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Studies have linked homework to anxiety and stress.Photograph: Alamy Like all teachers, I’ve spent many hours correcting homework.

Yet there’s a debate over whether we should be setting it at all Show My Homework. With the vision to transform the way homework and technology was approached in schools, Show My Homework was founded in 2011 and became known as Satchel in 2016. Today, they are one of the fastest growing edtech companies in the world. JFS is now using the Show My Homework platform  .Yet there’s a debate over whether we should be setting it at all.

I teach both primary and secondary, and regularly find myself drawn into the argument on the reasoning behind it – parents, and sometimes colleagues, question its validity.Parent-teacher interviews can become consumed by how much trouble students have completing assignments Best website to buy an homework technology 125 pages / 34375 words single spaced American Platinum.Parent-teacher interviews can become consumed by how much trouble students have completing assignments.All of which has led me to question the neuroscience behind setting homework.Is it worth it? 'My son works until midnight': parents around the world on homework Read more Increasingly, there’s a divide between those who support the need for homework and those who suggest the time would be better spent with family and developing relationships.

The anxiety related to homework is frequently reviewed.A survey of high-performing high schools by the Stanford Graduate School of Education, for example, found that 56% of students considered homework a primary source of stress.These same students reported that the demands of homework caused sleep deprivation and other health problems, as well as less time for friends, family and extracurricular pursuits.Working memory? When students learn in the classroom, they are using their short-term or working memory.

This information is continually updated during the class.

On leaving the classroom, the information in the working memory is replaced by the topic in the next class.Adults experience a similar reaction when they walk into a new room and forget why they are there.The new set of sensory information – lighting, odours, temperature – enters their working memory and any pre-existing information is displaced.It’s only when the person returns to the same environment that they remember the key information.But education is about more than memorising facts.

Students need to access the information in ways that are relevant to their world, and to transfer knowledge to new situations.Many of us will have struggled to remember someone’s name when we meet them in an unexpected environment (a workmate at the gym, maybe), and we are more likely to remember them again once we’ve seen them multiple times in different places.Similarly, students must practise their skills in different environments.Revising the key skills learned in the classroom during homework increases the likelihood of a student remembering and being able to use those skills in a variety of situations in the future, contributing to their overall education.The link between homework and educational achievement is supported by research: a meta-analysis of studies between 1987 and 2003 found that: “With only rare exceptions, the relationship between the amount of homework students do and their achievement outcomes was found to be positive and statistically significant.

” The right type of work The homework debate is often split along the lines of primary school compared with secondary school.Education researcher Professor John Hattie, who has ranked various influences on student learning and achievement, found that homework in primary schools has a negligible effect (most homework set has little to no impact on a student’s overall learning).However, it makes a bigger difference in secondary schools.His explanation is that students in secondary schools are often given tasks that reinforce key skills learned in the classroom that day, whereas primary students may be asked to complete separate assignments.“The worst thing you can do with homework is give kids projects; the best thing you can do is reinforce something you’ve already learned,” he told the BBC in 2014.

The science of homework: tips to engage students' brains Read more So homework can be effective when it’s the right type of homework.In my own practice, the primary students I teach will often be asked to find real-life examples of the concept taught instead of traditional homework tasks, while homework for secondary students consolidates the key concepts covered in the classroom.

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For secondary in particular, I find a general set of rules useful: Set work that’s relevant.This includes elaborating on information addressed in the class or opportunities for students to explore the key concept in areas of their own interest.Make sure students can complete the homework Who can do an homework technology 100% original Standard Writing from scratch Undergrad 4 days.

Make sure students can complete the homework.

Pitch it to a student’s age and skills – anxiety will only limit their cognitive abilities in that topic.A high chance of success will increase the reward stimulation in the brain Best website to buy an technology homework at an affordable price 124 pages / 34100 words 14 days Business PhD.A high chance of success will increase the reward stimulation in the brain.Get parents involved, without the homework being a point of conflict with students.Make it a sharing of information, rather than a battle.Check the homework with the students afterwards.

This offers a chance to review the key concepts and allow the working memory to become part of the long-term memory.While there is no data on the effectiveness of homework in different subjects, these general rules could be applied equally to languages, mathematics or humanities.And by setting the right type of homework, you’ll help to reinforce key concepts in a new environment, allowing the information you teach to be used in a variety of contexts in the future.Follow us on Twitter via @GuardianTeach.Join the Guardian Teacher Network for lesson resources, comment and job opportunities, direct to your inbox.

Topics There are lots of things to consider when buying a laptop for a new student, including course requirements, usage scenario, user experience and budget.Photograph: Alamy Stock Photo Our granddaughter is off to university this year and we will be buying her a laptop.We will discuss this with her, but some advice from you would be welcome.Mike and Joan This is a common question every summer, so a broad reply might help a few people.There are lots of things to consider, including course requirements, the usage scenario (portability, ergonomics etc), the user’s previous experience, support and backup strategies and your budget.

In most cases, a laptop will be the best answer, but many students use more than one device.A full “educational IT” system could include a smartphone, a tablet, a laptop and a USB backup drive, plus a laptop riser or docking station with an external keyboard and mouse.On course for uni Ask your granddaughter to check with her university department to see what kind of software she will need, whether there are any special requirements for her course and whether student discounts are available.However, some students need to run professional software from AutoCAD, Adobe, Microsoft and other suppliers, and some will need to run sophisticated modelling or statistical software.

Students on general courses might be able to get by with low-end hardware such as a tablet, a cheap Windows 10 laptop or even a Chromebook.Students on technology, engineering, programming and other courses may need a powerful PC with at least 8GB or 16GB of memory.Also, ask your granddaughter to seek advice from students who are currently doing the same course.She may even know girls who left her school last year, or the year before, who are now doing the same course at the same university.

What’s the use? The most important questions are: where is your granddaughter going to work, and how much portability does she need? There is generally a trade-off between screen size, weight, battery life and price.If she is going to use her laptop in her room, she might be happy with a heavy laptop with a 15.If she is going to carry it around all the time, she will want something small and light with good battery life.

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Today, this usually means a laptop or 2-in-1 with an 11.6in screen and a solid-state drive (SSD) instead of a traditional hard drive.One strategy would be to buy a laptop or desktop PC to use in her room, and a small tablet or large smartphone for use on campus 25 Apr 2017 - Robin Broshi, a former education technology consultant, a parent of a third grader and one of the architects of the plan, said the changes gave students time to discover the things they were “really passionate   He says he believes elementary school students should get small doses of engaging homework..One strategy would be to buy a laptop or desktop PC to use in her room, and a small tablet or large smartphone for use on campus.

There are plenty of portable keyboards that work well with tablets and smartphones.I use a Microsoft Universal Mobile Keyboard – a cheap deal from Amazon – but there are alternatives from Microsoft, Logitech, and many other suppliers 15 Jun 2017 - Students on general courses might be able to get by with low-end hardware such as a tablet, a cheap Windows 10 laptop or even a Chromebook. Students on technology, engineering, programming and other courses may need a powerful PC with at least 8GB or 16GB of memory. This will obviously cost  .

I use a Microsoft Universal Mobile Keyboard – a cheap deal from Amazon – but there are alternatives from Microsoft, Logitech, and many other suppliers.

One option could be a laptop or desktop PC for her room, and a small tablet or large smartphone for use on campus 15 Jun 2017 - Students on general courses might be able to get by with low-end hardware such as a tablet, a cheap Windows 10 laptop or even a Chromebook. Students on technology, engineering, programming and other courses may need a powerful PC with at least 8GB or 16GB of memory. This will obviously cost  .One option could be a laptop or desktop PC for her room, and a small tablet or large smartphone for use on campus.Photograph: Alamy Stock Photo Different people like to work in different ways, and your granddaughter may already know what will suit her, based on her sixth-form experience freemegabites.com/research-proposal/get-an-chemical-sciences-research-proposal-platinum-british-double-spaced.Photograph: Alamy Stock Photo Different people like to work in different ways, and your granddaughter may already know what will suit her, based on her sixth-form experience.However, I still take handwritten notes during “lectures” (press conferences etc) because I find it more effective than using a laptop.Some academic research supports this approach.See: Students who use digital devices in class ‘perform worse in exams’.

What does she use now? Since your granddaughter is old enough to go to university, she probably has at least a decade’s worth of experience with PCs, and perhaps half a decade’s experience of smartphones and tablets.If so, you should buy something that supplements or improves on whatever she has now.I usually recommend against switching away from a familiar system, because it sacrifices hard-earned experience.The transition may be painful, and often there are few real advantages, if any.

All the main platforms – Windows, MacOS, Linux, Apple iOS, Android etc – have their fans and their detractors, but they all have tens or hundreds of millions of users.Most educational and business software runs on Microsoft Windows, and such software might be a course requirement.However, if your granddaughter is an Apple Macintosh user now, I’d recommend sticking to it.(Macs can a run Windows 10 conveniently, in addition to MacOS Sierra, and well using Parallels Desktop for Mac, albeit at extra cost – £64.

) If your granddaughter already has a laptop, aim to double the specification.Try to buy something with twice the memory, more or faster storage (ie, an SSD), and a faster processor.You probably won’t be able to run any speed tests, but you can read reviews online.If in doubt, aim for a laptop with a recent (sixth or seventh generation) Intel Core i5, or at worst a Core i3-6100.

See: How can I tell if a PC processor is any good? This may be overkill in your granddaughter’s case, but it’s better to have too much power than too little.Efficient businesses work out how much money they’ll save by buying faster PCs, because they know the value of wasted time (based on hourly rates and other employment costs, such as rent and rates).I’ve not seen anyone do the maths for students paying £9,000 a year plus subsistence costs for a 40-hour working week, but a decent laptop is a small part of the total cost of getting a degree.) Purchase and support Computers are great until they go wrong.I often suggest HP or Dell laptops because you can buy them online with three years of reasonably priced on-site service.Also, both companies sell professional quality business machines, and getting a university degree is a serious business nowadays.If buying a Mac, buy AppleCare and try to live close to an Apple Store.

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Tier1 Online, which sells second-hand business class laptops such as IBM ThinkPads, often sells three-year warranties, but not with on-site service.

I particularly like the X220 and Carbon X1 models.Student computers can also get stolen, so insurance is another consideration What should I consider when buying a laptop for university nbsp.Student computers can also get stolen, so insurance is another consideration.

Worst of all is the prospect of losing a term paper with a deadline looming.I often make multiple backups by saving to an online cloud drive (OneDrive, Google Drive, Dropbox etc), saving copies on USB thumb drives and external hard drives, and emailing myself unfinished articles 7 Feb 2017 - Parent-teacher interviews can become consumed by how much trouble students have completing assignments.   Many of us will have struggled to remember someone's name when we meet them in an unexpected environment (a workmate at the gym, maybe), and we are more likely to remember them  .

I often make multiple backups by saving to an online cloud drive (OneDrive, Google Drive, Dropbox etc), saving copies on USB thumb drives and external hard drives, and emailing myself unfinished articles.

A long article may well be worth more than the laptop it’s written on 7 Feb 2017 - Parent-teacher interviews can become consumed by how much trouble students have completing assignments.   Many of us will have struggled to remember someone's name when we meet them in an unexpected environment (a workmate at the gym, maybe), and we are more likely to remember them  .A long article may well be worth more than the laptop it’s written on.My ideal student laptop If I were going off to university this year, I’d like a Microsoft Surface Pro 4 (from £635 to £1,890) with a keyboard cover and a pen, for making handwritten notes and annotating things on screen where to find a custom contemporary political culture research paper High School Vancouver Platinum.My ideal student laptop If I were going off to university this year, I’d like a Microsoft Surface Pro 4 (from £635 to £1,890) with a keyboard cover and a pen, for making handwritten notes and annotating things on screen.The SP4 is a touchscreen 2-in-1 that works as both a laptop and a tablet.It’s much more robust than the average Windows laptop, but light enough to carry around.Homework in America Tuesday, March 18, 2014 Homework!The topic, no, just the word itself, sparks controversy.

In 1900, Edward Bok, editor of the Ladies Home Journal, published an impassioned article, “A National Crime at the Feet of Parents,” accusing homework of destroying American youth.Drawing on the theories of his fellow educational progressive, psychologist G.Stanley Hall (who has since been largely discredited), Bok argued that study at home interfered with children’s natural inclination towards play and free movement, threatened children’s physical and mental health, and usurped the right of parents to decide activities in the home.

The Journal was an influential magazine, especially with parents.

An anti-homework campaign burst forth that grew into a national crusade.iSchool districts across the land passed restrictions on homework, culminating in a 1901 statewide prohibition of homework in California for any student under the age of 15.The crusade would remain powerful through 1913, before a world war and other concerns bumped it from the spotlight.Nevertheless, anti-homework sentiment would remain a touchstone of progressive education throughout the twentieth century.As a political force, it would lie dormant for years before bubbling up to mobilize proponents of free play and “the whole child.

” Advocates would, if educators did not comply, seek to impose homework restrictions through policy making.Our own century dawned during a surge of anti-homework sentiment.From 1998 to 2003, Newsweek, TIME, and People, all major national publications at the time, ran cover stories on the evils of homework.TIME’s 1999 story had the most provocative title, “The Homework Ate My Family: Kids Are Dazed, Parents Are Stressed, Why Piling On Is Hurting Students.” People’s 2003 article offered a call to arms: “Overbooked: Four Hours of Homework for a Third Grader? Exhausted Kids (and Parents) Fight Back.

” Feature stories about students laboring under an onerous homework burden ran in newspapers from coast to coast.Photos of angst ridden children became a journalistic staple.The 2003 Brown Center Report on American Education included a study investigating the homework controversy.Examining the most reliable empirical evidence at the time, the study concluded that the dramatic claims about homework were unfounded. An overwhelming majority of students, at least two-thirds, depending on age, had an hour or less of homework each night.

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Surprisingly, even the homework burden of college-bound high school seniors was discovered to be rather light, less than an hour per night or six hours per week.Public opinion polls also contradicted the prevailing story.Parents were not up in arms about homework Homework also offers an important opportunity for the boys to learn the pleasure and good habits of private, independent study. We have high standards and the expectation is that all homework will be completed to the best of a boy's ability and on time. Bright boys should be inspired by their teachers and their subjects;  .Parents were not up in arms about homework.

Most said their children’s homework load was about right.Parents wanting more homework out-numbered those who wanted less Best websites to purchase an technology homework professional 24 hours Standard Business 137 pages / 37675 words.

Parents wanting more homework out-numbered those who wanted less.

Several popular anti-homework books fill store shelves (whether virtual or brick and mortar) Best websites to purchase an technology homework professional 24 hours Standard Business 137 pages / 37675 words.Several popular anti-homework books fill store shelves (whether virtual or brick and mortar).Race to Nowhere depicts homework as one aspect of an overwrought, pressure-cooker school system that constantly pushes students to perform and destroys their love of learning.The film’s website claims over 6,000 screenings in more than 30 countries.In 2011, the New York Times ran a front page article about the homework restrictions adopted by schools in Galloway, NJ, describing “a wave of districts across the nation trying to remake homework amid concerns that high stakes testing and competition for college have fueled a nightly grind that is stressing out children and depriving them of play and rest, yet doing little to raise achievement, especially in elementary grades.

”In the article, Vicki Abeles, the director of Race to Nowhere, invokes the indictment of homework lodged a century ago, declaring, “The presence of homework is negatively affecting the health of our young people and the quality of family time.” A petition for the National PTA to adopt “healthy homework guidelines” on currently has 19,000 signatures.In September 2013, Atlantic featured an article, “My Daughter’s Homework is Killing Me,” by a Manhattan writer who joined his middle school daughter in doing her homework for a week. Most nights the homework took more than three hours to complete.The Current Study A decade has passed since the last Brown Center Report study of homework, and it’s time for an update.

How much homework do American students have today?Has the homework burden increased, gone down, or remained about the same?What do parents think about the homework load?A word on why such a study is important.It’s not because the popular press is creating a fiction.The press accounts are built on the testimony of real students and real parents, people who are very unhappy with the amount of homework coming home from school.These unhappy people are real—but they also may be atypical.Their experiences, as dramatic as they are, may not represent the common experience of American households with school-age children.

 In the analysis below, data are analyzed from surveys that are methodologically designed to produce reliable information about the experiences of all Americans.Some of the surveys have existed long enough to illustrate meaningful trends.The question is whether strong empirical evidence confirms the anecdotes about overworked kids and outraged parents.NAEP Data 2017 Data from the National Assessment of Educational Progress (NAEP) provide a good look at trends in homework for nearly the past three decades.Table 2-1 displays NAEP data from 1984-2012.

The data are from the long-term trend NAEP assessment’s student questionnaire, a survey of homework practices featuring both consistently-worded questions and stable response categories. The question asks: “How much time did you spend on homework yesterday?”Responses are shown for NAEP’s three age groups: 9, 13, and 17.Today’s youngest students seem to have more homework than in the past.The first three rows of data for age 9 reveal a shift away from students having no homework, declining from 35% in 1984 to 22% in 2012.A slight uptick occurred from the low of 18% in 2008, however, so the trend may be abating.

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The decline of the “no homework” group is matched by growth in the percentage of students with less than an hour’s worth, from 41% in 1984 to 57% in 2012.The share of students with one to two hours of homework changed very little over the entire 28 years, comprising 12% of students in 2012.The group with the heaviest load, more than two hours of homework, registered at 5% in 2012 revise the assignments you will be doing for your Master's degree at Edinburgh. We focus on. • the criteria   and get an overall picture of what you will be covering in these materials. In each Unit are a   increases in average class size have led to greater pressure on library resources, both in terms of study space available  .The group with the heaviest load, more than two hours of homework, registered at 5% in 2012.

The amount of homework for 13-year-olds appears to have lightened slightly.

Students with one to two hours of homework declined from 29% to 23%.The next category down (in terms of homework load), students with less than an hour, increased from 36% to 44%.One can see, by combining the bottom two rows, that students with an hour or more of homework declined steadily from 1984 to 2008 (falling from 38% to 27%) and then ticked up to 30% in 2012 freemegabites.com/thesis-proposal/how-to-get-writing-help-biology-thesis-proposal-premium-chicago-turabian-17-pages-4675-words-quality.One can see, by combining the bottom two rows, that students with an hour or more of homework declined steadily from 1984 to 2008 (falling from 38% to 27%) and then ticked up to 30% in 2012.The proportion of students with the heaviest load, more than two hours, slipped from 9% in 1984 to 7% in 2012 and ranged between 7-10% for the entire period.For 17-year-olds, the homework burden has not varied much.

The percentage of students with no homework has increased from 22% to 27%.Most of that gain occurred in the 1990s.Also note that the percentage of 17-year-olds who had homework but did not do it was 11% in 2012, the highest for the three NAEP age groups.Adding that number in with the students who didn’t have homework in the first place means that more than one-third of seventeen year olds (38%) did no homework on the night in question in 2012.The segment of the 17-year-old population with more than two hours of homework, from which legitimate complaints of being overworked might arise, has been stuck in the 10%-13% range.Author With one exception, the homework load has remained remarkably stable since 1984.They have experienced an increase in homework, primarily because many students who once did not have any now have some.The percentage of nine-year-olds with no homework fell by 13 percentage points, and the percentage with less than an hour grew by 16 percentage points.

Of the three age groups, 17-year-olds have the most bifurcated distribution of the homework burden.They have the largest percentage of kids with no homework (especially when the homework shirkers are added in) and the largest percentage with more than two hours.NAEP data do not support the idea that a large and growing number of students have an onerous amount of homework.For all three age groups, only a small percentage of students report more than two hours of homework.For 1984-2012, the size of the two hours or more groups ranged from 5-6% for age 9, 6-10% for age 13, and 10-13% for age 17.

Note that the item asks students how much time they spent on homework “yesterday.”That phrasing has the benefit of immediacy, asking for an estimate of precise, recent behavior rather than an estimate of general behavior for an extended, unspecified period.But misleading responses could be generated if teachers lighten the homework of NAEP participants on the night before the NAEP test is given.v Such skewing would not affect trends if it stayed about the same over time and in the same direction (teachers assigning less homework than usual on the day before NAEP).

 Put another way, it would affect estimates of the amount of homework at any single point in time but not changes in the amount of homework between two points in time.A check for possible skewing is to compare the responses above with those to another homework question on the NAEP questionnaire from 1986-2004 but no longer in use.viIt asked students, “How much time do you usually spend on homework each day?” Most of the response categories have different boundaries from the “last night” question, making the data incomparable.

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 But the categories asking about no homework are comparable.Responses indicating no homework on the “usual” question in 2004 were: 2% for age 9-year-olds, 5% for 13 year olds, and 12% for 17-year-olds.

These figures are much less than the ones reported in Table 2-1 above 26 Jul 2017 - Insurgents are able to adapt much more rapidly than the US military is able to develop new technology, and this time-lag undermines America's significant technological advantage in the field. Perhaps, Felter thought, the problems of American soldiers could best be solved by enlisting the skills of Silicon  .These figures are much less than the ones reported in Table 2-1 above.

The “yesterday” data appear to overstate the proportion of students typically receiving no homework.The story is different for the “heavy homework load” response categories Where to buy a college technology homework Academic US Letter Size 42 pages / 11550 words double spaced.The story is different for the “heavy homework load” response categories.The “usual” question reported similar percentages as the “yesterday” question.The categories representing the most amount of homework were “more than one hour” for age 9 and “more than two hours” for ages 13 and 17.

In 2004, 12% of 9-year-olds said they had more than one hour of daily homework, while 8% of 13-year-olds and 12% of 17-year-olds said they had more than two hours.For all three age groups, those figures declined from1986 to 2004.The decline for age 17 was quite large, falling from 17% in 1986 to 12% in 2004.The bottom line: regardless of how the question is posed, NAEP data do not support the view that the homework burden is growing, nor do they support the belief that the proportion of students with a lot of homework has increased in recent years.The proportion of students with no homework is probably under-reported on the long-term trend NAEP.

But the upper bound of students with more than two hours of daily homework appears to be about 15%–and that is for students in their final years of high school.College Freshmen Look BackThere is another good source of information on high school students’ homework over several decades.The Higher Education Research Institute at UCLA conducts an annual survey of college freshmen that began in 1966.In 1986, the survey started asking a series of questions regarding how students spent time in the final year of high school.Figure 2-1 shows the 2012 percentages for the dominant activities.

More than half of college freshmen say they spent at least six hours per week socializing with friends (66.About 40% devoted that much weekly time to paid employment.

4% of students said they spent at least six hours per week studying or doing homework.When these students were high school seniors, it was not an activity central to their out of school lives.The survey is confined to the nation’s best students, those attending college.Also not included are students who go into the military or attain full time employment immediately after high school. And yet only a little more than one-third of the sampled students, devoted more than six hours per week to homework and studying when they were on the verge of attending college.Another notable finding from the UCLA survey is how the statistic is trending (see Figure 2-2).

5% reported spending six or more hours per week studying and doing homework.By 2002, the proportion had dropped to 33.In 2012, as noted in Figure 2-1, the statistic had bounced off the historical lows to reach 38.

It is slowly rising but still sits sharply below where it was in 1987.

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What Do Parents Think? Met Life has published an annual survey of teachers since 1984.In 1987 and 2007, the survey included questions focusing on homework and expanded to sample both parents and students on the topic.Data are broken out for secondary and elementary parents and for students in grades 3-6 and grades 7-12 (the latter not being an exact match with secondary parents because of K-8 schools) .

Data are broken out for secondary and elementary parents and for students in grades 3-6 and grades 7-12 (the latter not being an exact match with secondary parents because of K-8 schools).

Table 2-2 shows estimates of homework from the 2007 survey.Respondents were asked to estimate the amount of homework on a typical school day (Monday-Friday) 27 Jan 2018 - The motivation letter (or cover letter) is probably the most personalised document of your application, considering that you actually get the chance to write   Do your homework! Before starting on your motivation letter, it is best you find out as much as possible about the university that is offering the Master's  .Respondents were asked to estimate the amount of homework on a typical school day (Monday-Friday).The median estimate of each group of respondents is shaded 27 Jan 2018 - The motivation letter (or cover letter) is probably the most personalised document of your application, considering that you actually get the chance to write   Do your homework! Before starting on your motivation letter, it is best you find out as much as possible about the university that is offering the Master's  .The median estimate of each group of respondents is shaded.As displayed in the first column, the median estimate for parents of an elementary student is that their child devotes about 30 minutes to homework on the typical weekday.Slightly more than half (52%) estimate 30 minutes or less; 48% estimate 45 minutes or more.

Students in grades 3-6 (third column) give a median estimate that is a bit higher than their parents’ (45 minutes), with almost two-thirds (63%) saying 45 minutes or less is the typical weekday homework load.One hour of homework is the median estimate for both secondary parents and students in grade 7-12, with 55% of parents reporting an hour or less and about two-thirds (67%) of students reporting the same.As for the prevalence of the heaviest homework loads, 11% of secondary parents say their children spend more than two hours on weekday homework, and 12% is the corresponding figure for students in grades 7-12.The Met Life surveys in 1987 and 2007 asked parents to evaluate the amount and quality of homework.There was little change over the two decades separating the two surveys.More than 60% of parents rate the amount of homework as good or excellent, and about two-thirds give such high ratings to the quality of the homework their children are receiving.The proportion giving poor ratings to either the quantity or quality of homework did not exceed 10% on either survey.Parental dissatisfaction with homework comes in two forms: those who feel schools give too much homework and those who feel schools do not give enough.The current wave of journalism about unhappy parents is dominated by those who feel schools give too much homework.

How big is this group?Not very big (see Figure 2-3).On the Met Life survey, 60% of parents felt schools were giving the right amount of homework, 25% wanted more homework, and only 15% wanted less.National surveys on homework are infrequent, but the 2006-2007 period had more than one.A poll conducted by Public Agenda in 2006 reported similar numbers as the Met Life survey: 68% of parents describing the homework load as “about right,” 20% saying there is “too little homework,” and 11% saying there is “too much homework.”A 2006 AP-AOL poll found the highest percentage of parents reporting too much homework, 19%.

But even in that poll, they were outnumbered by parents believing there is too little homework (23%), and a clear majority (57%) described the load as “about right.”A 2010 local survey of Chicago parents conducted by the Chicago Tribune reported figures similar to those reported above: approximately two-thirds of parents saying their children’s homework load is “about right,” 21% saying it’s not enough, and 12% responding that the homework load is too much.Summary and Discussion In recent years, the press has been filled with reports of kids over-burdened with homework and parents rebelling against their children’s oppressive workload.The data assembled above call into question whether that portrait is accurate for the typical American family.Homework typically takes an hour per night.

The homework burden of students rarely exceeds two hours a night.The upper limit of students with two or more hours per night is about 15% nationally—and that is for juniors or seniors in high school.

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For younger children, the upper boundary is about 10% who have such a heavy load.Polls show that parents who want less homework range from 10%-20%, and that they are outnumbered—in every national poll on the homework question—by parents who want more homework, not less.

The majority of parents describe their children’s homework burden as about right Homework is it worth the hassle Teacher Network The Guardian.

The majority of parents describe their children’s homework burden as about right.

So what’s going on?Where are the homework horror stories coming from? The Met Life survey of parents is able to give a few hints, mainly because of several questions that extend beyond homework to other aspects of schooling.The belief that homework is burdensome is more likely held by parents with a larger set of complaints and concerns.They are alienated from their child’s school.About two in five parents (19%) don’t believe homework is important.Compared to other parents, these parents are more likely to say too much homework is assigned (39% vs.

9%), that what is assigned is just busywork (57% vs.36%), and that homework gets in the way of their family spending time together (51% vs.They are less likely to rate the quality of homework as excellent (3% vs.23%) or to rate the availability and responsiveness of teachers as excellent (18% vs.

They can also convince themselves that their numbers are larger than they really are.Karl Taro Greenfeld, the author of the Atlantic article mentioned above, seems to fit that description.“Every parent I know in New York City comments on how much homework their children have,” Mr. As for those parents who do not share this view? “There is always a clique of parents who are happy with the amount of homework.I tend not to get along with that type of parent.Greenfeld’s daughter attends a selective exam school in Manhattan, known for its rigorous expectations and, yes, heavy homework load.

He had also complained about homework in his daughter’s previous school in Brentwood, CA.Greenfeld emailed several parents expressing his complaints about homework in that school, the school’s vice-principal accused Mr.The lesson here is that even schools of choice are not immune from complaints about homework.The homework horror stories need to be read in a proper perspective.They seem to originate from the very personal discontents of a small group of parents.They do not reflect the experience of the average family with a school-age child.That does not diminish these stories’ power to command the attention of school officials or even the public at large.

But it also suggests a limited role for policy making in settling such disputes.Educators, parents, and kids are in the best position to resolve complaints about homework on a case by case basis.Complaints about homework have existed for more than a century, and they show no signs of going away.Part II Notes: i Brian Gill and Steven Schlossman, “A Sin Against Childhood: Progressive Education and the Crusade to Abolish Homework, 1897-1941,” American Journal of Education, vol.

Never mind the students homework divides parents the new york nbsp

Schlossman, “Villain or Savior? The American Discourse on Homework, 1850-2003,” Theory into Practice, 43, 3 (Summer 2004), pp.