Self-Evaluation in the Global Classroom

By John MacBeath; Hidenori Sugimine | Go to book overview

19

Learning out of school
Jimmy Karttunen, Robert Janícek and Saeko YoshidaNo matter what country you are in, it seems that homework is greeted with little enthusiasm by students and is not always welcomed by teachers or parents. Yet all seem to agree that it is a necessary adjunct to learning in school. The much bigger question is what students do when they are in their own time, how long they spend on homework and how productive it is and how it relates to work done in the classroom. Figure 19.6 shows data from the recent OECD PISA study (OECD, 2001) comparing hours of homework from different countries. This major international study is perhaps as surprising as the data here and is interesting to set alongside the Learning School inquiry.
What homework is
By homework we mean all school-related tasks that a student studies out of school, not only tasks distributed by a teacher. Homework is generally seen as important for the development of knowledge in any subject. We considered that there are three main kinds of study out of school, these being:
• an assigned task from a teacher;
• supplementary study by a student for a deeper understanding of the subject;
• preparation and revision for tests/examinations.

In each of the schools in Learning School 1 we asked some common questions but also took a different tack as we progressed and as our own understanding developed. So in the following figures not all the countries are included. Figure 19.1 compares four countries on time spent on homework. The pattern is quite similar but there are marked differences between Sweden at one extreme and Japan at the other.

The second question asks about how students feel about their homework (see Figure 19.2). The Czech Republic stands out here with the largest percentage of students feeling homework is too much. Only in Japan do students complain about too little homework (although Scotland does have one renegade student in this category).

The next question is 'When do you do your homework?' comparing three countries, with only South Africa having students who say they don't do it,

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Self-Evaluation in the Global Classroom
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • List of Figures ix
  • List of Tables xi
  • Introduction 1
  • Part I - The Learning School 3
  • 1 - The Story Begins 5
  • 2 - What We Did 15
  • 3 - Tools for Schools 27
  • 4 - A Lifetime of Learning (In One Year) 36
  • 5 - The Impact on the Schools 50
  • 6 - Expert Witnesses 65
  • Part II - Insights into the School Experience from the Learning School Students 73
  • 7 - A Place Called School 75
  • 8 - The School Day 84
  • 9 - Layouts for Learning 92
  • 10 - Subjects, Subjects, Subjects 98
  • 11 - Lessons, Lessons, Lessons 110
  • 12 - Who Do You Learn Most From? 117
  • 13 - Who Likes School? 125
  • 14 - Two Classes Compared 137
  • 15 - It All Depends on Your Point of View 149
  • 16 - A Life in the Day of Three Students 161
  • 17 - No Two the Same 175
  • 18 - Talking About Learning 183
  • 19 - Learning Out of School 203
  • 20 - Students and Their Parents 209
  • 21 - Lifelong Learning 219
  • 22 - Postscript 229
  • Bibliography 233
  • Index 235
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