From a systematic literature review of scholarly/peer-reviewed journal articles and books published between 20 (articles n=89, books n=8), we recommend the development of an organic national policy on homework, for both primary and post-primary schooling sectors, based on principles of partnership/recognition, communication, and guidance. It provides a synthesis of recent international research about homework and suggests proposals for Irish educational policy makers. This paper focuses on homework from the perspectives of parents, teachers, and children. No government policy on homework exists in Ireland, despite being a topical issue. Implications from the study are discussed in the light of these findings, particularly relating to how to address homework-associated conflicts resulting from these disagreements. It further re-veals a number of disagreements between child and adult viewpoints, as well as between parent and teacher viewpoints, related to their primary concerns in doing homework in the home context. The study re-veals that these three participating groups shared considerable consensus on the importance of homework and the purposes of homework.
This study ex-amines student, parent, and teacher attitudes toward homework through open-ended interviews with teachers, students, and their families from diverse cultural backgrounds in one urban middle school community. However, research explicitly comparing students' attitudes toward homework with those of parents and teachers has been minimal, at best. An increasing amount of scholarship has focused on the roles of teachers and parents in the homework process, as well as on student homework be-haviors and whether or not these behaviors affect student success in school.
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