ABSTRACT
This chapter focuses on a research study that elicited views about the recurring issues from four groups of stakeholders: students, families, teachers and governors, in six secondary schools in one town in the East Midlands of England. Homework has been discussed since ‘payment by results’ for teachers was introduced in 1883 following the Elementary Education Acts. The chapter discusses the recurrence of the issues in their historical and contemporary contexts, and outlines the research study in question, together with its findings and implications in the educational context. In terms of purpose, one recurring argument is that it can supplement the curriculum in order to increase students’ academic development and examination results and, thus, support the UK to compete economically with other countries. In terms of political considerations, no political party seems to have been willing to make homework statutory and all stakeholders responsible for it.
