Getting Smart With: Is Homework Good For Students

Getting Smart With: Is Homework Good For Students? In a 2015 paper, Amherst’s David Rothstein presented his book about using the internet to challenge two of the world’s few good, collaborative institutions. He cites data from 15,000 students given an hour of text and asked students to rate whether their fellow students had a “highly acceptable use of the Internet.” find out here administrators approved the data. As Rothstein explains: “That was good. But that’s more like having ‘our man in the middle,’ if you will.

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It looks as though, even though we were looking at our own students, we were not looking once, for students with access to these online resources, we were looking at our top 10. And I think that’s something that they basically had right away. They had a bit of a better sense that as a whole it should go on.” But what his data suggests is that it doesn’t. Quite the opposite.

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That distinction just makes people more likely to take what they learn seriously: A study in the Journal of the American College of Sociology found that 93 percent of college students knew there was a way to save up to $10,000 at the college meal fund. And people were taking out projects to do as they pleased — not just for themselves, but for their families. Some may say that their sense of pride in their craft is lost, but they are aware that not every student’s “interest” is fully documented. They are acutely aware that they can often look back on their school, when social media is at its apex, or their primary place of source of education, and see that they deserve a more equal status in the education system. Although this practice of “learning without judgment” may be commonplace in the classroom, it’s not a new one.

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And yet, in trying to replace it, more and more of us are being taught it. In their response to Amherst’s book, “Bad Expectations,” Susan Rosenfeld and Matthew Shambaugh in The New York Times describe a particularly troubling part of Amherst’s study: the idea that the work of these schools is less valuable than other institutions is, according to them, “the most complete example of a kind of thinking of learning that extends beyond the classroom.” For as Shambaugh points out, this belief in “learning less” is no longer a non-factor in the education of college students. “Everyone’s doing different things right now,” Shambaugh writes, “