The End of Homework: How Homework Disrupts Families, Overburdens Children, and Limits Learning

By E. Kralovec, John Buell. 2000

148 citations recorded by the source corpus.

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Citations in the corpus

Does Homework Improve Academic Achievement? A Synthesis of Research, 1987–2003 (2006, background): “Students protest about the time that homework takes away from leisure activities (Coutts, 2004; Kralovec & Buell, 2000).”
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).”
Nonacademic Effects of Homework in Privileged, High-Performing High Schools (2013, background): “Rather, they state, the practice of homework “appears to further disadvantage the already disadvantaged” (Kralovec & Buell, 2000, p. 70) and acts as a sorting mechanism to magnify inherent class differences.”
The Case for and against Homework. (2007, background): “The End of Homework: How Homework Disrupts Families, Overburdens Children, and Limits Learning by Kralovec and Buell (2000), considered by many to be the first high-profile attack on homework, asserted that homework contributes to a corporate-style, competitive U. S. culture that overvalues work to…”
Teaching Science in Five Countries: Results From the TIMSS 1999 Video Study. Statistical Analysis Report. NCES 2006-011. (2006, background): “However, there is conflicting evidence about the role of homework in developing self-directed learners and in improving student achievement (Cooper 1989; Cooper et al. 1998; Kralavec and Buell 2000).”