A response to Cheryl Leffler


Cheryl wrote this comment last week:

I was just discussing an aspect of this with a colleague the other day. The subject at hand was a limited English student whose parents had no apparent interest in academic pursuits for their daughter. They were extremely interested in other aspects of her life and wellbeing, but would not provide homework support or a structured environment for her to complete homework in. You could say she was academically handicapped by their attitude.”

This is my response:

This is exactly what I am referring about when I asked if homework promotes inequity in education. Has this teacher consider the “home culture” in terms of the tasks this student has to do at home in lieu of school work? Perhaps we as educators should not intervene with students’ home life. A friend of mine, use d to call this type of student: “school dependent-learner”.

Thank you Cheryl!

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About drcorretjer

Doctorate in Administrator Leadership for Teaching and Learning. Vast experience working with English language Learners and their families. Has successfully implemented programs that increased parental involvement in schools and professional collaboration among teachers. Has presented at local, state, and national levels on the topics of curriculum and best teaching practices for English Language Learners. Specialized in alternative assessments for English Language Learners to include portfolios. My goal at this time is to mentor,and nurture new teachers or prospective teachers. I'd like to create a bridge between their college education and the realities of a public school classroom. I believe we can attract and retain the best and the brightest if we provide them with a real foundation and help them be successful. Our children deserve that. Publications: Listen to me: Exploring students' voices regarding homework Lambert Academic Publishing |May 11, 2011 Most of the research conducted about homework is based on adults’ perspectives. This case study explored the perspectives of 5th and 6th grade students in comparison with 10 teachers’ perceptions regarding homework completion. The author administered questionnaires and conducted in depth interviews using a stratified purposive sample and extreme case sampling; which educed the participants’ perceptions and practices about homework. The students’ represented 4 distinct groups: English Language Learners, general education, gifted and talented and special education. The teachers’ instruct 5th and 6th grade. The results of the study indicate that students do not complete their homework because they find it too hard, boring, or they do not understand it. Interestingly, students think that worksheets are hard and boring. However, they are not against homework! This book should benefit teachers, parents, school administrators and staff developers. It would also help develop homework practices that would increase homework completion and student learning. This book brings out the voices of the students to the forefront. After all, they are the ones doing the homework. Listen to them!
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