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Gill Brian P. & Schlossman Steven L. (2004). « Villain or savior? The american discourse on homework, 1850-2003 ». Theory into Practice, vol. 43, n° 3. 
Added by: Agnès Cavet (01 Jan 1970 01:00:00 Europe/Paris)
Resource type: Journal Article
BibTeX citation key: Gill2004
Categories: General
Keywords: devoirs à la maison
Creators: Gill, Schlossman
Collection: Theory into Practice
Views: 1750/4434
Views index: 0%
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" This article examines homework's place in American K-12 schooling over the last century and draws three main conclusions. First, homework has always aroused strong passions pro and con. Second, despite prominent press reports to the contrary in the early 20th century and again today, the best evidence suggests that most parents have consistently supported homework during the last 100 years. Third, homework practice is slow to change but is not unmovable, as evidenced by increases in high school homework in the decade after Sputnik and recent increases in homework for children in grades K-2. Nevertheless, the academic excellence movement of the last 20 years has succeeded in raising homework expectations only for the youngest children.
TOO MUCH OR TOO LITTLE; too easy or too hard; a spur to student achievement or student alienation; a marker of enlightened or lazy teaching; a builder of character or a degrader of self-esteem; too demanding or too dismissive of parents; a stimulus of national economic vigor or of behavioral conformity. The range of complaints about homework is enormous, and the complaints tend--as much today as in the past--toward extreme, angry, often contradictory views."
Added by: Agnès Cavet  
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