| History | Socioeconomics disparities | High quality Homework |
|---|---|---|
|
What time of homework was preferred in the 1920s?
Drill and repetition
|
True or False: There is a disparity between the impacts of homework on kids of different socioeconomic status
TRUE
|
Give a characteristic of high quality homework
relevant to learning, carefully selected, slightly interesting, and not too cognitively challenging
|
|
In the 1940s was homework viewed as negative or positive? And why?
Negative; WWII demanded students to take on jobs and home responsibilities
|
Children from __________ socioeconomic backgrounds experience benefits from homework.
Higher
|
What happens to achievement when homework is too challenging?
lower achievment
|
|
In what decade did the US adopt a more positive view of math and science homework?
1950s
|
Give one reason there is a disparity between students of different socioeconomic backgrounds
Parents from higher socioeconomic status have the opportunity to help students after school, money to pay tutors or difference in parental education backgrounds.
|
True or False: Students in classes with high quality homework perform better than peers in other classes
TRUE
|
|
What is the current state of the homework debate ?
More research is being done to understand the implications of homework.
|
What is the results of these disparities in homework across socioeconomic lines?
It is widening the achievement gap between children from different backgrounds
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Does the quality of the homework change students' attitudes about the homework?
Yes
|
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