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In this, the sequel to his critically acclaimed and controversial The End of Homework, John Buell extends his case against homework. Arguing that homework robs children-and parents-of unstructured time for play and intellectual and emotional development, Closing the Book on Homework offers a convincing case for why homework is an outgrowth of broader cultural anxieties about the sanctity of work itself. After the publication of Buell's previous book, many professional educators portrayed reducing homework as a dangerous idea, while at the same time parents and teachers increasingly raised doubts as to its continued usefulness in education. According to John Buell, the importance of play is culturally underappreciated. Not only grade schoolers, but high school students and adult workers deserve time for the kind of leisure that fosters creativity and sustains a life long interest in learning. Homework is assigned for many reasons, many having little to do with learning, including an accepted, if unchallenged, belief that it fosters good work habits for children's futures. As John Buell argues convincingly, homework does more to obstruct the growth of children's minds, and consumes the time of parents and children who may otherwise develop relationships that foster true growth and learning. A unique book that is sure to fuel the growing debate on school reform, Closing the Book on Homework offers a roadmap for learning that will benefit the wellbeing of children, parents, and teachers alike.

In this, the sequel to his critically acclaimed and controversialThe End of Homework, John Buell extends his case against homework. Arguing that homework robs children-and parents-of unstructured time for play and intellectual and emotional development,Closing the Book on Homeworkoffers a convincing case for why homework is an outgrowth of broader cultural anxieties about the sanctity of work itself. After the publication of Buell's previous book, many professional educators portrayed reducing homework as a dangerous idea, while at the same time parents and teachers increasingly raised doubts as to its continued usefulness in education. According to John Buell, the importance of play is culturally underappreciated. Not only grade schoolers, but high school students and adult workers deserve time for the kind of leisure that fosters creativity and sustains a life long interest in learning. Homework is assigned for many reasons, many having little to do with learning, including an accepted, if unchallenged, belief that it fosters good work habits for children's futures. As John Buell argues convincingly, homework does more to obstruct the growth of children's minds, and consumes the time of parents and children who may otherwise develop relationships that foster true growth and learning. A unique book that is sure to fuel the growing debate on school reform,Closing the Book on Homeworkoffers a roadmap for learning that will benefit the wellbeing of children, parents, and teachers alike.

Executive functioning (EF) deficits, such as challenges with planning, organization, and materials management, negatively impact academic performance, particularly for middle-school students with autism spectrum disorder (ASD) without intellectual disability (ID). The aim was to assess the initial efficacy of the school-based version of the Achieving Independence and Mastery in School (AIMS) intervention in a pilot randomized clinical trial. 47 autistic middle-schoolers without ID attending nine different schools were randomized to participate in AIMS or to wait to receive AIMS the following semester (waitlist control = WLC). Youth, caregivers, and teachers rated academic EFs and academic functioning, and youth completed an objective EF measure, at baseline and outcome (post). Effect sizes were computed comparing baseline and post measures within each group. Individuals randomized to AIMS improved from baseline to post on academic EF outcome measures with small to moderate effect sizes, compared to WLC, who made some improvements but with generally smaller effect sizes. Analyses with academic functioning measures showed a similar pattern of results. These promising results suggest that AIMS delivered in the school by school-based personnel to small groups of students with ASD without ID can improve academic EF skills.

Using a within-subjects design, this study assessed the experimental effect of common activities upon positive and negative affect scores in a college student sample. All participants completed the following 30-minute activity conditions: treadmill walking, self-selected schoolwork (i.e., studying), social media use, and a control condition where participants sat in a quiet room (i.e., do nothing). Positive and negative affect scores were assessed at baseline, mid-, and post-condition. Positive affect scores increased by 26% and 10% during the treadmill and studying conditions, respectively. Conversely, positive affect decreased by 20% and 24% during the social media and “do nothing” conditions, respectively. Furthermore, negative affect was decreased by 8% in the studying condition. These changes were statistically significant ( p  ≤ 0.04). This suggests that college students’ everyday activities can significantly impact affect, for better and for worse. As demonstrated, studying and walking may improve affect, whereas social media use may negatively impact affect.

The urban and educational literature has recently begun to focus on the increase of concentrated poverty in inner-city neighborhoods and the educational failure of youth often associated with living in these neighborhoods. The current study examines this issue by identifying which neighborhood characteristics influence educational achievement and what mechanisms mediate these associations. Using the National Educational Longitudinal Study of 1988 linked to 1990 census information at the neighborhood level, the current study finds not only that neighborhood characteristics predict educational outcomes but also that the strength of the predictions often rivals that associated with more commonly cited family- and school-related factors. When considering how neighborhood characteristics influence educational outcomes, theorists have proposed several mediating processes, including collective socialization, social control, social capital, perception of opportunity, and institutional characteristics. The current study reveals that these mediators account for about 40% of the neighborhood effect on educational achievement, with collective socialization having the strongest influence. Also discussed are the theoretical and policy implications of this study and directions for future research.

An analysis of the strengths and challenges of children growing up in immigrant families, and the types of resources and supports they need today so that they can become America's productive, engaged citizens of tomorrow.

We assess the effect of the completion of online homework assignments on exam performance in \"Principles of Economics\" using a unique experimental method. For specific homework assignments we randomize students into two groups: those for whom the assignment is optional and those for whom it is required. This randomization, which affects incentives to complete the homework assignment for a particular topic, generates an instrument that helps identify the effect of homework completion on topic-specific exam performance. Results of the instrumental variables analysis, as well as results of a variety of other analyses, indicate that the completion of the assigned homework is positively (if not always significantly) correlated with higher scores on the midterms but not on the final exam—indicating \"decay\" in the homework effect over the course of the semester.

In order to foster educational resilience in children who face adversity, adults need a clear grasp of which factors are most relevant and motivating for these children. This study asked 50 children (ages eight to 12) who face serious life difficulties to share their perspectives on which factors support academic performance and how those factors operate in their lives. Participants identified eight factors (intelligence, feelings, behaviours, home environment, family assistance, school support, community connections, organized programs) that improve academic performance and described three mechanisms (facilitating work, increasing understanding, preventing negative behaviour) by which the factors function. Implications for practice and further research are discussed.

Background:  Family and community involvement in schools is linked strongly to improvements in the academic achievement of students, better school attendance, and improved school programs and quality. Methods:  The Centers for Disease Control and Prevention conducts the School Health Policies and Programs Study every 6 years. In 2006, computer‐assisted telephone interviews or self‐administered mail questionnaires were completed by state education agency personnel in all 50 states plus the District of Columbia and among a nationally representative sample of school districts (n = 461). Computer‐assisted personal interviews were conducted with personnel in a nationally representative sample of elementary, middle, and high schools (n = 1029) and with a nationally representative sample of teachers of required health education classes and courses (n = 912) and required physical education classes and courses (n = 1194). Results:  Although family and community involvement in states, districts, and schools was limited, many states, districts, and schools collaborated with community groups and agencies to promote and support school health programs. More than half of districts and schools communicated information to families on school health program components. Teachers in 55.5% of required health education classes and courses and 30.8% of required physical education classes and courses gave students homework or projects that involved family members. Conclusions:  Although family and community involvement occurred at all levels, many schools are not doing some of the fundamental things schools could do to increase family involvement. Improvements in family and community involvement can support school health programs in states, districts, schools, and classrooms nationwide.

At this moment, in school districts throughout the United States, initiatives are being launched to extend the school day, increase homework, integrate technology, and require more high-stakes testing. The assumption underlying these initiatives is that more and more--more time in school, more homework, more technology, and more high-stakes testing--will produce smarter, better-prepared students who, in turn, will help guide the nation through the tumultuous and uncertain 21st century. To realize the ideal of an educated, productive citizenry, however, many countries around the world are employing radically different approaches. Instead of executing a strategy of more and more, some countries have decided to educate their young people by doing less. In this article, the author discusses four areas where the policy and practice in high-achieving countries run counter to current practice and policy in the U.S., namely: (1) time spent at school; (2) homework; (3) technology; and (4) schools as agents of social change. Instead of spending much efforts at reform, the author argues that perhaps it is time for the U.S. to learn from the world, to stop thinking in terms of more and more, and consider what might be achieved by doing less. (Contains 3 endnotes.)