Andrade, H. (2007, December–2008, January). Self-assessment through rubrics. Educational Leadership, 65(4), 60–63.

Baker, D. P., & LeTendre, G. K. (2005). National differences, global similarities: World culture and the future of schooling. Stanford, CA: Stanford University Press.

Begley, S. (1998, March 30). Homework doesn't help. Newsweek, 50–51.

Bempechat, J. (2004). The motivational benefits of homework: A social-cognitive perspective. Theory into Practice, 43(3), 189–196.

Bennett, S., & Kalish, N. (2006). The case against homework: How homework is hurting our children and what we can do about it. New York: Crown Publishers.

Brookhart, S. M. (2007, December–2008, January). Feedback that fits. Educational Leadership, 65(4), 54–59.

Bryan, T., & Burstein, K. (2004). Improving homework completion and academic performance: Lessons from special education. Theory into Practice, 43(3), 213–219.

Buell, J. (2004). Closing the book on homework: Enhancing public education and freeing family time. Philadelphia: Temple University Press.

Christopher, S. (2007, December–2008, January). Homework: A few practice arrows. Educational Leadership, 65(4), 74–75.

Connors, N. A. (1992). Homework: A new direction. Columbus, OH: Corwin Press.

Cool, V., & Keith, T. Z. (1991). Testing a model of school learning: Direct and indirect effects on academic achievement. Contemporary Educational Psychology, 16, 28–44.

Cooper, H. (1989a). Homework. White Plains, NY: Longman.

Cooper, H. (1989b, November). Synthesis of research on homework. Educational Leadership, 47(3), 85–91.

Cooper, H. (1994). The battle over homework: An administrator's guide to setting sound and effective policies. Thousand Oaks, CA: Corwin Press.

Cooper, H. (2001). The battle over homework: Common ground for administrators, teachers, and parents (2nd ed.). Thousand Oaks, CA: Corwin Press.

Cooper, H. (2007). The battle over homework: Common ground for administrators, teachers, and parents (3rd ed.). Thousand Oaks, CA: Corwin Press.

Cooper, H., Lindsay, J. L., Nye, B., & Greathouse, S. (1998). Relationships among attitudes about homework, amount of homework assigned and completed, and student achievement. Journal of Educational Psychology, 90(1), 70–83.

Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76(1), 1–62.

Cooper, H., & Valentine, J. C. (2001). Using research to answer practical questions about homework. Educational Psychologist, 36(3), 143–153.

Corno, L. (1996). Homework is a complicated thing. Educational Researcher, 25(8), 27–30.

Corno, L., & Xu, J. (2004). Homework as the job of childhood. Theory into Practice, 43(3), 227–233.

Costa, A., & Kallick, B. (2004, September). Launching self-directed learners. Educational Leadership, 62(1), 51–55.

Crain, W. (2003). Reclaiming childhood: Letting children be children in our achievement-oriented society. New York: Holt.

Darling-Hammond, L., & Ifill-Lynch, O. (2006, February). If they'd only do their work! Educational Leadership, 63(5), 8–13.

Dunn, R. (2003). Research on the Dunn and Dunn model of learning styles. Jamaica, NY: St. John's University.

Dunn, R., & Dunn, K. (1978). Teaching students through their individual learning styles. Reston, VA: Reston Publications.

Eisner, E. (2002). The kind of schools we need. Phi Delta Kappan, 83(8), 576–583.

Eisner, E. W. (2003, December–2004, January). Preparing for today and tomorrow. Educational Leadership, 61(4), 6–11.

Elkind, D. (1981). The hurried child: Growing up too fast too soon. Reading, MA: Addison-Wesley.

Epstein, J. L., & Van Voorhis, F. L. (2001). More than minutes: Teachers' roles in designing homework. Educational Psychologist, 36(3), 181–193.

Fisher, D., & Frey, N. (2007). Checking for understanding: Formative assessment techniques for your classroom. Alexandria, VA: ASCD.

Frieman, B. B. (2001). What teachers need to know about children at risk. Boston: McGraw-Hill.

Galley, M. (2001, February 21). Lugging heavy backpacks hurts children, study says. Education Week, 5.

Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Simon and Schuster.

Garner, B. K. (2008). When students seem stalled. Educational Leadership, 65(6), 32–38.

Gebhard, M. (2002, December–2003, January). Getting past "See spot run." Educational Leadership, 60(4), 35–39.

Gill, B., & Schlossman, S. (1996). A sin against childhood: Progressive education and the crusade to abolish homework, 1897–1941. American Journal of Education, 105(1), 27–66.

Gill, B., & Schlossman, S. (2000). The lost cause of homework reform. American Journal of Education, 109(1), 27–36.

Gill, B. P., & Schlossman, S. L. (2004). Villain or savior? The American discourse on homework, 1850–2003. Theory into Practice, 43(3), 174–181.

Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182–191.

Glasser, W. (1992). The quality school: Managing students without coercion. New York: HarperCollins.

Goldberg, K. (2007, April). The homework trap. Paper presented at the annual meeting of the American Educational Research Association, Chicago.

Guskey, T. R. (2003, October). How classroom assessments improve learning. Educational Leadership, 52(2), 14–20.

Guskey, T. R., & Anderman, E. M. (2008). Students at bat. Educational Leadership, 66(3), 8–14.

Guskey, T. R., & Bailey, J. M. (2001). Developing grading and reporting systems for student learning. Thousand Oaks, CA: Corwin Press.

Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: P. H. Brookes.

Honore, C. (2004). In praise of slowness: Challenging the cult of speed. New York: HarperCollins.

Huguelet, J. (2007, May). No more haves and have-nots. Educational Leadership, 64(8), 45–47.

Intrator, S. M. (2004, September). The engaged classroom. Educational Leadership, 62(1), 20–24.

Jackson, R. R. (2009). Never work harder than your students and other principles of great teaching. Alexandria, VA: ASCD.

Jensen, E. (2000). Brain-based learning. San Diego, CA: The Brain Store.

Jones, R. (2001). How parents can support learning. American School Board Journal, 188(9), 18–22.

Kantrowitz, B., & Tyre, P. (2006, May 22). The fine art of letting go. Newsweek, 49–58.

Keefe, J. W., & Jenkins, J. M. (2002). Personalized instruction. Phi Delta Kappan, 83(6), 440–448.

Keith, T. Z. (1982). Time spent on homework and high school grades: A large-sample path analysis. Journal of Educational Psychology, 74(2), 248–253.

Keith, T. Z., & Cool, V. A. (1992). Testing models of school learning: Effects of quality instruction, motivation, academic coursework, and homework on academic achievement. School Psychology Quarterly, 7(3), 207–226.

Kohn, A. (1998). What to look for in classrooms … and other essays. San Francisco: Jossey-Bass.

Kohn, A. (1999). Punished by rewards: The trouble with gold stars, incentive plans, A's, praise, and other bribes (2nd ed.). New York: Houghton Mifflin.

Kohn, A. (2000). The case against standardized testing: Raising the scores, ruining the schools. Portsmouth, NH: Heinemann.

Kohn, A. (2006). The homework myth: Why our kids get too much of a bad thing. Cambridge, MA: Da Capo Press.

Kralovec, E., & Buell, J. (2000). The end of homework: How homework disrupts families, overburdens children, and limits learning. Boston: Beacon Press.

Levine, M., M.D. (2003). The myth of laziness. New York: Simon and Schuster.

Louv, R. (2005). Last child in the woods: Saving our children from nature deficit disorder. Chapel Hill, NC: Algonquin Books of Chapel Hill.

Margolis, H. (2005). Resolving struggling learners' homework difficulties: Working with elementary school learners and parents. Preventing School Failure, 50(1), 5–12.

Marzano, R. J., & Pickering, D. J. (2007, March). The case for and against homework. Educational Leadership, 64(6), 74–79.

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD.

Minotti, J. L. (2005). Effects of learning-style-based homework prescriptions on the achievement and attitudes of middle school students. NASSP Bulletin, 89(642), 67–89.

Moore, M. J., White, G. L., & Moore, D. L. (2007). Association of relative backpack weight with reported pain site, medical utilization, and lost school time in children and adolescents. The Journal of School Health, 77(5), 232–239.

National Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform. Washington, DC: Author.

Nelson, J. (2007, July 20). Ban homework. San Francisco Chronicle, p. B11.

O'Connor, K. (2002). How to grade for learning: Linking grades to standards. Thousand Oaks, CA: Corwin Press.

O'Connor, K. (2007). A repair kit for grading: 15 fixes for broken grades. Portland, OR: Educational Testing Service.

Olson, K. (2008). The wounded student. Educational Leadership, 65(6), 46–49.

Oyola, M. (2006, November 18). Vacations from school: Pencil in some time off. St. Louis Post-Dispatch, pp. A1, A23.

Past, R. J. (2006). Homework that helps. Principal Leadership, 7(1), 8–9.

Patterson, W. (2003). Breaking out of our boxes. Phi Delta Kappan, 84(8), 569–574.

Payne, R. (2001). A framework for understanding poverty. Highlands, TX: aha! Process, Inc.

Payne, R. (2008). Nine powerful practices. Educational Leadership, 65(7), 48–52.

Pellegrini, A. D. (2005). Recess: Its role in education and development. Mahwah, NJ: Erlbaum Associates.

Perkins-Gough, D. (2006, February). Accelerating the learning of low achievers. Educational Leadership, 63(5), 88–90.

Pethokoukis, J. M. (2006, June 26). Anxiety attack. U.S. News & World Report, pp. 42–45.

Pope, D. C. (2001). "Doing school": How we are creating a generation of stressed out, materialistic, and miseducated students. New Haven, CT: Yale University Press.

Pope, D. C. (2005, April). Help for stressed students. Educational Leadership, 62(7), 33–37.

Popham, W. J. (2008). Transformative assessment. Alexandria, VA: ASCD.

Postman, N., & Weingartner, C. (1969). Teaching as a subversive activity. New York: Delacorte Press.

Pyron, J. (2008). The road from good to great. Working Toward Excellence, 8(1), 7–11.

Raebeck, B. (1992). Transforming middle schools: A guide to whole-school change. Lancaster, PA: Technomic.

Ratnesar, R. (1999, January 25). The homework ate my family. Time, 55–63.

Rothstein, R. (2004). Class and schools: Using social, economic, and educational reform to close the black-white achievement gap. New York: Teachers College Press.

Sagor, R. (2002, September). Lessons from skateboarders. Educational Leadership, 60(1), 34–38.

Sagor, R. (2008). Cultivating optimism in the classroom. Educational Leadership, 65(6), 26–31.

Stiggins, R. J. (2005). Student-involved assessment for learning. Upper Saddle River, NJ: Pearson.

Stiggins, R. (2007, May). Assessment through the student's eyes. Educational Leadership, 64(8), 22–26.

Taffel, R. (2001). The second family. New York: St. Martin's Press.

Taylor, J. (2007). Motivating the uncooperative student: Redeeming discouragement and attitude problems. Monmouth, OR: ADD Plus.

Tell, C. (2000). Generation what? Connecting with today's youth. Educational Leadership, 57(4), 8–13.

Thornburgh, N. (2006, April 9). Dropout nation. Time, 30–40.

Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD.

Tomlinson, C. (2003, October). Deciding to teach them all. Educational Leadership, 61(2), 7–11.

Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction and Understanding by Design: Connecting content and kids. Alexandria, VA: ASCD.

Trautwein, U., & Koller, O. (2003). The relationship between homework and achievement—still much of a mystery. Educational Psychology Review, 15(2), 115–145.

Trautwein, U., Koller, O., Schmitz, B., & Baumert, J. (2002). Do homework assignments enhance achievement? A multilevel analysis in 7th grade mathematics. Contemporary Educational Psychology, 27, 26–50.

Tyre, P. (2006, September 11). The new first grade: Too much, too soon? Newsweek, 34–44.

Vatterott, C. (2003, January). There's something wrong with homework. Principal, 64.

Vatterott, C. (2005, October/November). Mom and Dad aren't taking algebra this year. Our Children, 4–7.

Vatterott, C. (2007). Becoming a middle level teacher: Student-focused teaching of early adolescents. New York: McGraw-Hill.

Wharton, P. M. (2001). The forgotten voices of homework: Views of students. Educational Psychologist, 36(3), 155–165.

Wheelock, A., & Dorman, G. (1988). Before it's too late: Dropout prevention in the middle grades. Carrboro, NC: Center for Early Adolescence.

Wildman, P. R. (1968). Homework pressures. Peabody Journal of Education, 45(4), 204.

Williamson, R., & Johnston, J. H. (1999). Challenging orthodoxy: An emerging agenda for middle level reform. Middle School Journal, 30(4), 10–17.

Wormeli, R. (2003). Day one and beyond: Practical matters for new middle level teachers. Columbus, OH: National Middle School Association.

Wright, J. (2006). Learning interventions for struggling students. Education Digest, 71(5), 35–39.

Zuckerman, M. B. (2006, June 4). Rich man, poor man. U.S. News & World Report, pp. 71–72.