The overall aims of the research were to examine the contribution which homework makes to student learning at Key Stages 2 and 3, and to identify some of the conditions under which this contribution is enhanced or reduced. The research was intended to be exploratory and hypothesis-generating. It was therefore based on the in-depth study of how homework is practised and perceived in and around a small number of primary and secondary schools. The dataset consists of semi-structured qualitative interviews about homework, deriving from a study of practices and perceptions concerning homework, in and around four secondary and four primary schools.
