Homework and Its Role in Constructivist Pedagogy

By JoLynn Plato
University of Illinois at Urbana-Champaign
CTER Masters Program
EdPsy 399OL
Dr. Tom Anderson

Teachers are becoming more and more frustrated with the lack of motivation in their students when it comes to making homework a priority.  Some teachers keep "fighting the good fight," others have given in and given up requiring homework all together.  This researcher has been in middle school situations with students who both have and have not been motivated to complete homework.  This document was begun in search of answering several questions, including: Does research point to benefits in the assignment of homework?  More specifically, does homework support the belief in (dialectical) constructivism as a standard for guiding one's teaching?  Is the ability to succeed with a solid homework policy dependent upon the socioeconomic status of the students being taught?  The findings were helpful for the researcher in redefining her own homework policies and standards. 

Home Page | What is Dialectical Constructivism? | The Perceived Problem with Homework | Research of the Pros of Homework, Part 1 | Research of the Pros of Homework, Part 2 | Research of the Cons of Homework | Concerns Affecting Homework, Part 1 | Concerns Affecting Homework, Part 2 | Suggestions for Teachers | Conclusions

About the author:

JoLynn Plato has been in the profession of elementary and middle school teaching in both Catholic and public schools since 1991.  Her job titles have ranged from first grade teacher to computer teacher (K-8), to sixth and seventh grade language arts and religion teacher.  This paper is written considering the study of cognitive psychology and its effect on instruction and education reform.  All comments are welcome!

©2000 by author