The Homework Myth: Why Our Kids Get Too Much of a Bad Thing

By A. Kohn. 2007

144 citations recorded by the source corpus.

Subfields: Applied Psychology, Education

View Paper: https://www.semanticscholar.org/paper/415f175b84b8464dbeeae4c011f51a4884738f82

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Applied Psychology

1. Frances L. Van Voorhis

In Education

1. Mollie K. Galloway
2. D. Pope
3. Frances L. Van Voorhis
4. J. Conner
5. Steven B. Sheldon
6. J. Epstein
7. Jianzhong Xu

Citations in the corpus

• Nonacademic Effects of Homework in Privileged, High-Performing High Schools (2013, background): “This research indicates a weak relation, if any, between homework and achievement in elementary school (Cooper, 1989a; Cooper, 2001; Cooper et al., 1998; Cooper et al., 2006; Cooper & Valentine, 2001; Kohn, 2006).”
• Costs and Benefits of Family Involvement in Homework (2011, background): “If homework serves a clear benefit for students, it is puzzling why there are persistent discussions and contention about its practice (Bennett & Kalish, 2006; Kohn, 2006; Kralovec & Buell, 2000).”