I found a link to this article while reading “4 Lessons New Teachers Haven’t Learned but Can’t Survive Without” by Mark Barnes (http://edge.ascd.org/blogpost/4-lessons-new-teachers-havent-learned-but-cant-survive-without) where he says:
. In spite of the deluge of research against traditional homework, it remains a practice that preservice educators are taught to use. These are the facts: homework does not teach responsibility; homework does not contribute to achievement; homework does hurt students’ grades; homework does take time from valuable family activities; homework does make students hate learning. Teachers assign homework so they can put something in a grade book. Do not get caught in this bad teacher trap. If you create engaging projects that students are excited to build, they will choose to work on them outside of class. In this case, everyone wins.
His final sentence says it all for me because it fits well with my mantra/policy about homework that it is far more effective when children do extra work because they want to, not because they have to! The lessons should inspire students to go home and choose to do further research or extra practice for a variety of reasons (including that they don’t want to let the teacher or themselves down). Think of intrinsic motivation versus extrinsic motivation.
READ THE FULL ARTICLE HERE : 5 reasons homework destroys learning | Brilliant or Insane.