Homework as an Artifact: Understanding the Assumptions Behind Homework Practices

Homework has been assigned to students for over a century, but its benefits are still debated. Viewing homework as an educational artefact reveals its broader cultural significance and traditions. This study aims to examine homework in contemporary educational contexts comprehensively. It explores the history of homework and ongoing debates about its efficacy. Additionally, it investigates the assumptions and beliefs guiding teachers' homework implementation and how this impacts effectiveness. A literature review gathered insights on homework's history and perceptions. Interviews, focus groups, and observations examined teachers' attitudes and behaviours about assigning homework. Qualitative analysis identified patterns and themes related to homework. Research shows mixed evidence regarding homework's academic benefits, especially for younger students. However, some nonacademic benefits are indicated. Teachers' assumptions about homework often go unexamined despite shaping implementation. More training on intentional, differentiated homework practices is recommended. Homework norms and assumptions should be evaluated against modern educational values. Teacher training on tailoring homework purposefully is needed. Schools should align homework policies with learning goals.