A Nation at Rest: The American Way of Homework
نویسندگان
چکیده
schooling were as universally endorsed as homework. Educators, parents, and policymakers of all political and pedagogical stripes insisted that homework is good and more is better—a view that was promoted most visibly in A Nation at Risk (National Commission on Excellence in Education, 1983) and What Works (U.S. Department of Education, 1986).1 Indeed, never in the history of American education was there a stronger professional and public consensus in favor of homework (see Gill & Schlossman, 1996; Gill & Schlossman, 2000). Homework has been touted for academic and character-building purposes, and for promoting America’s international competitiveness (see, e.g., Cooper, 2001; Keith, 1986; Maeroff, 1992; Maeroff, 1989; The Economist, 1995). It has been viewed as a key symbol, method, and yardstick of serious commitment to educational re-
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