Garlets Action Research Literature Review Draft

The topics disclosed in the following introduction surround the perception of homework in the educational environment. The question of whether homework is beneficial and heightens students achievement has been long discussed and debated across the web of literary conversation. The purpose for my review is to gain not only both perspectives on homework but to establish a foundation of what changes have occurred concerning the topic and the results that correspond with each indicated homework reform. To clarify, my question surrounds an intervention technique where students content knowledge and concept mastery is assessed. Once assessed, if a student displays comprehension, rather than being assigned homework, they are given credit on the material and are not held to any further responsibilities on the material until some sort of summative assessment. Of the articles reviewed for my action research project, five major themes surfaced in regards to homework in the field of research pertaining to the classroom. The overarching first theme is based on the manipulation of research to benefit the author. Many authors include opinions in their literature describing how past research is no completely founded on unbiased evidence and information. This is a theme I noticed in several of the papers reviewed on the topic of homework. Under the veil of the first theme, many authors offered an opinion and sought to find support for their own stance concerning homework. Many authors offered the limitations of homework and limitations of the traditions behind giving homework and the benefits homework might offer students. This theme resonates through many of the articles that oppose past research concerning homework. Opposing the second theme is literature containing the opposite stance on homework. Interestingly enough, much of the literature under this theme also criticized literature and omitted research and data supporting the opposite point of views versus including them as important unbiased sources. The next theme addressed the second and third all at once. There are several pieces of literature that support both stances. This background information is very useful due to its unbiased nature and the inclusion and combination of the two previous themes and stances.

Lastly, the literature reviewed offered a final theme which motivates my action research project. Several article offer possible interventions for homework. Despite being a huge pedagogical debate, homework serves the purpose to give students an opportunity to practice new knowledge and new skills. However, the debate that exists poses the benefits on a scale of helpful versus not. This last theme among the articles gives professionals opportunities to assess students and save the wasting of time and possibly saving from the detriments that some literature claims homework delivers students.