Which client could support the argument the school district should revise its homework policies
The policies are updated and not in line with current research homework should be purposeful every other district has a better policy school district has serve the best interest of the student
A client who might support the argument that a school district should revise its homework policies could be any of the following stakeholders:
1. **Parents**: Parents who feel that excessive or ineffective homework is negatively impacting their children's wellbeing, family time, and extracurricular activities are likely to support a policy revision. They may argue that current homework practices do not align with their child's learning needs or that it's causing unnecessary stress.
2. **Students**: Students themselves, especially older students who can articulate their experiences and the impact homework has on their learning, stress levels, and free time, may be proponents for change. They might feel that homework is redundant, excessive, or does not contribute to their understanding of the subject matter.
3. **Educators**: Some teachers and educational researchers who keep abreast of the latest studies on effective teaching might support the need to revise homework policies. They could argue that evidence-based practices suggest homework should be limited, targeted, and meaningful rather than abundant and rote.
4. **Education Advocates**: Child psychologists, academic researchers, and education policy experts may support changes to homework policies based on current research that highlights the optimal types and amounts of homework for different age groups.
5. **Child Development Specialists**: Experts in child development might argue that the current homework policies do not consider the holistic development of children, including the need for play, rest, and social interaction.
Arguments these clients might make to support the need for revising homework policies could include:
- **Research-based**: Presenting data and studies that show the limited benefits of homework for younger students, or demonstrating that too much homework can lead to burnout and diminished learning in older students.
- **Comparative Analysis**: Pointing out that neighboring districts with more progressive homework policies are reporting better student wellbeing and academic outcomes.
- **Learning Efficacy**: Arguing that homework should enhance classroom learning, not simply add to the quantity of work students do; quality over quantity.
- **Child Wellbeing**: Emphasizing that students' best interests include their mental and physical health, which excessive homework can undermine.
- **21st-Century Skills**: Suggesting that homework should reflect modern educational goals, such as critical thinking, creativity, and collaboration, which may not be supported by traditional homework assignments.
- **Equity**: Highlighting that not all students have access to the same resources or supportive environments outside of school, making some homework tasks inherently inequitable.
Those in support of changing homework policies would likely push for a revision that incorporates these arguments, advocating for policies that consider the latest research findings, are geared toward meaningful learning experiences, and are designed to best serve the interests and needs of all students.