Equity and Elementary School Homework: A Case Study
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| Title: | Equity and Elementary School Homework: A Case Study |
|---|---|
| Language: | English |
| Authors: | Rosebud Elijah, Andrea Libresco, Sandra Stacki, Christina Drago-Botti, Debra Goodman, Judith Kaufman |
| Source: | Journal for Leadership and Instruction. 2023 22(2):37-41. |
| Availability: | SCOPE Education Services. 100 Lawrence Avenue, Smithtown, NY 11787. Tel: 631-360-0834; Fax: 631-360-8489; e-mail: contact@scopeonline.us; Web site: http://scopeonline.us |
| Peer Reviewed: | Y |
| Page Count: | 5 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades Early Childhood Education Grade 1 Primary Education |
| Descriptors: | Elementary School Teachers, Elementary School Students, Grade 4, Grade 1, Educational Environment, Reading Habits, Reader Response, Reading Motivation, Reading Attitudes, Equal Education, Homework, Authentic Learning, School Districts, Independent Reading, Personal Autonomy |
| ISSN: | 2475-6032 2475-6040 |
| Abstract: | At the end of a two-year discussion about the value of homework in elementary school, the Seaview district decided to move away from the traditional model of homework, and introduced Wonder, Reading, and Play (WRaP) intended to be more equitable and authentic. A case study was conducted to assess the district's goals for and implementation of more equitable learning through WRaP. The experiences of stakeholders with regard to equity issues revealed success in reading due to an already established culture of reading. Lack of structure, consistency, and accountability in wonder, play, and content areas other than language arts resulted in limited success. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1419868 |
| Database: | ERIC |
| Abstract: | At the end of a two-year discussion about the value of homework in elementary school, the Seaview district decided to move away from the traditional model of homework, and introduced Wonder, Reading, and Play (WRaP) intended to be more equitable and authentic. A case study was conducted to assess the district's goals for and implementation of more equitable learning through WRaP. The experiences of stakeholders with regard to equity issues revealed success in reading due to an already established culture of reading. Lack of structure, consistency, and accountability in wonder, play, and content areas other than language arts resulted in limited success. |
|---|---|
| ISSN: | 2475-6032 2475-6040 |
