Includes bibliographical references

This book has been written to provide readers with the terms, definitions, and research evidence needed to hold conversations about homework in a constructive manner. It attempts to help readers set effective homework policies, rules, or guidelines, whether for a school district, a school, a classroom, or a family. Its premise is that the key to ending the battle over homework is communication: It is critically important for all parties to know what others are doing and why. To help communication, much of the material in the book is presented in a question-and-answer format. The book addresses issues at both the elementary and secondary levels. Differences in the value of homework at different grade levels are among homework's most interesting and revealing aspects. Administrators can use the book not only to help develop policies, but also to assist in explaining to teachers and parents the rationale behind the homework guidelines they set. Likewise teachers can use the book to inform their classroom practices and to assist in justifying those practices to parents and students. Parents will find some practical advice regarding how to help their children with homework and to find insight into why certain practices are followed by schools and teachers. Too often, educators, parents, and students fall into ways of thinking that view schools and families as adversaries. Homework is a prime battleground in these conflicts. The book advocates that the battle over homework can be avoided. (Contains 40 references.)