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Review of Research
Mul/tude
of
studies
and
opposing
results
and
posi/ons
Robert
J.
Marzano,
PhD,
is
cofounder
and
CEO
of
Marzano
Research
Laboratory
in
Englewood,
Colorado.
A
leading
researcher
in
educa/on,
he
is
a
speaker,
trainer,
and
author
of
more
than
30
books
and
150
ar/cles
on
topics
such
as
instruc/on,
assessment,
wri/ng
and
implemen/ng
standards,
cogni/on,
eec/ve
leadership,
and
school
interven/on.
His
books
include
Designing
&
Teaching
Learning
Goals
&
Objec5ves,
The
Highly
Engaged
Classroom,
Forma5ve
Assessment
&
Standards-Based
Grading,
On
Excellence
in
Teaching,
District
Leadership
That
Works,
and
The
Art
and
Science
of
Teaching.
His
prac/cal
transla/ons
of
the
most
current
research
and
theory
into
classroom
strategies
are
interna/onally
known
and
widely
prac/ced
by
both
teachers
and
administrators..
Page 2
Deni/on
Homework
is
typically
dened
as
any
teacher-assigned
task
intended
for
students
to
perform
outside
school
hours
(Cooper,
1989a).
Cooper,
Robinson
and
Patall
(2006)
describe
the
history
of
homework,
from
the
belief
that
it
helped
create
a
disciplined
mind
in
the
19th
century,
to
the
reac/on
against
its
intrusion
into
family
life
in
the
1940s.
Back
en
vogue
due
to
fears
of
lack
of
rigor
in
the
1950s
when
the
Soviets
launched
Sputnik
and
again
trending
against
in
1970
with
the
belief
that
homework
was
detrimental
to
students
health.
Since
then
there
have
been
two
passionate
camps
pro
and
against
and
many
studies.
Page 3
History
Cooper,
Robinson
and
Patall
(2006)
describe
the
history
of
homework,
from
the
belief
that
it
helped
create
a
disciplined
mind
in
the
19th
century,
to
the
reac/on
against
its
intrusion
into
family
life
in
the
1940s.
Back
en
vogue
due
to
fears
of
lack
of
rigor
in
the
1950s
when
the
Soviets
launched
Sputnik
and
again
trending
against
in
1970
with
the
belief
that
homework
was
detrimental
to
students
health.
Since
then
there
have
been
two
passionate
camps
pro
and
against
and
many
studies.
Page 4
Research
Summary
The
most
robust
research
has
been
done
by
Cooper
(1989a)
and
by
Cooper,
Robinson
and
Patall
(2006).
Conclusion:
However
The
Gains
in
Scores
are
Grade
specic:
There
is
not
clear-cut
consensus
on
the
benets
of
homework
at
lower
grade
levels.
Cooper
found
li`le
eect
for
homework
at
the
elementary
level.
Grades
4-6
Percen/le
gain
=
6
Grades
7-9
Percen/le
gain
=
12
Grades
10
12
Percen/le
gain
=
24
Page 6
S/ll..
Cooper
recommends
homework
for
elementary
students,
with
a
caveat:
.It
should
not
be
expected
to
improve
scores.
Instead,
homework
for
young
children
should
help
them
develop
good
study
habits,
foster
posi/ve
aetudes
toward
school
and
communicate
to
students
the
idea
that
learning
takes
work
at
home
as
well
as
school.
Page 7
Page 9
Page 10
Page 11
Page 12
Page 14
Page 15
Implementa/on Steps
Page 18
Implementa/on
Steps
The
Art
and
Science
of
Teaching
by
Robert
Marzano.
Five
Steps
to
More
Eec/ve
Homework
by
Cathy
Va`ero`
in
Middle
Ground,
August
2010
(Vol.
14,
#1,
p.
29-31),
no
e-link
available;
the
author
is
at
va`ero`@umsl.edu
Why
the
Dog
Eats
Nikkis
Homework:
Making
Informed
Assignment
Decisions
by
Susan
Voorhees
in
The
Reading
Teacher,
February
2011
(Vol.
64,
#5,
p.
363-367),
no
e-link
available;
Voorhees
can
be
reached
at
voorhees@dowling.edu.
Page 19