This article examines the homework reform movement, which emerged in the early 1900s on the margins of progressive education and achieved its greatest influence on educational thought and practice just after World War II. The article describes the pre-World War II origins, the immediate postwar years, the redefining of rationale and content, and individualization, time constraints, and scheduling.
Originally published in: American Journal of Education, v. 109, no 1, November 2000, pp. 27-62.
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