ABSTRACT
Homework affects the hearts and minds of families around the globe. It is a dynamic venture that, at its best, inspires learning and creativity for students, and, at its worst, represents sheer drudgery and discourages interest in school-related topics. Despite the fact that students complete homework assignments from the moment they enter school until they leave, surprisingly few in-depth research studies examine the process over the course of a year or beyond (Epstein et al. 1997; Van Voorhis 2007, 2008a, b). Such investigation is vital to improving existing practice and preventing wasted efforts for students, teachers, and families involved.
