Homework references - Revision history

PeteTyerman: /* References */

2026-01-05T12:57:12Z

References

← Older revision		Revision as of 12:57, 5 January 2026
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	== Conclusion ==		== Conclusion ==
	Across educational psychology, cognitive science, and neurodevelopmental research, no evidence establishes homework as inherently necessary or universally beneficial. Research indicates that its effectiveness depends on learner capacity, task design, and context.		Across educational psychology, cognitive science, and neurodevelopmental research, no evidence establishes homework as inherently necessary or universally beneficial. Research indicates that its effectiveness depends on learner capacity, task design, and context.

	~~== References ==~~
	~~<references/>~~

PeteTyerman: /* References */

2026-01-05T12:56:55Z

References

← Older revision		Revision as of 12:56, 5 January 2026
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	John Hattie's synthesis of meta-analyses reported an average homework effect size of approximately 0.29, with substantially lower effects in primary education.<ref name="Hattie2009" /> Hattie characterised homework as having a modest impact relative to other educational interventions.		John Hattie's synthesis of meta-analyses reported an average homework effect size of approximately 0.29, with substantially lower effects in primary education.<ref name="Hattie2009" /> Hattie characterised homework as having a modest impact relative to other educational interventions.


	~~== References ==~~
	~~<references>~~
	<ref name="Cooper2006">Cooper, H., Robinson, J. C., & Patall, E. A. (2006). ''Does homework improve academic achievement? A synthesis of research, 1987–2003''. ''Review of Educational Research'', 76(1), 1–62.</ref>
	~~<ref name="Hattie2009">Hattie, J. (2009). ''Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement''. Routledge.</ref>~~
	~~<ref name="Sweller2011">Sweller, J., Ayres, P., & Kalyuga, S. (2011). ''Cognitive Load Theory''. Springer.</ref>~~
	~~<ref name="Barkley2015">Barkley, R. A. (2015). ''Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment''. Guilford Press.</ref>~~
	~~<ref name="Murray2005">Murray, D., Lesser, M., & Lawson, W. (2005). Attention, monotropism and the diagnostic criteria for autism. ''Autism'', 9(2), 139–156.</ref>~~
	~~<ref name="Snowling2000">Snowling, M. J. (2000). ''Dyslexia''. Blackwell.</ref>~~
	~~<ref name="McEwen1998">McEwen, B. S. (1998). Stress, adaptation, and disease: Allostasis and allostatic load. ''Annals of the New York Academy of Sciences'', 840, 33–44.</ref>~~
	~~<ref name="OECD2014">OECD (2014). ''Does homework perpetuate inequities in education?'' OECD Education Working Papers.</ref>~~
	~~</references>~~

	== Cognitive load theory ==		== Cognitive load theory ==

PeteTyerman: /* Meta-analyses of homework effectiveness */

2026-01-05T12:54:45Z

Meta-analyses of homework effectiveness

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 === Hattie (2009; 2012) ===
 John Hattie's synthesis of meta-analyses reported an average homework effect size of approximately 0.29, with substantially lower effects in primary education.<ref name="Hattie2009" /> Hattie characterised homework as having a modest impact relative to other educational interventions.
 == Cognitive load theory ==

PeteTyerman at 12:41, 5 January 2026

2026-01-05T12:41:38Z

← Older revision		Revision as of 12:41, 5 January 2026
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	== Conclusion ==		== Conclusion ==
	Across educational psychology, cognitive science, and neurodevelopmental research, no evidence establishes homework as inherently necessary or universally beneficial. Research indicates that its effectiveness depends on learner capacity, task design, and context.		Across educational psychology, cognitive science, and neurodevelopmental research, no evidence establishes homework as inherently necessary or universally beneficial. Research indicates that its effectiveness depends on learner capacity, task design, and context.

			== References ==
			<references/>

PeteTyerman: /* References */

2026-01-05T12:40:45Z

References

← Older revision		Revision as of 12:40, 5 January 2026
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	== Conclusion ==		== Conclusion ==
	Across educational psychology, cognitive science, and neurodevelopmental research, no evidence establishes homework as inherently necessary or universally beneficial. Research indicates that its effectiveness depends on learner capacity, task design, and context.		Across educational psychology, cognitive science, and neurodevelopmental research, no evidence establishes homework as inherently necessary or universally beneficial. Research indicates that its effectiveness depends on learner capacity, task design, and context.
	~~== References ==~~
	~~<references>~~
	~~<ref name="Cooper2006"></ref>~~
	~~...~~
	~~</references>~~
	~~<references>~~
	~~</references>~~

PeteTyerman: /* References */

2026-01-05T12:40:35Z

References

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 </references>
 <references>
 </references>

PeteTyerman: /* References */

2026-01-05T12:40:22Z

References

← Older revision		Revision as of 12:40, 5 January 2026
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	<ref name="OECD2014">OECD (2014). ''Does homework perpetuate inequities in education?'' OECD Education Working Papers.</ref>		<ref name="OECD2014">OECD (2014). ''Does homework perpetuate inequities in education?'' OECD Education Working Papers.</ref>
	</references>		</references>

	~~== References ==~~
	~~<references>~~
	~~<ref name="Cooper2006"></ref>~~
	~~</references>~~
	~~<references></references>~~

PeteTyerman: /* References */

2026-01-05T12:38:35Z

References

← Older revision		Revision as of 12:38, 5 January 2026
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	<references>		<references>
	</references>		</references>



	== References ==		== References ==

PeteTyerman: /* References */

2026-01-05T12:37:48Z

References

← Older revision		Revision as of 12:37, 5 January 2026
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	<references>		<references>
	<ref name="Cooper2006"></ref>		<ref name="Cooper2006"></ref>
	~~<ref name="Hattie2009"></ref>~~		...
	~~<ref name="Sweller2011"></ref>~~
	~~<ref name="Barkley2015"></ref>~~
	~~<ref name="Murray2005"></ref>~~
	~~<ref name="Snowling2000"></ref>~~
	~~<ref name="McEwen1998"></ref>~~
	~~<ref name="OECD2014"></ref>~~
	</references>		</references>
	<references>		<references>
			</references>



			== References ==

			<references>
			<ref name="Cooper2006">Cooper, H., Robinson, J. C., & Patall, E. A. (2006). ''Does homework improve academic achievement? A synthesis of research, 1987–2003''. ''Review of Educational Research'', 76(1), 1–62.</ref>

			<ref name="Hattie2009">Hattie, J. (2009). ''Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement''. Routledge.</ref>

			<ref name="Sweller2011">Sweller, J., Ayres, P., & Kalyuga, S. (2011). ''Cognitive Load Theory''. Springer.</ref>

			<ref name="Barkley2015">Barkley, R. A. (2015). ''Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment''. Guilford Press.</ref>

			<ref name="Murray2005">Murray, D., Lesser, M., & Lawson, W. (2005). Attention, monotropism and the diagnostic criteria for autism. ''Autism'', 9(2), 139–156.</ref>

			<ref name="Snowling2000">Snowling, M. J. (2000). ''Dyslexia''. Blackwell.</ref>

			<ref name="McEwen1998">McEwen, B. S. (1998). Stress, adaptation, and disease: Allostasis and allostatic load. ''Annals of the New York Academy of Sciences'', 840, 33–44.</ref>

			<ref name="OECD2014">OECD (2014). ''Does homework perpetuate inequities in education?'' OECD Education Working Papers.</ref>
	</references>		</references>

	== References ==		== References ==
	<references>		<references>

PeteTyerman: /* References */

2026-01-05T12:36:30Z

References

← Older revision		Revision as of 12:36, 5 January 2026
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	</references>		</references>
			== References ==
			<references>
			<ref name="Cooper2006"></ref>
			</references>
			<references></references>