ABSTRACT
Homework, or “tasks assigned to students by school teachers that are intended to be carried out during non school hours” (Cooper, 2007, p. 4) is widely assumed to be benefi cial to children. Homework is seen as benefi cial, in part, because completing homework means that children spend more time with academic materials (Bursuck, 1994). Other assumed benefi ts of homework for the child’s development are good work practices including time management, distraction management and self-control (Corno & Xu, 2004). While many researchers are generally positive toward homework and suggest that it is benefi cial (Cooper, 1989; Cooper & Nye, 1994; Walberg, Paschal, & Weinstein, 1985), not all agree about its usefulness. A number of authors have recently taken strong stances against homework suggesting the research on its effectiveness for academic achievement and child development are not proven. They maintain that the burden it presents for the families outweigh any possible benefi ts (Bennett & Kalish, 2006; Kohn, 2006; Kralovec & Buell, 2000). Homework has further been blamed for widening a socioeconomic education gap between students who have the resources at home to support them, and those who do not (Lareau, 1987; Lareau, 1989, Lareau & Shumar, 1996).
