School Resources

What does the research say about homework?

International expert Professor Cathy Vatterott (University of Missouri-St. Louis) discusses the research evidence on homework. The webinar covers what teachers need to know about the impact of homework on children, how to design tasks that are purposeful and most likely to be beneficial to students, and when and how much homework should be set. 

This webinar is suitable for both primary and secondary teachers. 

To help you navigate the webinar easily, there is a list of the key topics covered in the session below, including the time each was discussed. The key ideas discussed in this webinar are also shared in a short insight article. 

Topics discussed in this webinar 

Times shown in minutes and seconds from the start of the video 

2.05 What the research shows about the relationship between homework and student achievement 
5.15What the research says about how much time students should spend on homework
8.45How teachers can think about the different purposes of homework
11.00How to design high quality homework tasks
16.15The role of parental input in homework
17.35Should homework be graded or assessed?
23.35Using effective study habits when completing exam preparation as homework
26.30Should students complete unfinished class work at home? 
28.30Should schools have a homework policy and what should it include? 
34.20Cathy’s top three things to know about homework  

Dr. Cathy Vatterott

Dr. Cathy Vatterott is Professor Emeritus of Education at the University of Missouri-St. Louis, and a former teacher and school principal. She is the author of four books, most recently Rethinking Homework: Best Practices That Support Diverse Needs, 2nd edition (ASCD, 2018), and Rethinking Grading: Meaningful Assessment for Standards Based Learning (ASCD, 2015). She frequently presents at national conferences and serves as a consultant and workshop presenter for K-12 schools on homework, grading practices, and teen stress. Dr. Vatterott has been researching, writing, and speaking about K-12 homework in the United States, Canada, and Europe for over 20 years and is considered an international expert on homework. She first became interested in homework in the late 1990s as the frustrated parent of a 5th grader with learning disabilities. Her work with schools has been the catalyst for her latest research on teen stress.


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