Administrative Procedure 364 - Appendix
SUPPORTING IMPLEMENTATION OF ADMINISTRATIVE PROCEDURE 364 This Appendix is intended as a resource to which teachers and administrators may refer for specific information related to implementation of the district’s Homework Administrative Procedure 364. Differentiated Homework The following guidelines related to the quantity of homework are recommended and recognize the importance of personal and family time: ●
● ●
The amount of homework assigned to students is to be differentiated according to age, developmental stage, and grade level along a continuum from lower to upper elementary, elementary to junior high and junior high school to high school; At all levels, the time a student spends on homework may vary and individual student needs and capacity is to be considered; Parents/legal guardians are to be aware of the process to use if their child experiences challenges with homework.
To further support consistency across the district in relation to homework, the following time related guidelines are suggested. When using the guidelines, it is important to keep in mind that the same homework assignment may require different amounts of time to complete depending on each student’s abilities and skills. There is also to be an awareness that English language learning students, students with diverse needs or students preparing for an exam may require a different amount of time to complete homework. Time Guidelines Considerations Keeping in mind that the first grade in each division is to reflect time at the low end of the scale, with a gradual extension at the upper end of the division to the higher time range, the recommended guidelines for each division are: Kindergarten – Grade 3 Occasional 5-10 minutes of homework per week. Formal assigned homework at kindergarten to Grade 3 levels is not recommended. Teachers may suggest and provide resources to support early learning activities such as reading, visits to community resources or interactive activities to develop skills. Completion of these learning opportunities is optional. Guidance from teachers to support parents/legal guardians to maximize regular family activities that support learning such as bedtime reading, meaningful writing to complete day Calgary Roman Catholic Separate School District No. 1 Administrative Procedures Manual
April 2016 Page 1 of 17
to day tasks, enhancement of language through family events and other community based learning opportunities is encouraged. In Grade 3, limited amounts of formal homework may be introduced to reflect increased student maturity and independence. Grades 4 to 6 Maximum of 30 minutes of homework per school night. Various types of meaningful homework are introduced and may be assigned by teachers keeping in mind the balance of family time, the focus on supporting individual student success, the need to differentiate homework assignments, types and quantity and the academic needs/abilities of the student. Since students are just beginning to develop skills needed to complete homework, it is recommended that teachers provide guidance and instruction related to areas such as: ● ● ●
What to do if you encounter a problem finishing homework; How to manage time in relation to homework; Strategies for working independently, etc.
Grades 7 to 9 Maximum of 60 minutes of homework per school night. The completion and management of homework tasks supports junior high students to take increasing responsibility for their learning. Since junior high students have many teachers, it is important for the school and teachers to identify and implement strategies to coordinate homework across the subject areas in order to avoid overloading at any one time. Consideration of the approach towards homework during examination time by all staff and subject teachers is important to allow students sufficient study and review time. Grades 10 to 12 Maximum of 120 minutes of homework per school night. Since high school students are young adults, who may be required to undertake independent work as an employee or as a student at the post-secondary education level, they are to take increasing responsibility for managing and completing homework assignments. Teachers will work with students to meet the students’ academic goals while at the same time designing homework to be meaningful and to reflect the students’ realities at home. Homework during Extended Absences Homework has severe limitations as a strategy to compensate for missed classroom instruction due to absences related to holidays scheduled during regular school times. Since provision of instruction and ongoing, immediate follow up are key components of successful use of homework to support learning, teachers shall not be expected to provide make-up assignments for students away on holidays. In such cases, it is recommended students read, practice math, maintain a journal or create a photo record of their trip.
Calgary Roman Catholic Separate School District No. 1 Administrative Procedures Manual
April 2016 Page 2 of 17
In certain circumstances, junior and senior high school students are encouraged to talk to their teachers about work missed so they can adequately prepare for assessments where there may be no flexibility to reschedule. Examples are the Provincial Achievement Tests, Diploma or International Baccalaureate exams. For extended absences due to unexpected circumstances such as illness or a death in the family, parents/legal guardians are encouraged to contact the teacher to discuss available instructional options. Incomplete Homework Teachers are encouraged to work with parents/legal guardians and students in making up incomplete homework assignments. The teacher’s first response to incomplete homework is to explore the reasons it was not completed. For example, was the homework too difficult, was there a lack of student understanding, was there exceptional circumstances? This opportunity for reflection and review may lead to different assignments, further explanations or the provision of other resources to support the student. As with all components of student learning, incomplete homework is to be communicated to parents/legal guardians verbally, in writing and/or on the appropriate component of the report card: ● Learning skills (elementary); ● Work habits (junior high); ● General comments (senior high). Removing a student from a subject or course to complete homework is inappropriate. Evaluation of Homework While teachers have flexibility in determining if a homework assignment will count towards a student’s academic grade, collaboration at the grade, subject and school level to develop consistent guidelines and practices related to when and how homework assignments are graded is important. Prior to deducting marks for incomplete or poorly done homework, it is important for teachers to determine that the student clearly understood what was required, knew the concepts involved, and had the capacity necessary to complete the homework. Homework assignments may be used by teachers to determine the next steps in teaching and learning. Homework, together with other forms of assessment, may also support the development of a better learner profile of a student’s understanding of curriculum outcomes. While it is possible for some of the homework to be evaluated and marked, it is not a requirement or expectation that any homework be counted towards an academic grade. Homework Perspectives from Dr. Cathy Vatterott (printed with permission)
Calgary Roman Catholic Separate School District No. 1 Administrative Procedures Manual
April 2016 Page 3 of 17
Dr. Vatterott, facilitator for the January 28, 2011 Trustee Forum on Homework, provides the following criteria for designing and assessing the quality of homework tasks: ● ● ● ●
Clear academic purpose (no busy work); Customized to promote ownership (personal); Instils a sense of competence (doable); Aesthetically pleasing (well-organized, easy to understand, pleasant).
Differentiating strategies recommended by Dr. Vatterott include the following: Teachers may differentiate homework by varying: ● ● ● ●
Difficulty; Learning style/interest; Amount of structure/scaffolding; Time (do what you can in 20 minutes).
Examples of each of these approaches include: Difficulty/amount of work ● ● ● ●
Simpler reading or more concrete tasks Adapted reading packets (that come with the text) Optional challenge questions Time “Do what you can in 20 minutes, draw a line, work longer if you like”.
Structure/scaffolding ● ●
Create a graphic organizer vs. fill in a graphic organizer Amount of writing required/word banks/answer banks
Learning style/Interest ●
Create own method to study - outline, cards, pictures
Method of showing learning (written, typed, verbal, pictures) The following charts, developed by Dr. Cathy Vatterott, provide examples of how homework tasks may be adapted to increase their level of meaning for students. They also reflect her perspective that homework which cannot be done without help is not good homework.
Calgary Roman Catholic Separate School District No. 1 Administrative Procedures Manual
April 2016 Page 4 of 17
Typical elementary/middle homework tasks Write the 10 spelling words three times
More meaningful tasks Create your own method to practice spelling words or choose one of these - you may write or type them 3 times, spell them out loud, use scrabble tiles to spell the words, trace them with your finger or create a puzzle using the words. Is it possible to connect the spellings to a spelling rule (such as “i before e except after c”)?
Create a model of life during a historical period Build a model of the solar system
Write multiplication tables three times
Write a diary entry as if you were living in the time, discussing daily life, social conflicts and laws that affected them. Create a poster to show the planets’ temperature extremes, periods of rotation in earth time and the importance of inertia and gravity to the motion of the planets. “What is the best way for you to practice your multiplication tables? Design your own method”. Some students may learn better by reciting them, creating a table or setting them to music. The fact that they must think about how they learn best makes the learning more relevant.
Do 25 problems to practice what we learned in math today
Two tiered homework - three problems to check for understanding of today’s lesson; 10 problems to practice what was learned last week.
Practice reading - 30 minutes a night (The Reading Log) Each night write down the author, title and number of pages read, how much time was spent and the date. Have your parent/legal guardian sign the log each night
Try to read an average of 30 minutes a night. Once a week, estimate about how much time you have spent reading. Write a short paragraph about what you have been reading.
Calgary Roman Catholic Separate School District No. 1 Administrative Procedures Manual
April 2016 Page 5 of 17
Typical middle/secondary homework tasks For knowledge of steps in a process: Complete the worksheet on photosynthesis
More meaningful tasks A YouTube video or game board format (on paper or poster) could be used to demonstrate knowledge of steps in a process, such as digestion, writing a persuasive essay or steps in solving an algebra problem.
Write a report about the history of a country of your choice. Include facts about government, economy, culture and geography
You may write a traditional research paper, create a PowerPoint presentation, or design a travel brochure that includes the required information.
Read Chapter Four Complete the worksheet
List the four most important ideas in Chapter Four. Keep a journal. After each chapter section, write a reaction to what you read. During your reading, place post-it notes on the parts of the reading that you had questions about or the parts that you found most interesting to discuss in class.
Read two chapters in the novel Find the following vocabulary words in the chapter and write their definitions Identify these quotes by telling which character said them (The “Where’s Waldo?” of novel reading.)
Which characters best typify the following virtues: honour, integrity, strength? What did they do that showed that virtue? Which characters best typify the following vices: greed, jealousy, arrogance? What did they do that showed that virtue? Which character do you most identify with and why? How does the story relate to life today?
Dr. Vatterott also provided the following examples of how teachers have approached the task of developing meaningful homework. A teacher who changed her homework practice (Molly Heckenberg is a 5th grade teacher at Westchester Elementary School in Kirkwood, Missouri) Several years ago when I began teaching fifth grade, part of the daily homework my team assigned was for students to work on completing vocabulary packets. These consisted of Calgary Roman Catholic Separate School District No. 1 Administrative Procedures Manual
April 2016 Page 6 of 17
workbook pages in which students had to match fifteen words to their definitions, answer multiple-choice questions, use the words in a sentence, etc. The words were randomly combined and did not directly connect to our content. It frustrated me to see my students correctly completing this homework, and even scoring well on weekly tests, yet not transferring this to their working academic vocabularies. The homework was manageable for them to complete, but was not actually supporting their vocabulary development. Two years ago our school started having rich conversations around vocabulary. We learned about research-based instructional strategies and began utilizing them in our classrooms. Through this I realized that the way I’d been using these vocabulary packets as homework was really missing the mark, which explained why I wasn’t seeing lasting results in my students’ learning. I stopped using the workbook pages for vocabulary and began collaborating with my colleagues to create kid-friendly definitions for the most important words to understand in each subject area. I began providing direct instruction on content specific vocabulary. Through this journey, vocabulary homework became much more interactive and intentional. Nightly homework now includes having students generate their own nonlinguistic representations of the terms and creating analogies or metaphors. Instead of checking the homework and moving on to the next lesson, students now discuss their completed homework with a partner to revise and deepen their understanding of the vocabulary words. Students also periodically play games with vocabulary flashcards at home with parents/legal guardians or siblings. Through the meaningful modifications of assigned homework; I have seen consistent improvements in student retention and application of vocabulary content. A teacher who changed his homework practice (Jim Drier is a communication arts teacher at Mundelein High School outside of Chicago.) Over the past several years I have dramatically reduced the amount of homework I assign. I don't even use the word homework. If I ask students to read outside of class I simply say tonight's reading, or if I ask students to write outside of class I call it t onight's writing. Since I rarely ask kids to do homework most of my outside class work involves an activity like a parent/legal guardian interview, watching a brief video on YouTube, looking up information or performing an activity. It is interesting that since I quit homework, I don't cover substantially less in class. What I have discovered is that student attitudes about class and their readiness for class has improved. In one particular unit I used to assign a significant amount of outside reading, writing and research on a student selected topic. Now, the only outside activity I ask them to do is to discuss and reflect on their topic with a parent/legal guardian. The quality of student work improved. More importantly their curiosity remained high throughout the project and creativity and critical thinking is much more innovative and reflective. For another unit on Of Mice and Men, students read the book in class instead of for homework. Surprisingly, the class completed this unit in the same amount of time as another class that read the book outside of class. Because students read in class and were well prepared for
Calgary Roman Catholic Separate School District No. 1 Administrative Procedures Manual
April 2016 Page 7 of 17
discussions, I didn't feel a need to give reading quizzes and we used that time for alternate engaging activities like staging the trial of George or a debate over George's decision. Marking and Grading: The following advice related to grading and late policies for homework has been developed by Dr. Cathy Vatterott. Since the goal of homework is to support learning, it is important to focus on student accountability for work completion rather than consequences and to consider the following concepts for discussion and exploration as part of the homework regulation implementation. ●
Work ethic + behaviorism = using grades to reward virtue and punish vice (Often to the detriment of learning and motivation).
●
Giving a zero for incomplete homework is not “holding them accountable”. Accountability is making them finish the work.
●
“We are faced with the irony that a policy that may be grounded in the belief of holding students accountable (giving zeroes) actually allows some student to escape accountability for learning”(O’Connor, 2007, p. 86).
●
According to one study, only about 28 per cent of Canadian teachers use homework to calculate grades. U.S. teachers lead 50 countries in the grading of homework. Almost 70% of U.S. teachers use homework to calculate student grades, compared to 14% in Japan (Baker and LeTendre, 2005).
While traditional homework practices focus on submission by a deadline and completion, alternative discussion and consideration by staff and administration as they implement the district Homework Administrative Procedure from Dr. Vatterott’s work are provided below. 1. Work must be turned in by the deadline (even when given one day notice) Reflects the belief that when work is not turned in on time, there must be a penalty and that we must reward compliance and punish non-compliance i.e.: loss of points or loss of privileges -- like missing lunch or recess. It also assumes that a negative consequence will change behavior in the future. Reality: Time management, prioritizing and planning are functions of the brain’s frontal lobe, which is “under construction” for most young people until early adulthood. Reality: Grades are not currency for many students. 2. All homework must be completed This assumes our tasks are infallible - that all homework assignments have a positive impact on learning and that all students need to complete all homework assignments to achieve mastery. This rewards working not necessarily learning. Homework discussions open a broader discussion about the potential misuse of grades. What if grades reflected what students learned, not which work they chose or were able to complete?
Calgary Roman Catholic Separate School District No. 1 Administrative Procedures Manual
April 2016 Page 8 of 17
The way forward involves moving to standards based grading that includes: ●
Grades are about demonstrated learning through various forms of summative assessments, retaken until an acceptable level of mastery is achieved.
●
Students may receive an INCOMPLETE as a quarter or semester grade until mastery is achieved.
●
In such a system, homework does not count in the grade - it is used to check for understanding, provide feedback to the learner and to practice for tests.
●
Work habits/life skills are shown as a separate category on the report card - they may be evaluated but are not part of the grade.
In a nutshell: Everybody works. We only grade learning. We don’t keep score during practice. Suggestions for the grading of homework include: ●
Don’t grade homework at all, but require completion so you can assess learning.
●
Give credit for completion only, not correctness or accuracy.
●
Count homework in the grade, but only at 10 per cent of the grade.
●
Remove the power of zero by using a different measure of central tendency (median or mode rather than mean) to arrive at grades.
●
Connect purpose of homework to assessments by allowing “redemption” of homework completed before the test (see below).
An example of homework grading by Grade 9 Science teacher Laura Eberle’s reflects this perspective: Full stamp = 10 points Half stamp = 5 points No stamp = 0 points
Completed and turned in on time, full credit
Turned in on time, but incomplete (Complete it before the day of the test and you earn 7 pts) Was not turned in on time (Complete it before the day of the test and you earn 5 pts)
Move from grading to checking and focus on feedback: ●
Checking is diagnostic - teacher is an advocate;
●
Grading is evaluative - teacher is a judge (Guskey).
Since grades are not necessary for learning, but feedback is, the goals of feedback are to: ●
Improve learning and to improve performance on summative assessments;
●
Promote student ownership of learning and self-assessment.
Calgary Roman Catholic Separate School District No. 1 Administrative Procedures Manual
April 2016 Page 9 of 17
In this context key recommendations are that all work is not to be graded but is to receive feedback and that feedback on all work need not be given by only the teacher since students may also be involved in sharing and responding to work of their peers. Additional points for consideration include: ●
Everything does not need a number. Consider the time spent adding up points and recording numbers;
●
Formative feedback, summative grading;
●
Short trials to check for understanding - practice comes later;
●
Intermittent feedback on long term projects;
●
More one-on-one feedback with students as others are working;
●
More paired work, help your neighbour, study buddies;
●
Grades are temporary - Students correct mistakes after feedback.
Quality Feedback is: ●
Formative - assessment for learning takes place during learning;
●
Corrective - provides specific information to the student about how to reach the learning target;
●
Interactive - requires dialogue between teacher and student(written or verbal) or student and student;
●
Not part of the grade - “We don’t keep score during practice.”
Efficient ways of providing feedback include: ●
Quick visual check - two piles: got it/didn’t get it (no marks);
●
Student self check - students write one of three symbols at top of homework indicating:
●
●
Got it/understood !
●
Sort of got it/not sure ?
●
Didn’t get it/totally lost #&
Students meet in groups, compare answers, ask each other questions and report back.
If homework reveals broader problems then “Not doing homework is a symptom, not the problem” (Darnell, 2010). When considering their response to incomplete work it is beneficial to explore: ●
Feedback from parents/legal guardians;
●
Diagnosing why the work is not being done;
●
Planning for differentiation;
●
Strategies to allow parents/legal guardians to demonstrate mastery with other evidence.
Calgary Roman Catholic Separate School District No. 1 Administrative Procedures Manual
April 2016 Page 10 of 17
Diagnosing why homework is not getting done may include consideration of the following aspects: ● ● ● ● ●
Academic - work is too hard or too lengthy for the student’s working speed; Organizational - getting it home, getting it done, getting it back;
Motivational - burnout, overload, too much failure, frustration with tasks;
Situational - unable to work at home, too many other activities, no materials available at home for the assignment; Personal - depression, anxiety, family problems, etc.
Homework completion strategies include make up work, redoing work and bird-dogging to support teaching students how to take responsibility for their homework: ●
Explain to students the learning purpose of each homework assignment.
●
Provide a copy of the textbook for students to keep at home.
●
Have a written copy of the assignment for some students.
●
Assign students “homework buddies” to work together or call for help.
●
Set a maximum amount of time the student is to work on each assignment.
●
Prioritize assignments for students who do not complete all homework.
●
Give students more than one day to complete assignments.
●
Give all assignments for the next week on Friday, due next Friday.
●
Give intermittent due dates for parts of long term projects.
●
Allow parents/legal guardians or students to call the teacher at home when necessary.
●
Give parents/legal guardians guidance on how to help with homework and how much to help.
Tools for diagnosing completion problems, from The Homework Chain (Taylor 2007) that support students to undertake self-diagnosis include a checklist of the following items: ●
I realize an assignment is being given.
●
I understand the assignment.
●
I record the assignment accurately.
●
I understand how to perform the assignment correctly.
●
I check that homework is complete, accurate and neat.
●
I set completed homework in a special place.
●
I take completed homework to school.
●
I arrive at class with completed homework.
Calgary Roman Catholic Separate School District No. 1 Administrative Procedures Manual
April 2016 Page 11 of 17
●
I turn completed homework in on time.
Calgary Roman Catholic Separate School District No. 1 Administrative Procedures Manual
April 2016 Page 12 of 17
Communication with parents/legal guardians may be collected with the following tools: Parent/Legal Guardians Feedback Checklist Dear Parent/Legal Guardian:
I estimate your child can complete this assignment in _______minutes. It is not necessary for your child to work longer than____minutes on this assignment, even if they do not finish it. They will not be penalized. How much time did your child spend on this assignment? ______________ If your child did not finish the assignment, please check the reason or reasons why below: ____my child could no longer focus on the task ____my child was too tired ____my child did not understand the assignment ____my child did not have the necessary materials to complete the assignment ____my child did not have enough time due to other outside activities ____other reason (please explain) ______________________________________________ Parent/Legal Guardian Signature
HOMEWORK CARD FOR PARENTS/LEGAL GUARDIANS Child’s name___________________________ Grade level_________ It would be helpful for your child’s teacher to know how homework fits into your child’s daily schedule. Please complete the homework card by writing down how your child typically spends their time in the weekday hours when they are not in school (i.e., homework, sports practices, music lessons, visitation with non-custodial parents/legal guardians, dinner, sleep, play, TV, computer.) Monday
Tuesday
Wednesday
Thursday
3:00-4:00 pm 4:00-5:00 pm 5:00-6:00 pm 6:00-7:00 pm 7:00-8:00 pm 8:00-9:00 pm 9:00-10:00 pm
Calgary Roman Catholic Separate School District No. 1 Administrative Procedures Manual
April 2016 Page 13 of 17
Home Study Plan (for completion by students) We all have ways we like to work. These questions will help you figure out the best way to do homework. Circle the answer that is most like you. 1. My favorite position to do homework is at a desk
sitting on the floor
standing
laying down
2. It is easiest for me to pay attention to homework In a quiet place With noise or music in the background
3. When I am working on homework I need to have something to eat or drink I don’t need to have drinks or food 4. When I have more than one thing to do I like to do the easiest thing first I like to do the hardest thing first 5. After I start working, I like to Work for a long time before I take a break Work for a short time, take a break, then work more 6. WHEN is it easiest for me to do homework? I like to work as soon as I get home from school I need to play for a little while and then work I need a long break after school before I am ready to work 7. WHERE will I do homework? I can work in the same place every day and can keep my homework things there. That place is_____________________ I have to work in different places on different days so I need to keep my homework things in a box that I can move. Some of the places I will work are _________________________________________________
Calgary Roman Catholic Separate School District No. 1 Administrative Procedures Manual
April 2016 Page 14 of 17
ESTABLISHING HOMEWORK SUPPORT PROGRAMS Options for finding time in the school day Options for establishing homework support programs and options for finding time in the school day include: ●
*ZAP (Zeroes aren’t possible) after-school homework assistance program;
●
Advisory/home room time used as teacher or peer assistance;
●
*Homework Assistance Program one period a day for homework and re-teaching;
●
Shorten classes once a week to provide catch-up time;
●
Extending school day - extra period at end of day for all for supervised homework;
●
Note: Refrain from using lunch or recess time since it denies students a much needed break - no matter how you spin it, it feels like a punishment.
Curricular and scheduling options: ●
Academic coach - full time position pulls recommended students out of one elective course for a quarter/semester for extra help with homework, organizational skills;
●
Academic lab period/study hall/independent learning course;
●
Independent Study/Alternative Strategies - elective courses;
●
Mandatory “Math help” or “Credit recovery” course in place of an elective;
●
*Student Teacher Access Time (STAT) - 30 minutes added to lunch;
●
“Friday Fix-it” (Boaz Middle School) - students with unfinished homework get pulled out of PE or computers to complete work;
●
Elementary school - once a week “Bonus PE” period for students not missing homework/time with teacher for students needing homework time;
●
Limit the number of advanced classes students may take.
Typical ZAP (Zeroes Aren’t Possible/Zeroes Aren’t Productive) programs are: ●
Held Monday through Thursday for one to two hours;
●
Kick in when students are missing three assignments;
●
Both mandatory and voluntary;
●
Often provide snacks;
●
Transportation home usually provided.
Calgary Roman Catholic Separate School District No. 1 Administrative Procedures Manual
April 2016 Page 15 of 17
References related to homework provided by Dr. Vatterott are provided below: Best practical articles for teachers
Brookhart, S. M. (2008). Feedback That Fits. Educational Leadership, 65(4), 74-75. Christopher, S. (2007-2008). Homework: A Few Practice Arrows. E ducational Leadership, 65(4), 74-75. Cushman, K. (2010). Show Us What Homework is For. Educational Leadership, 68(1), 74-78. Darling-Hammond, L. and Ifill-Lynch, O. (2006). If They’d Only Do Their Work! E ducational Leadership, 63(5), 8-13. Vatterott, C. (2010). Five Hallmarks of Good Homework. E ducational Leadership, 68(1), 10-15. Winger, T. (2009). Grading What Matters. Educational Leadership, 67(3), 73-75. Best thought-provoking ideology Kohn, A. (2006). The Homework Myth: Why Our Kids Get Too Much Of A Bad Thing. Cambridge, MA: Da Capo Press. (good website w ww.alfiekohn.org) Best how-to books about assessment Guskey, T. R. and Bailey, J. M. (2001). Developing Grading and Reporting Systems for Student Learning. Thousand Oaks, CA: Corwin Press. O’Connor, K. (2009). How To Grade For Learning K-12 (3rd edition). Thousand Oaks, CA: Corwin. Stiggins, R. J. (2005). Student-involved Assessment for Learning (4th edition). Upper Saddle River, NJ: Pearson. Best books for parents/guardians of overworked kids Bennett, S., and Kalish, N. (2006). The Case Against Homework: How Homework is Hurting Our Children and What We Can Do About it. New York: Crown Publishers. (Awesome website www.stophomework.com with news articles, forums, etc.) Dolin, A. K. (2010). Homework Made Simple: Tips, Tools and Solutions for Stress-Free Homework. Available at amazon.com. Ann can be reached at a
[email protected] Baker, D. P. and LeTendre, G. K. (2005). National Differences, Global Similarities: World Culture and the Future of Schooling. Stanford, California: Stanford University Press Cooper, H. (2007). The Battle Over Homework: Common Ground for Administrators, Teachers, and Parents. (3rd edition). Thousand Oaks, CA: Corwin Press.
Calgary Roman Catholic Separate School District No. 1 Administrative Procedures Manual
April 2016 Page 16 of 17
Cushman, K. (2010). Fires in the Mind: What Kids Can Tell Us About Motivation and Mastery. San Francisco. CA: Jossey-Bass. Darnell, B. (2010). “What Good Schools Do When Students Fail”. Presented at N ational Middle School Association Annual Conference, November 2010. www.achievementstrategies.org. Pink, D. H. (2009). Drive: The Surprising Truth About What Motivates Us. Riverhead Books: New York. Sparks. S. D. (2010). Districts Begin Looking Harder At Absenteeism. E ducation Week. 30(6), 1, 12-13. Taylor, J. (2007). Motivating The Uncooperative Student: Redeeming Discouragement and Attitude Problems. Monmouth, Oregon: A.D.D.-Plus. Vatterott, C. (2009). Rethinking Homework: Best Practices That Support Diverse Needs. Alexandria, VA: ASCD. Available at www.ascd.org. Approval Date:
April 12, 2016
Reference:
Section 12, 16.2, 18, 20, 60, 61, 113 School Act Tips for Parent Canadian Council on Learning: A Systematic Review of Literature Examining the Impact of Homework on Academic Achievement, 2009. p. 5
Calgary Roman Catholic Separate School District No. 1 Administrative Procedures Manual
April 2016 Page 17 of 17
