Homework is still part of the lives of pupils and many parents. While in the past it was often discussed whether homework should be given at all, the current focus is more on the quality of homework and thus on the question of its learning effectiveness. In recent years, school and classroom research has gained important insights for homework practice. The theory-based classification of research findings in a general didactic framework remains a desideratum. The present book develops a context of argumentation to close this gap. At the same time, a separate study on attitudes and expectations towards homework is presented with new findings.