Closing the Book on Homework: Enhancing Public Education and Freeing Family Time (Teaching/Learning Social Justice) [Paperback]

John Buell (Author)

Book Description

ISBN-10: 1592132189 | ISBN-13: 978-1592132188 | Publication Date: December 2003

In this, the sequel to his critically acclaimed and controversial "The End of Homework", John Buell extends his case against homework. Arguing that homework robs children and parents of unstructured time for play and intellectual and emotional development, "Closing the Book on Homework" offers a convincing case for why homework is an outgrowth of broader cultural anxieties about the sanctity of work itself. After the publication of Buell's previous book, many professional educators portrayed reducing homework as a dangerous idea, while at the same time parents and teachers increasingly raised doubts as to its continued usefulness in education. According to John Buell, the importance of play is culturally underappreciated. Not only grade schoolers, but high school students and adult workers deserve time for the kind of leisure that fosters creativity and sustains a life long interest in learning.Homework is assigned for many reasons, many having little to do with learning, including an accepted, if unchallenged, belief that it fosters good work habits for children's futures. As John Buell argues convincingly, homework does more to obstruct the growth of children's minds, and consumes the time of parents and children who may otherwise develop relationships that foster true growth and learning. A unique book that is sure to fuel the growing debate on school reform, "Closing the Book on Homework" offers a roadmap for learning that will benefit the wellbeing of children, parents, and teachers alike. John Buell on homework: Homework does not convey the academic benefits its proponents promise.As currently constituted, [it] is a largely ineffective and overly burdensome practice. It not only creates especially serious barriers for poor families but also unnecessarily limits other forms of personal development and leisure time that are essential even to education and working life themselves. Families asked to monitor and assist in homework are increasingly burdened by the demands of their own jobs. Homework is closely connected to and rationalized by all the demands on family time, and the time has come to examine those demands I resent homework intensification not because I am lazy or want to spare children all challenges and difficulties but because I want to instill the character and self-discipline I admire. I want children to have gradually expanding opportunities both to manage and be responsible for free time. Scholarly studies of homework's ability to deliver in even such short-term and narrow areas as test scores and grades yield at best uneven results.Many studies of homework show no correlation-or even indicate an inverse relationship-between homework and a student's performance Young children reach a saturation point [for absorbing new information] far more quickly than adults...fatigue and an inability to sustain concentration is likely to be a substantial factor in learning. All claims that homework critiques involve a war against the poor systematically disregard important evidence. Some students who are doing their homework conscientiously will nevertheless test poorly simply because test-taking is not their forte.It is hard to recognize from homework where a child is having difficulty; it is even harder to find just why. The claim that homework evokes long-term discipline [is] largely unsupported by extensive empirical work, but there is reason to believe that many other extracurricular factors in the life of a child and young adult contribute substantially to this virtue. Author note: John Buell is a columnist for the "Bangor Daily News", and co-author (with Etta Kralovec) of "The End of Homework: How Homework Disrupts Families, Overburdens Children, and Limits Learning".

Editorial Reviews

Review

"Sure to fuel the growing debate on school reform, Closing the Book on Homework offers a roadmap for learning that will benefit the wellbeing of children, parents, and teachers alike." Adolescence "Readers new to Buell's argument will find much in this book to think about and, possibly, to act upon." Kappa Delta Pi Record "John Buell makes a cogent case for homework reform. The strength of this new book is its placing of the 'homework wars' in historical and cultural context. By showing how current concerns about homework are part of a larger debate about the place of work in modern life, Buell is able to suggest broader remedies and policies that apply to a variety of modern problems and concern--such as overwork that constrain family and community life in a multitude of ways. Buell offers a compelling argument, and his voice needs to be heard." --Benjamin Hunnicutt, Professor, the University of Iowa, and author of Work Without End "John Buell's Closing the Book on Homework is a unique and timely contribution to the torrid debate and about whether the heavy burdens of homework and standardized tests actually improve education. What marks this book from the others is that, in addition to thorough reviews and refutations, Buell places education and homework in the contexts of the global economy, the fiscal crisis of the states, and the emergence of the rote styles of learning as the dominant educational technology. Teachers, researchers, parents, indeed everyone concerned with the fate of our kids cannot afford to miss this powerful book." --Stanley Aronowitz

From the Publisher

A ringing indictment of homework and what can replace it

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Product Details

• Paperback: 176 pages
• Publisher: Temple University Press (December 2003)
• Language: English
• ISBN-10: 1592132189
• ISBN-13: 978-1592132188
• Product Dimensions: 8 x 5.6 x 0.6 inches
• Shipping Weight: 7.2 ounces (View shipping rates and policies)
• Average Customer Review: 3.9 out of 5 stars  See all reviews (27 customer reviews)
• Amazon Best Sellers Rank: #1,613,392 in Books (See Top 100 in Books)

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4 of 5 people found the following review helpful:

5.0 out of 5 stars An essential book for parents and education sociologists, November 11, 2004

By 

Julia Melle (Washington, DC) - See all my reviews
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This review is from: Closing the Book on Homework: Enhancing Public Education and Freeing Family Time (Teaching/Learning Social Justice) (Paperback)

John Buell's book Closing the Book on Homework is a subtly philosophical look at the purpose of homework in education and the utility of the concept of homework in the context of a global economy that emphasizes production and consumption. His main points are to argue against the effectiveness of homework and to highlight the consequences increased time spent on homework has on family life and the quality of public education. Based on a clear lack of homework research to support its efficacy in enhancing education and to make any substantive correlation between many hours spent doing homework and increased performance in the classroom, Buell dispels the arguments favoring homework as a necessary means to broaden a child's education and to build her character.
One of the most surprising yet undeniable connections Buell makes is the corresponding histories of children's rights in public education and the laborer's rights in the workplace. The progressive labor politics of the 1930's were reflected in increased children's rights and reduced homework. By the 1940's-50's in the post-WWII era, the country had a renewed valorization of work. Buell makes a logical case that the US competition with the Soviet Union and the burgeoning economy provoked the implementation of a more strenuous education centered on the "sanctity of homework". During these decades, homework was increasingly viewed as a way to enhance academic productivity, in the same way that longer working hours enhanced production output. Like the progressive philosophies of the 1930's, the politics of the 60's and 70's were concerned with the length and pace of the workday, and likewise with the mental health and "happiness" of children in school. The 1980's were once again a period of economic insecurity and competition with Asian powers, and as a result there was a heightened skepticism about leisure time as and a fear that "mediocre educational performance" would result in the country losing its competitive edge in the global economy. The consumerism of the 90's likewise contributed to the deterioration of the value of "learning for learning's sake," as the rewards for education became material through corporate sponsored incentive programs.
I have recently suspected our society of moving towards a dangerous and consuming trend of "getting and spending," but prior to reading this book, had never made the connection between consumerism, democratic ideals of individualism and hard work, and the increasing demands on school children. Buell delineates this process articulately with sound sociological reasoning. The myth of American society is one of social mobility. Poor and working-class families stress homework to their children in an effort to demonstrate their commitment to these "American" values and hope for a better life. Having taught an after-school program in a working-class urban community, I can confirm the author's conclusions. My class of second-graders often receives more than five worksheets of homework per night, an assignment which commonly takes the students more than one hour, and which their parents always insist firmly that they complete. Not only is the length of the homework long, but the assignment itself is wholly uninteresting, consisting of page after page of addition problems and tedious "activity" sheets demanding that they answer questions about a story they read in class earlier that day. In light of this experience, I can't help but agree with Buell's thesis that "the very stress on homework and long school day is another, and increasingly problematic, form of this preparation process to accustom the student to long working hours." I would simply add to this that stress on boring and unconstructive homework as students know it today, prepares them to accept boring and unfulfilling work later in life.
According to the author, the school's main function is to teach literacy and numeracy. In order to implement homework reform, he asserts that action must be taken on a grass roots level. Parents, students, teachers, and other concerned individuals need to demand restrictions on homework on the local level. Closing the Book on Homework is a revealing book well-deserving of a read from any citizen who suspects that the country is in the grips of corporate leaders dictating the value of consumerism and acquiring material wealth and likewise by anyone who observes a growing lack of family and free time due to increasing demands on the parents in the workplace and children in and outside of the classroom.

4 of 5 people found the following review helpful:

4.0 out of 5 stars Challenging the Status Quo, November 4, 2004

By 

D.C. Student - See all my reviews

This review is from: Closing the Book on Homework: Enhancing Public Education and Freeing Family Time (Teaching/Learning Social Justice) (Paperback)

Author John Buell challenges in Closing the Book on Homework: Enhancing Public Education and Freeing Family Time the sacredly held notion that homework absolutely benefits students. Buell, conversely, believes that "too much of a good thing" is detrimental. Childhood development is defined by education, but not by academic instruction exclusively. Children also need to learn in the context of family, friends, extra-curricular activities, and part-time employment. Balance is imperative.

Buell emphasizes that teachers who blindly assign homework without considering peripheral variables risk impeding childhood development not only in the classroom, but also in life generally. Every student encounters different environments - many of which are negative - upon dismissal at the end of the school day. Since teachers cannot distribute homework on an individual basis, the most dismal circumstances must carry the greatest weight when teachers design nightly assignments. The child who is forced to complete hours of work on the floor of a shared bedroom using light from only a television set will rapidly lose ground to the student who enjoys the comfort of an expansive desk in a bright, quiet family office. In this case, homework creates disparities among students by negating progress made in the classroom. Sadly, those affected - the children - mainly are unable to prevent or improve the situation.

Buell logically points to the classroom's successor, the workplace, as a potentially ideal model for maximizing childhood development without relying on homework. Many professionals work from 9 am to 5 pm for a total of 40 hours per week. Once the office lights are turned off for the day, these individuals return home free to engage in leisure activities such as cooking, exercising, reading, and spending time with family. The defined responsibilities facilitate productivity at the former and refresh the spirit at the latter. Adults agree to work diligently on the job, but they in turn expect to receive personal time as a reward. Students are not granted such a luxury. On the busiest day, a given student will spend eight hours learning at school and several hours studying at home, only to repeat the process after limited sleep. How can student energy levels not be expected to decline over the course of a week, month, and semester?

Imagine the possibilities if the United States workweek mirrored that in Europe, where extended vacation time is the norm. Buell theorizes that less obsession with occupational demands would trickle down into less educational burdens. Students and parents, regardless of age, would be able to "play" with unprecedented frequency. Skeptics contend that such a shift will "dumb down" the country. On the contrary, Buell believes that increased opportunities to explore and share unique interests will spur mental, physical, and emotional growth. Eyes may be buried in fewer books, but the human intellect will be stimulated like never before.

Buell's argument is more than distinct - the argument is thoughtful and compelling. Unfortunately, his pleas to reduce the average homework load likely will go unheeded. Out of one side of the mouth, adults will complain that their lives lack relaxing moments. Simultaneously, they will invest overtime hours at the office in the unending quest for promotions and raises. Buell laughs at the idea that more time spent working always equates to more productivity, success, and fulfillment. Until societal leaders pause for a moment to contemplate the logic behind Buell's alternative, students and parents will continue to toil furiously despite the diminishing returns.

1 of 1 people found the following review helpful:

4.0 out of 5 stars Get past the title to the good stuff, October 27, 2004

By 

Caitlin J. Hickey - See all my reviews
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This review is from: Closing the Book on Homework: Enhancing Public Education and Freeing Family Time (Teaching/Learning Social Justice) (Paperback)

I don't know if there has ever been a better time to bring up the clichéd phrase, "don't judge a book by its cover." John Buell's book has sparked a lot of controversy because of its suggestion that homework might not be as beneficial as previously thought. Although Buell makes quite a provocative case for limiting homework assignments, his main argument spans a much greater realm. He is more interested in the cultural dimension of homework and how it, as an institution, as well as the system by which it is implemented, is a reflection of our nation's obsession with business, work, and social mobility. The mixture of education and politics is repeatedly brought up in order to demonstrate the association between cultural and the principle of homework.
The book can seem overwhelming at times, for it inundates the reader with historical background and economic theories. Clearly Buell believes that he is making a case that needs as much factual support as possible in order to be taken seriously. Unfortunately, he is probably right considering the type of audience that he appeals to. However, the book is most influential and insightful when its general themes and questions are considered. He states over and over again through such details that homework cannot be dissociated from the larger cultural context in which it exists. He examined the issue within the United States where the dominant aspiration is finding suitable employment. Buell advances the notion that it is our industrial sense as a nation that imposes the value we place on homework's ability to increase academic and consequently occupational performance.
One of his main problems with homework itself is that it is too rote and focused on insignificant tasks. He employs the metaphor of the school system as preparation for an assembly line. Our culture, unfortunately, values employment to such an extreme that such a job often elicits a sense of pride, often times over another position that requires more creative input. These menial jobs end up consuming an inordinate amount of our time. One of Buell's best points is the fact that free time is culturally underappreciated. The fear of leisure has become a unique American epidemic that parents have spread to their youngest children in elementary schools. It has become such a manifested notion that many schools have completely cut their recess periods.
A related topic that Buell approaches is the role of parents in education. Recent research has consistently exposed that the two parent working household is becoming the norm in the US. The argument that Buell contests is that homework is a way for children and parents to really interact. One would tend to agree with his assertion that the increased workload of parents and children ultimately causes strain and tension within the home. Another consideration, however, is the fact that in most cases the assignments that kids bring to the dinner table will not be made more accessible by collaboration between the two parties. Most of it is not challenging in a creative way, resulting in the attitude that homework is simply a burden. Buell acknowledges this point and calls for a more imaginative atmosphere brought either by the teachers or by the work itself. Yet, one question he does not address is how to attain those teachers who have the rare skills to impart such ideas. In this day and age, the incentives for teachers and students seem to extremely low.
The author clearly does not support standardized testing and the usual motivation for its implementation. Education reform has recently been at the forefront of our nation's political scene, and according to Buell's book, the necessary changes should be about ensuring equality. Not only does he correctly highlight the inherent paradox between standardized testing and establishing equality in our schools, but he also examines the fundamental flaws of such a principle. The overemphasis on standards and grades affect the quality of education that a child receives and ultimately skew his/her view on the value of learning. Our obsession with efficiency is advanced at the expense of the numerous other elements that are necessary to cultivate the personal development that Buell discusses at length in his conclusion. As a college student I can remember the irony of applying to competitive universities who initially claim to be preoccupied with your academic standing, but then stress the necessity of being a "well rounded person" and proceed to judge you on the number and variety of your extracurricular activities, none of which you could possibly devote a significant amount of time to. Though at times a tedious read, the discussion that Buell provokes is very interesting not only because of its complex nature, but also because of the passion with which it is approached in this country.