Hinton, M. (2018). Kindergarten Homework Debate: Too Much Too Soon? Education Week, 38(14), 12. Retrieved from https://proxy.lib.ohio-state.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=133631700&site=ehost-live
This article is a broad examination of homework and its relation to kindergarten students: it considers both the benefits and the psychological impact as well as offering up viewpoints from both teachers and guardians of young children. The author is a journalist for the publication Education Week. This source was chosen for its emphasis on younger children, and for including the opinions of parents and guardians, who are able to offer a different perspective, as they have worked with their children to complete the homework outside of a classroom setting. This article is from the 28th of November, 2018, which makes it not even a year old, and thus especially relevant to this topic, demonstrating the continuing concern of homework load. The article was found using Academic Search Complete, with the search terms “homework” and “early childhood education” and “too much” (in quotations, to link the words together).
Margolis, H. (2005). Resolving Struggling Learners’ Homework Difficulties: Working With Elementary School Learners and Parents. Preventing School Failure, 50(1), 5–12. https://doi.org/10.3200/PSFL.50.1.5-12
The article explores the stress homework places on students as well as parents, identifies possible resolutions both educators and student guardians can implement in the classroom and at home in order to aid struggling learners. The author is Howard Margolis, a Professor and coordinator of special education from Queens College in New York City. This source was chosen for its attention to both the home life and school life of a student; when making an argument about what qualifies as “too much” homework and the stress it provokes it is important to consider the student’s life as a whole. This article is from 2005, and thus is relevant to the topic, as it addresses the rising quantity of homework in the 21st century. The source was located using Academic Search Complete; the search terms were “homework” and “struggl*” and “elementary.”
Pressman, R. M., Sugarman, D. B., Nemon, M. L., Desjarlais, J., Owens, J. A., & Schettini-Evans, A. (2015). Homework and Family Stress: With Consideration of Parents’ Self Confidence, Educational Level, and Cultural Background. American Journal of Family Therapy, 43(4), 297–313. https://doi.org/10.1080/01926187.2015.1061407
This article examines family stress in relation to homework load; it measures the load based on the National Education Association’s 10 Minute Rule, which is a guideline that states students should not be assigned more than 10 minutes of homework per grade level. The authors are from various institutions: Pressman is from New England Center for Pediatric Psychology, in Providence, Rhode Island; Sugarman is from the Department of Psychology at Rhode Island College; Nemon is from the Heller School of Social Policy and Management, Brandeis University, Waltham, Massachusetts; Desjarlais is from Dean College of Franklin, Massachusetts; Owens is from Children’s National Medical Center, Washington, District of Columbia; Schettini-Evans is from the Alpert School of Medicine of Brown University in Providence, Rhode Island. The source was chosen for it’s specificity when it comes to a definition of “homework load” and the involvement of the families of students. The source also talks about how often when the authors examined the homework load the students were receiving, they greatly exceeded the recommended amount of homework. The source is from 2015, which is one of the more recent sources found, and thus especially relevant to this timely issue. The source was found by utilizing Academic Search Complete, and is from the American Journal of Family Therapy.
Simplicio, J. S. C. (2005). Homework in the 21 St Century: The Antiquated and Ineffectual Implementation of a Time Honored Educational Strategy. Education, 126(1), 138–142. Retrieved from https://proxy.lib.ohio-state.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=18360683&site=ehost-live
This article speaks to the controversy regarding homework, both amount and implementation, and presents both the side that advocates for the educational value of homework as a reinforcement of important concepts and the side that considers the type of homework most commonly assigned to be repetitive and tedious. Simplicio is a researcher and author of various books and works relating to the field of education. This source was chosen for its inclusion of varying viewpoints: the author presents both sides of the homework controversy and seeks to find a solution. The source is from 2005, a time period within the relevant range, as it specifically in the title addresses homework in the 21st century. The source was found using Academic Search Complete, and EBSCO. The source was found searching the database using the terms “homework” and “education” and “implement*.”