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This study sought to determine if students who have homework added to their cooperative learning lessons achieve at a higher rate than the students who did not have homework assigned. The subjects were 64 fifth-grade students enrolled in four different classes in social studies. Two classes were assigned to the no-homework condition, one class was placed in the practice homework condition and the remaining class was in the preparation homework condition. The experiment ran from September through January. Pretest and posttest scores indicated that the addition of homework to cooperative learning activities increased student achievement. Additionally, no differences in student achievement were found between practice and preparation homework groups. It is suggested that the use of homework as a strategy and cooperative learning as a methodology be included in teacher education methods courses. (JD)

This study was designed to: (1) determine whether there was higher achievement by students assigned homework or by those not assigned homework; (2) determine whether there was higher achievment by students assigned preparation homework or those assigned practice homework; and (3) determine whether there was higher achievement by females or by males within homework groups. The sample consisted of 131 tenth-grade students enrolled in six American History classes. The students were divided into three groups: practice homework, preparation homework, and no homework. Findings indicated that: (1) there was a significant difference in achievement mean scores between students assigned homework and those not assigned homework; (2) there was no statistically significant difference in achievement mean scores between students assigned preparation homework and those assigned practice homework; and (3) there was no statistically significant difference in achievement mean scores between females and males within the homework groups. A discussion of the findings includes a suggestion that homework assignments must be regularly assigned, clearly stated, regularly collected, promptly graded, and promptly returned. (JD)

This paper discusses homework policy as a product of 50 years of experimental research. Part 1 discusses homework guidelines in grades 3 through 8 by suggesting that homework should be assigned, graded, and individualized. In addition, homework should provide feedback about student achievement that includes parental monitoring. Part 2 recommends secondary school homework policies that include clear and concise graded assignments. Furthermore, the proposal that some homework be guided, voluntary, and nonwritten reflects outcomes of homework research in American education. The conclusion that the assigning of homework should follow a regular pattern aligned with classroom subject matter supports the notion that homework reinforces learning, thereby raising student achievement. Moreover, school districts should support homework policies that research findings link to raising student achievement. (JAM)

The focus of this paper is the benefits and successes accruing from using cooperative learning in the classroom. The background of small group instruction as an effective learning strategy is discussed. Descriptions are given of several cooperative learning techniques--Student Teams-Achievement Divisions, Teams-Games-Tournaments, Jigsaw, and Think-Pair-Share. The steps in cooperative learning are described and the implications for effective classroom management are discussed. Suggestions are made for inservice training of teachers in cooperative learning methods. Two examples of cooperative learning activities are appended. (JD)

This bibliography is intended to be an up-date of a previous document entitled "Homework: Selected References" (1984). It lists many of the articles that were generated as a result of the educational report, "A Nation at Risk" (National Commission, 1983). The bibliography includes over 50 books, articles, and research reports on the subject of homework. (SM)

Extension and creative homework are discussed in this paper. Extension homework is assigned in order to transfer an idea or skill to a new or different situation. This form of homework is one way to develop reasoning and critical thinking skills. Examples of this type of homework are book and article reports. Creative homework requires students to compile skills and concepts in new and different ways. Examples of creative homework are surveys and oral reports. Students at any grade level can do surveys involving problem-solving in social situations. A creative homework assignment may be one in which students learn about some local, state, national, or international problem by interviewing their parents, neighbors, or city officials. Another way to encourage creativity is to have students work together in research projects that culminate in oral reports. Creative homework often involves the process of analysis. Forms for book, article, and oral reports, and surveys are provided. (SM)

Variety in homework is one way to achieve educational excellence in social studies. The twin social studies goals of teaching basic knowledge and teaching reasoning/critical thinking skills are accomplished by providing variety. In accordance with Lee and Pratt's homework taxonomy, homework can be placed under one of the following: preparation, practice, extension, or creativity. The goal of teaching basic knowledge is emphasized through factual recall (preparation) and basic skills (practice). The goal of teaching reasoning/critical thinking skills is emphasized when the application of the classroom lesson occurs through transference (extension) and synthesis (creativity). The document's appendices include: (1) "The Effects of Preparation and Practice Homework on Student Achievement in Tenth-Grade American History" (H. C. Foyle) and the homework form used in this study; (2) a week-long homework assignment form; (3) a fiction book report form; (4) a non-fiction book report form; (5) a magazine article report form; (6) a television program critique form; (7) a news comparison form; (8) an oral report grading sheet; and (9) a vacation homework form for elementary students. (DJC)