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摘要
In 1901, homework was legally banned in California. By the 1990's, assigning homework to our chldren has a priority equal to national security. Today, few question the need for homework in preparing children for their future. And yet research suggests that homework probably has no helpful effect in elementary school and questionable outcomes in middle school. Our kids are overworked, tired, and robbed of their childhoods; parents are robbed of leisure with their families. How did this happen? In this, the first book to question the value of homework, Etta Karlovec and John Buell tell stories of students, who often come home to overworked parents and dometic responsibilities, with hours of homework they can't handle on their own and that would have been more effectively taught in the classroom. Arguing that in assigning massive amounts of homework to students, teachers and schools are essentially abdicating their responsibility to teach, the authors advocate forcefully for protecting the leisure time of children, who need a balance of work and play that allows them to prepare for their futures in work AND in citizenship. As an educator, Etta Kralovec examines carefully claims that homework is essential to the education of kids, and finds little or no support for the assertion. Homework is especially burdensome to disadvantaged children who may not have the luxury of free time, of books and computers in their homes, or of a 'quiet, well-lit place to study. Linking homwork for the first time with school reform, THE END OF HOMEWORK advocates for a society we'd all like to see: one that recognizes the necessity of work without forgetting the significance of society, family, and leisure.
評論 (3)
《出版社週刊》(Publisher's Weekly)評論
In this brief but thoroughly researched treatise on the evils of homework, Kralovec, a teacher and teacher educator, and Buell, an author and former editor of the Progressive, argue persuasively for a fresh look at the homework debate. Most parents take for granted that a greater amount of homework leads to higher academic achievement and thus better life chances later on. But the easy correlation between homework and achievement remains an unproven assumption, and the cost of overburdening students may be too high. This book suggests that children's growth and development might be better served by more opportunities for leisure time, social relationships, pursuing extra-curricular interests, sharing household chores or just simply playing. The growing class divide in the U.S., as well as increasing corporate demands on our lives, serve as theoretical backdrop for this book. One of the great American myths is that schools can "correct for the damage done by a highly iniquitous class structure," yet Kralovec and Buell make a compelling case for the idea that there are educational "mechanisms in place that serve to make the system less workable for poor and working class kids." Furthermore, assigning homework increases the achievement gap between wealthy students with leisure and those who have children of their own, younger siblings to care for, after-school jobs or crowded, noisy living conditions. The authors even argue that an increase in homework is a major reason for the escalating high school dropout rate in this latter group. The critical analysis of consumerism and corporate values may displease some, but this book will satisfy those who have begun to question the advanced intrusion of school, state and business into personal and community lives. (Aug.) (c) Copyright PWxyz, LLC. All rights reserved
《書目》(Booklist)評論
In the face of the consolidation (and bland-ification) of the publishing industry, Beacon's current-affairs publications offer stimulating ideas in a very small package. Where politicians call for "More homework!" educators Kralovec and Buell demand, "Why homework?" There's little evidence that homework improves students' knowledge or skills but plenty of evidence that it broadens the educational divide between haves and have-nots. It's also clear that hours of homework each night disrupt family life and make it difficult for kids to pursue nonacademic interests. Is it possible, as the authors suggest, that the drive for more (and more demanding) homework is simply another way of reshaping lives to fit the requirements of corporate capitalism? And if so, what should parents, communities, and policy makers do about it? Thoughtful analysis of an issue that strikes all too close to home. Law professors Sabel and his coauthors argue for a performance-based "rolling rules regime" of environmental control to replace the centralized "command-and-control" approach. This New Democracy Forum volume presents, first, their case for local, consensus-based rule making, and then responses from professors (of law and other subjects) who've written on the environment (e.g., Daniel Farber, Theodore Lowi, Cass Sunstein), an EPA administrator, and environmental activists. Is the proposed approach an effective way to achieve control of and improvement in ecosystems, or is it simply capitulation to corporations' and developers' objectives, wrapped in the appearance of participatory democracy? The debate will continue. Harvard law professor Singer is an expert on property law, the focus of this often surprising meditation on what haves and have-nots owe each other. Much as Americans cherish self-reliance, we also praise caring for others, not indifference. Singer looks at "the cultural, moral, religious, and legal traditions that help define our understanding of private property" for guidance on how our ideas and institutions of property should change to bring "our caring impulses and our political norms" into agreement. He discusses Aaron Feuerstein of Malden Mills, the evolution of property law in the U.S., religious attitudes toward property rights and responsibilities, and images of property in songs, films, and, particularly, the hit Broadway musical Rent. Singer closes with a range of suggested "principles that could guide public policy to better support those . . . at the margins of economic life." --Mary Carroll
《圖書館雜誌》(Library Journal )書評
This provocative book is one of the first publications linking homework with school reform. Reviewing the inadequate studies that have been conducted and citing historical documents on both sides of the debate, Kralovec, a former teacher, and Buell, an author and former editor of the Progressive, question the value of home work, providing a compelling argument that schools must educate children without over-relying on homework and extracurricular activities. Since the burden of teaching has been shifted from the classroom to the parents, the authors advocate for the reform of homework and its role, suggesting that homework negatively affects children from low-income families, where parents work all day and then return home only to be faced with intimidating volumes of their children's homework. They are simply not able to provide the same quality of guidance to their children as higher-income parents, who are usually more educated. These controversial ideas will certainly challenge both educators and parents. (c) Copyright 2010. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.
目錄
Preface | p. ix |
Introduction | p. 1 |
1 The Kitchen Table | p. 9 |
2 Does Homework Work? | p. 26 |
3 Homework in Historical Perspective | p. 39 |
4 Kids and Homework | p. 55 |
5 Homework and the Level Playing Field | p. 65 |
6 Homework in the Global Economy | p. 81 |
7 What's a Mother--and a Neighborhood, and a Nation--to Do? | p. 88 |
Notes | p. 103 |
Acknowledgments | p. 112 |
Index | p. 115 |