponded rarely, 10% responded sometimes, 19% responded often and 29% responded al- ways.
Of those who responded with respect to Grades 4-8, 7% responded never, 8% responded rarely, 24% responded sometimes, 26% responded often and 33% responded always. Of those who responded with respect to Grades 9–12, 9% responded never, 11% re- sponded rarely, 30% responded sometimes, 18% responded often and 30% responded al- ways.
3. My child has too much homework.
Of those who responded with respect to Grades K-3, 36% responded never, 12% re- sponded rarely, 24% responded sometimes, 10% responded often and 17% responded al- ways.
Of those who responded with respect to Grades 4-8, 17% responded never, 27% re- sponded rarely, 21% responded sometimes, 16% responded often and 20% responded al- ways.
Of those who responded with respect to Grades 9–12, 12% responded never, 9% re- sponded rarely, 27% responded sometimes, 17% responded often and 33% responded al- ways.
4. I believe my child should have more homework.
Of those who responded with respect to Grades K-3, 68% responded never, 11% re- sponded rarely, 10% responded sometimes, 5% responded often and 5% responded al- ways.
Of those who responded with respect to Grades 4-8, 55% responded never, 12% re- sponded rarely, 19% responded sometimes, 5% responded often and 8% responded al- ways.
Of those who responded with respect to Grades 9–12, 50% responded never, 14% re- sponded rarely, 18% responded sometimes, 9% responded often and 8% responded al- ways.
13 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix G
5. My child is assigned homework over the weekend.
Of those who responded with respect to Grades K-3, 22% responded never, 7% re- sponded rarely, 17% responded sometimes, 11% responded often and 43% responded al- ways.
Of those who responded with respect to Grades 4-8, 10% responded never, 10% re- sponded rarely, 14% responded sometimes, 25% responded often and 41% responded al- ways.
Of those who responded with respect to Grades 9–12, 3% responded never, 6% re- sponded rarely, 17% responded sometimes, 17% responded often and 56% responded al- ways.
6. Besides “for pleasure reading”, should homework be assigned over the weekend.
Elementary Students
Of those who responded with respect to Grades K-8, 32% responded never, 14% re- sponded rarely, 16% responded sometimes, 6% responded often and 6% responded al- ways.
Secondary Students
Of those who responded with respect to Grades 9-12, 11% responded never, 8% re- sponded rarely, 16% responded sometimes, 10% responded often and 7% responded al- ways.
7. My child is assigned homework over vacations/holidays.
Of those who responded with respect to Grades K-3, 9% responded never, 4% responded rarely, 14% responded sometimes, 7% responded often and 5% responded always.
Of those who responded with respect to Grades 4-8, 21% responded never, 18% re- sponded rarely, 19% responded sometimes, 10% responded often and 26% responded al- ways.
Of those who responded with respect to Grades 9–12, 12% responded never, 8% re- sponded rarely, 14% responded sometimes, 26% responded often and 38% responded al- ways. 14 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix G
8. Besides “for pleasure reading”, should homework be assigned over vacation or scheduled holidays.
Elementary Students Of those who responded with respect to Grades K-8, 54% responded never, 8% responded rarely, 7% responded sometimes, 2% responded often and 2% responded al- ways.
Secondary Students Of those who responded with respect to Grades 9-12, 29% responded never, 8%responded rarely, 7% responded sometimes, 2% responded often and 2% responded always.
Impact of Homework on Our Families (completed by parents only)
1. I assist my child with homework.
Of those who responded with respect to Grades K-3, 4% responded never, 3% responded rarely, 8% responded sometimes, 17% responded often and 64% responded always.
Of those who responded with respect to Grades 4-8, 8% responded never, 17% responded rarely, 20% responded sometimes, 17% responded often and 32% responded always.
Of those who responded with respect to Grades 9–12, 12% responded never, 20% re- sponded rarely, 30% responded sometimes, 20% responded often and 17% responded al- ways.
2. My involvement with homework is positive.
Of those who responded with respect to Grades K-3, 2% responded never, 9% responded rarely, 20% responded sometimes, 25% responded often and 40% responded always.
Of those who responded with respect to Grades 4-8, 8% responded never, 8% responded rarely, 23% responded sometimes, 20% responded often and 34% responded always.
Of those who responded with respect to Grades 9–12, 8% responded never, 17% re- sponded rarely, 30% responded sometimes, 21% responded often and 23% responded al- ways.
15 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix G
3. My involvement with homework is negative.
Of those who responded with respect to Grades K-3, 43% responded never, 21% re- sponded rarely, 18% responded sometimes, 10% responded often and 1% responded al- ways.
Of those who responded with respect to Grades 4-8, 43% responded never, 15% re- sponded rarely, 20% responded sometimes, 5% responded often and 7% responded al- ways.
Of those who responded with respect to Grades 9–12, 27% responded never, 23% re- sponded rarely, 27% responded sometimes, 11% responded often and 9% responded al- ways.
4. What is your child’s attitude toward homework?
Of those who responded with respect to Grades K-3, 12% enthusiastic, 42% willingly cooperative, 22% grudgingly cooperative, 12% somewhat resistant and 9% very resistant.
Of those who responded with respect to Grades 4-8, 9% enthusiastic, 27% willingly co- operative, 31% grudgingly cooperative, 14% somewhat resistant and 13% very resistant.
Of those who responded with respect to Grades 9–12, 5% enthusiastic, 32% willingly co- operative, 35% grudgingly cooperative, 17% somewhat resistant and 11% very resistant.
5. My child experiences stress related to homework assignments.(e.g. nervousness, anxiety, crying)
Of those who responded with respect to Grades K-3, 38% responded never, 18% re- sponded rarely, 20% responded sometimes, 11% responded often and 9% responded al- ways.
Of those who responded with respect to Grades 4-8, 26% responded never, 15% re- sponded rarely, 12% responded sometimes, 16% responded often and 23% responded al- ways.
Of those who responded with respect to Grades 9–12, 23% responded never, 17% re- sponded rarely, 20% responded sometimes, 24% responded often and 15% responded al- ways.
6. What is your attitude towards the assignment of homework?
Of those who responded with respect to Grades K-3, 23% very negative, 9% negative, 16 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix G
26% slightly positive, 17% positive and 20% very positive.
Of those who responded with respect to Grades 4-8, 13% very negative, 14% negative, 23% slightly positive, 16% positive and 27% very positive.
Of those who responded with respect to Grades 9–12, 12% very negative, 14% negative, 32% slightly positive, 30% positive and 11% very positive.
7. How does your child’s relationship with homework affect your family?
Of those who responded with respect to Grades K-3, 14% very negative, 23% negative, 31% slightly positive, 16% positive and 12% very positive.
Of those who responded with respect to Grades 4-8, 16% very negative, 16% negative, 28% slightly positive, 20% positive and 12% very positive.
Of those who responded with respect to Grades 9–12, 15% very negative, 20% negative, 38% slightly positive, 23% positive and 3% very positive.
8. My child’s homework interferes with other activities.(i.e. co-curricular activity, out- side interests, dinner with family, household chores, time with friends, reading for pleasure, downtime, playing, and sleep)
Of those who responded with respect to Grades K-3, 28% responded never, 17% re- sponded rarely, 17% responded sometimes, 11% responded often and 22% responded al- ways.
Of those who responded with respect to Grades 4-8, 13% responded never, 22% re- sponded rarely, 19% responded sometimes, 11% responded often and 27% responded al- ways.
Of those who responded with respect to Grades 9–12, 6% responded never, 27% re- sponded rarely, 17% responded sometimes, 18% responded often and 30% responded al- ways.
17 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix G
Resources to Support Homework
1. My child is assigned homework that requires family assistance.
Of those who responded with respect to Grades K-3, 9% responded never, 11% re- sponded rarely, 19% responded sometimes, 23% responded often and 34% responded al- ways.
Of those who responded with respect to Grades 4-8, 14% responded never, 17% re- sponded rarely, 26% responded sometimes, 20% responded often and 19% responded al- ways.
Of those who responded with respect to Grades 9–12, 20% responded never, 15% re- sponded rarely, 30% responded sometimes, 21% responded often and 12% responded al- ways.
2. How frequently does your child get help with homework?(i.e. from you, a brother/ sister/adult, paid tutor)
Of those who responded with respect to Grades K-3, 6% responded never, 5% responded rarely, 12% responded sometimes, 25% responded often and 50% responded always.
Of those who responded with respect to Grades 4-8, 14% responded never, 18% re- sponded rarely, 19% responded sometimes, 19% responded often and 25% responded al- ways.
Of those who responded with respect to Grades 9–12, 17% responded never, 15% re- sponded rarely, 26% responded sometimes, 29% responded often and 12% responded al- ways.
3. I am clearly informed about my child’s homework assignments. (i.e. agenda, news- letters, phone calls, website)
Of those who responded with respect to Grades K-3, 3% responded never, 9% responded rarely, 16% responded sometimes, 20% responded often and 48% responded always.
Of those who responded with respect to Grades 4-8, 12% responded never, 20% re- sponded rarely, 15% responded sometimes, 10% responded often and 37% responded al- ways.
18 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix G
Of those who responded with respect to Grades 9–12, 26% responded never, 21% re- sponded rarely, 17% responded sometimes, 15% responded often and 20% responded al- ways.
4. My child has access to a computer/the internet.
Of those who responded with respect to Grades K-3, 10% responded never, 2% re- sponded rarely, 6% responded sometimes, 4% responded often and 74% responded al- ways.
Of those who responded with respect to Grades 4-8, 0% responded never, 2% responded rarely, 3% responded sometimes, 7% responded often and 86% responded always.
Of those who responded with respect to Grades 9–12, 0% responded never, 0% re- sponded rarely, 0% responded sometimes, 6% responded often and 92% responded al- ways.
5. My child is required to use a computer/the internet to do homework.
Of those who responded with respect to Grades K-3, 64% responded never, 13% re- sponded rarely, 10% responded sometimes, 10% responded often and 2% responded al- ways.
Of those who responded with respect to Grades 4-8, 11% responded never, 8% responded rarely, 23% responded sometimes, 30% responded often and 23% responded always.
Of those who responded with respect to Grades 9–12, 3% responded never, 0% re- sponded rarely, 15% responded sometimes, 29% responded often and 50% responded al- ways.
6. What other resources do you or your child draw on to help with homework?
Of those who responded with respect to Grades K-3, 35% resources from school, 36% community library, 53% books available at home and 17% other.
Of those who responded with respect to Grades 4–8, 38% resources from school, 41% community library, 43% books available at home and 11% other.
Of those who responded with respect to Grades 9–12, 33% resources from school, 32% community library, 39% books available at home and 11% other. 19 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix G
7. Do you feel comfortable helping your child with homework?
Of those who responded with respect to Grades K-3 - 1% responded never, 5% responded rarely, 3% responded sometimes, 17% responded often and 68% responded always
Of those who responded with respect to Grades 4-8 - 5% responded never, 7% responded rarely, 10% responded sometimes, 15% responded often and 56% responded always Of those who responded with respect to Grades 9–12 - 2% responded never, 9% re- sponded rarely, 21% responded sometimes, 29% responded often and 36% responded al- ways.
Impact of Homework on Our Classrooms (completed by Teachers, Administrators and Superintendents only)
1. My students complete homework as assigned.
Of those who responded, 3% responded never, 6% responded rarely, 40% responded sometimes, 38% responded often and 10% responded always.
2. I feel pressure from parents/caregivers to provide daily homework.
Of those who responded, 13% responded never, 12% responded rarely, 21% responded sometimes, 28% responded often and 24% responded always.
3. I see signs of stress in my students related to homework completion.
Of those who responded, 7% responded no students, 26% responded a few students, 38% responded some students, 25% responded many students and 2% responded all stu- dents.
4. What is the general effect of homework completion on the teaching and learning in your classroom?
Of those who responded, 3% responded very negative, 12% responded negative, 38% responded somewhat positive, 30% responded positive and 10% responded very positive.
20 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix G
5. Have you had conversation with colleagues around the creation of meaningful homework assignments?
Of those who responded, 10% responded very rarely, 9% responded rarely, 27% responded sometimes, 30% responded frequently and 22% responded very fre- quently.
6. Have you had conversation with parents around the creation of meaningful home- work assignments?
Of those who responded, 20% responded very rarely, 18% responded rarely, 29% responded sometimes, 19% responded frequently and 14% responded very fre- quently.
21 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix H
22 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix H
23 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix H
24 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix H
25 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix I
Provincial and International Homework Policy and Practice Review
Sampling of Provincial Boards
Ottawa Peel York Region TCDSB TDSB Homework: Policy √ √ √ √ Procedure √ √ √ Guideline √ Date Last Revised
1998 2005 2005 2003 1999 Content: Definition √ √ √ √ √ Quantity Identified in minutes √ √ √ Scheduling Limitations Identified (i.e., coordi- nating with other teach- ers, days of significance) √ √ √ √ √ Roles/Responsibilities Defined √ √ √ Expectation of Commu- nication
√ √ √ √ √
Expectation of the Development of a School Based Homework Pol- icy/guidelines crafted in partnership with school council/parents, staff and students
√ √ √ √ √
International Perspective
Many countries around the world are currently engaged in wide scale educational reforms. Some are moving towards rigorous, centralized curriculum with an em- phasis on testing and memorization over application. Others are promoting inquiry 26 Program and School Services Committee April 2, 2008 Agenda Item xxx
Appendix I
based constructivism-driven, child-centred progressive curriculum. Homework appears to be front and centre to these reforms and homework policies and prac- tices reflect each country’s educational philosophy/position. |