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Further implications
Though homework can clearly have deficiencies and negative consequences, it seems unlikely that any Australian state will follow the lead of the elementary school in Quebec which trialled a homework ban, though there are individual schools in Australia which have a no homework position.
Every state education department in this country has a homework policy which indicates its commitment to fostering homework. A number of these states, including Victoria, have undertaken research which indicates that homework needs to be thoughtfully set and part of an otherwise successful curriculum and school ethos in order to it be effective. Therefore, what seems likely is that attempts will continue to be made to improve the operation of homework so that its advantages can be maximised and its negative effects reduced.
The following suggestions come from an opinion piece published in The Conversation on November 13, 2012 and written by Richard Walker, Associate Professor, Faculty of Education and Social Work at University of Sydney, and Mike Horsley, Director, Learning and Teaching Education Research Centre at Central Queensland University. (The full text of this comment can be accessed at http://theconversation.com/should-australian-schools-ban-homework-10295)
'Homework needs to be reformed. Generally speaking, homework needs to be better planned by teachers and needs to be of a higher quality.
But it won't be easy - homework needs to be challenging for students but not too challenging, it needs to be interesting and motivating, and students also need adequate feedback.
So the way forward is to start a conversation between teachers, parents and students about the sort of homework students need. The routine of completing homework (if done well) can help with self-management, planning and organising skills, but these skills take a long time to learn.
Homework setting and practice will have to change so that students are learning about self-management and self-regulation. The sort of homework tasks that promote learning these skills will not focus on drill and practice but require homework tasks where students make some decisions and choices and also exercise some autonomy.
At the same time, guidance for students who do not have family support will require planning (and provision) to complete these sorts of more complex homework tasks.'