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Dissertations / Theses on the topic 'Home schooling'

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1

Strout, Richard Maurice. "Home schooling in the United States a legal review and analysis /." Access abstract and link to full text, 1993. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9321846.

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2

Angelis, Kristine L. "Home schooling are partnerships possible? /." College Park, Md. : University of Maryland, 2008. http://hdl.handle.net/1903/8061.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Education Policy and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
3

Collins, Patricia A. "A study of the services, materials and policies provided for homeschooling families by New Jersey public libraries /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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4

Jung, Jae Hun. "Contested motherhood self and modernity in South Korean homeschooling /." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Dissertations/Summer2008/j_jung_070308.pdf.

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5

Daniel, Duane E. "A descriptive study of the effects of home schooling as perceived by Christian school administrators, teachers and home school parents." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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6

Gilgoff, Betty L. "An ethnographic study of home schooling." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29714.

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The study is an ethnographic study of home schooling in the lower mainland of British Columbia. It was conducted to increase understanding of the growing home schooling movement in the province. The information gained is valuable in assessing recent legislative changes in the new British Columbia School Act (1989) and the resulting policy changes with regard to home schooling. The purpose of the study was primarily exploratory. The design was based on two propositions: (1) that it may be possible to build characterizations of home schooling families and, (2) that these characterizations, or portraits, may include certain reactions to the policy changes. To examine these propositions the study focused on the following four main questions: 1. Why are some families in urban areas in British Columbia choosing to home school their children? 2. What does home schooling mean to these families? 3. How are these home schooling families reacting to the new legislation on home schooling? 4. What alternatives, if any, would the home schoolers prefer? The analysis of the study presents the finding from two different perspectives. It first provides three portraits based on stories of "committed home schoolers", those who have reached a level of certainty and comfort with home schooling as an alternative to a school system. From the characterizations developed three ideal styles are determined and diagramed. A second perspective examines the stories of "situational home schoolers", those who have moved into home schooling because of dissatisfaction with the public school system. The conclusion of the research uses the division of home schoolers into committed and situational groups to examine recent legislative and policy changes relevant to home schooling. Although the research is limited in its design as it is based on replication logic rather than sampling logic, it has developed theories about patterns which may exist amongst home schoolers. These theories strongly suggest that government policies with regard to home schooling need to be developed with an understanding of the individualistic nature of each home schooling situation.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
7

McGraw, Ronald K. "Selected aspects of home-schooling as reported by home-schooling parents and reported with perceptions of Indiana public school superintendents and principals of home-schooling in Indiana." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720330.

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The purpose of the study was to identify factors which influence Indiana public school superintendents and principals to provide special services to home-school families. A second purpose of the study was to identify the services Indiana home-school families would use if available from the public schools.Perceptions Indiana public school superintendents (N=97) and principals (N=404) have of home-schools were collected through the use of a survey instrument developed for the study. One -hundred thirty-one Indiana home-school families participated in the study.Findings from the study show principals and superintendents hold a negative view of home-schooling relative to the academic, instruction, and socialization quality available to home-school students. Home-school families choose non-classroom activities most frequently when indicating possible participation in the public schools.The following conclusions are drawn from the study:1. Public school principals in Indiana have a negative perception of the academic, instruction, and socialization quality in home schools.2. Indiana public school principals are more willing to allow home-school families access to non-classroom activities than classroom.3. The majority of Indiana public school principals and superintendents believe parents choose to home school for religious reasons.4. Public school superintendents in Indiana have a negative perception of the academic, instruction, and socialization quality in home schools.5. Indiana public school superintendents willing to allow home-school families access to the public schools are willing to allow home-school families to participate in either classroom or non-classroom activities.6. Of Indiana families educating children at home, less than 15% use public school services while homeschooling; however, over 85% might use public school services if made available.
Department of Educational Administration and Supervision
8

Olsen, Nolen Ben. "Understanding Parental Motivation To Home School: A Qualitative Case Study." The University of Montana, 2008. http://etd.lib.umt.edu/theses/available/etd-09102008-155429/.

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Comparatively little educational research has focused on home schooling. Since most students are educated in public schools, parents' choice of other educational alternatives is often perceived as a deviation from the societal norm. Friends and neighbors of parents who home school rarely understand their motivation for doing so. This study addresses the following question: why do parents remove their children from traditional, public school programs to initiate home schooling, and how well do public school personnel understand this motivation? Using qualitative case study methodology, the researcher confined the study to a specific concentrated population of home schooling families. Phenomenological data analysis procedures were used to refine the volume of data and to construct a narrative containing the essence of parents' lived experience concerning the decision to home school their children. A total of 31 parents from 20 home schooling families participated in semi-structured face-to-face interviews with the researcher. Six public school administrators and 12 teachers from schools directly impacted by home schooling were also interviewed. Parents explained their motives for initiating home school programs and elaborated by telling their stories. Educators described their experiences with children being removed from their schools and with home school children returning to the classroom. They shared their experiences and perceptions of the value of home school and issues relating to student learning. Educators were included in order to determine how well they understand parents' reasons for choosing to home school a child. Data analysis revealed eight primary factors that initially motivated parents in this study to choose home schooling for their children: (1) negative effects of peer socialization; (2) religion; (3) a child's special learning needs and disabilities; (4) negative personal experiences of a parent as a student in school; (5) lack of administrative support; (6) an incident at school involving the child; (7) unique environmental needs of the family; and (8) recruitment. Data analysis also revealed that educators' understanding of these motivations was limited. Although educators' views of home schooling were primarily negative, they are clearly keenly interested in and concerned about the learning of all children, in and out of school.
9

Lett, David R. Lugg Elizabeth T. "Home schooling and the request for access to public school extracurricular activities a legal and policy study of Illinois /." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9927770.

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Thesis (Ed. D.)--Illinois State University, 1999.
Title from title page screen, viewed July 19, 2006. Dissertation Committee: Elizabeth T. Lugg (chair), Dianne Ashby, Amee Adkins, Martin Hickman. Includes bibliographical references (leaves 105-114) and abstract. Also available in print.
10

Soczka, Amanda J. "The challenges of researching the homeschool population." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007soczkaa.pdf.

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11

Davis, Evelina McIntire. "Home Schooling in Virginia: An Analysis of the Fiscal Relationship between Home Schooling and Virginia Public School Finances." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/2957.

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The purpose of this study was to examine the relationship between Home School Enrollment and Virginia Public School Finances. Enrollment trends were examined from Fall 2001 through Fall 2010 to determine if there was an increase in Home School Enrollment over the ten year examination period. Also, two sets of Virginia Standards of Quality Variables (SOQs), Expenditures (Instructional Salaries, Administrative Salaries, Per Pupil Expenditures) and Revenues (State Portion of Basic Aid, State Portion of ADM funds and Enumerated Funds) were examined in relation with Home School Enrollment to determine if Home School Enrollment influenced Virginia Public School Finances at all. Superintendents’ Region I, one of Virginia’s eight superintendents’ regions, served as the sample population. The study revealed that Instructional and Administrative Salaries were correlated to an increase in Home School Enrollment while Per Pupil Expenditures correlations revealed no relationship. Strong correlations were revealed between an increase in Home School Enrollment and State Portion of Basic Aid while correlations between State Portion of ADM funds and Enumerated revealed no relationship. The study results revealed that Home School Enrollment does not cost or save Virginia Public Schools. Significant relationships were found but whether Home School Enrollment presents a savings or an expense to Virginia Public School Finances was not concluded. The relationships, results, implications and recommendations are presented and discuss
12

Naudè, Bianca Francisca. "Learner leadership development within home-schooling context." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65449.

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I have always been interested in the concept of leadership. In particular, observing people who were chosen for or appointed in leadership roles and how others react to situations where leadership skills are required. This grew during my honours course at the University of Pretoria which included a module on leadership and leadership development. This led me to think about how, if at all, learner leadership development takes place during one’s schooling years. The question I asked was: How does learner leadership development happen in the home-schooling environment? This question led to the research in this paper. Literature explored in this study include, among others, work by R.E. Sacks (2009), J.K. Seago (2012, 2014) and L.M. Brumbaugh (2013), which deals with youth leadership, leadership development and learner leadership development, with specific reference to the home-schooling environment. I followed the qualitative case study research design. Data was collected through face-to-face, semi-structured interviews with home-schooled learners and their parents. In a collaborative effort, I worked with the participants in one-to-one, semi-structured interviews, to find out how learner leadership development happens in the home-schooling context and how they perceive and experience this process in their daily lives. What I found was that the development of learner leadership in this context mostly happens unintentionally. This is because the emphasis is not necessarily placed on leadership and leadership development. However, learners do develop leadership skills by interacting with parents and family members (who act as mentors), peers and others in the community. Learners are encouraged to explore different activities and avenues of development, and it is their responsibility to arrange and facilitate such activities. This requires a sense of maturity and the ability to self-manage and effectively lead others. There are, however, also instances of intentional leadership development in the form of, for example, leadership camps, created in the home-schooling environment. Learners actively seek to develop certain leadership skills and often initiate and pursue these initiatives by themselves, with some support from their parents and family. This study aims to further explain and apply the process of leadership development to the home-schooling environment. The findings of this study support previous research and may provide additional material to fill the shortage of literature on this topic. Some comparisons may also be drawn between the leadership development process in the traditional schooling system and that of home-schooling. Further research may be done to explore the possibilities of how learner leadership development, specifically in the home-schooling environment, may be improved.
Dissertation (MEd)--University of Pretoria, 2017.
Humanities Education
MEd
Unrestricted
13

Romm, Tracy. "Home schooling and the transmission of civic culture." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1993. http://digitalcommons.auctr.edu/dissertations/2214.

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This qualitative study explored the nature of civic education in home-based educational programs. A second purpose was to determine if there is a set of issues which distinguish African-American and European-American home schooling families. A multiple-case study design was developed to gather data relevant to answering eight research questions. Case studies of eight families in metropolitan Atlanta were generated based on responses to questionnaires, intensive interviewing, and direct observation. Books, articles, newsletters, and other documents were also analyzed. A multiple-case analysis showed that while parents' reasons for home schooling vary, their primary motivation is to situate the process of values transmission within the home. These values relate not only to religious or moral beliefs, but also to desired roles for their children as adult-citizens. Parents favor the cultivation of an independent, critical perspective as the basis for civic culture. Questions are raise about the feasibility of attaining this goal in homes where the dominant concern is imparting a monolithic world-view. The findings further suggest that the home schooling movement is more diverse than has been thought previously. This diversity is not only philosophical or ideological, but cultural as well. For African-American home schooling parents, their shared experience as members of a cultural minority sets them apart from the general home schooling population and has a significant impact on their programs. Therefore, additional investigation is warranted in order to assess the civic education found in home-based educational programs and to fully understand the motivations, goals, and practices of cultural minorities who home school their children.
14

Hoeflinger, Marilyn S. Morris. "An ethnographic case study of Christian home schooling /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486398195326108.

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15

Sande, Jack Allan. "An analysis of the 1988-89 platform against home schooling by the National Association of Elementary School Principals." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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16

Duffey, Jane Grenfell. "Home schooling children with special needs: A descriptive study." W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1550154056.

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17

Safran, Leslie. "Exploring identity change and communities of practice among long term home educating parents." Thesis, n.p, 2008. http://ethos.bl.uk/.

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18

Havice, Adam M. "Descriptive study of Indiana home schools' health education curricula." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221311.

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The problem of the study was to investigate the health education content areas taught by home school educators in Indiana. The study was designed to answer the following research questions: (a) What was the content taught in home schools health education curricula? (b) To what extent were home educators presenting health education curricula? (c) What were the means by which health education is delivered by home school educators? (d) What was the amount of training home educators have received in preparation to teach health education?An instrument was developed, pilot tested, and administered to a random sample of 600 home school educators registered with the Indiana Department of Education. Eighty five instruments were returned for a response rate of 14% and appropriate descriptive statistics were generated.From the analysis of the data it was found that home school educators were teaching health education 87.05%, the majority of health education was taught during non-structured teachable moments, the Bible was the most used curriculum guide 55.41%, the number one resources used was the public library 62.16%, and the majority of home school educators in the study had at least some college education 75.31%.
Department of Physiology and Health Science
19

Schemmer, Beverly Ann Sollenberger. "Case studies of four families engaged in home education." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/440434.

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The purpose of the study was to give a description of the curricula and methods used in the home schools of home educators and to evaluate by means of case studies the effects of home education upon those included in the study.Chapter I presented an overview of the background and significance for the study and five research questions which were addressed by the study. The questions were:1. Will students being educated in the home be able to obtain academic achievement at comparable levels with those students being educated in the public school? 2. Will students being educated in the home be able to show at least one years' gain in academic achievement when scores of the previous year are compared with scores from the current year?3. What curricula and methods are being used in the home education of the children included in the study?4. What attitudes and values motivated the parents in the study to home educate their children?5. What legal actions, if any, did the parents included in the study face as a result of their choice to home educate?Chapter II provided a review of related literature. Reviewed were: compulsory attendance laws, related court decisions, and research related to home education.Chapter III presented the plan of organization and procedures used in gathering, reporting, and summarizing the data.Chapter IV contained the data collected from the four home educators. The data were presented in narrative form and in tables for each family case study.Chapter V presented a summary of the case studies, answers to research questions, observations, and recommendations. The data provided the following answers to the five research questions:1. Forty percent of the home educated students scored equal to the median national score.2. Students showed inconsistencies in average gains for the year.3. Three of the four families used curriculum materials commercially prepared for home educators.4. The parent educators appeared motivated by socialization concerns and desires for values training.5. Legal action was taken against one of the four families in the study.
20

Stoppler, Lynda Shirley Rapley. "Continuing and discontinuing home schooling, meeting the needs of children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0035/MQ62500.pdf.

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21

Schalinske, Connie. "Home schooling and art education in Ohio : a case study /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488193272067241.

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22

Coleman, Rachel E. "Ideologues, pedagogues, pragmatics : a case study of the homeschool community in Delaware County, Indiana." CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1562872.

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Access to abstract permanently restricted to Ball State community only
Ideologue, pedagogue, pragmatic : homeschooling factions take shape on the national stage, 1970s-2010 -- Building a homeschool movement in Indiana and Delaware County, 1980-2010 -- Homeschooling at the grassroots : an ethnography of selected practitioners in Delaware County, 2001-2010.
Access to thesis permanently restricted to Ball State community only
Department of History
23

Rutherford, Madeleine Susan. "“A piano which stays open” music, home schooling and family flourishing." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17277.

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The musical practices of home schooled children and their families remain almost entirely unexplored by researchers. This ethnographic study surveyed 38 volunteer home school families from New South Wales, Australia, and the North and South Islands of New Zealand, who incorporate practical music making into their home school initiatives. Interviews and field observations were conducted in family homes from 2010-2012; children’s impromptu musical performances were recorded and these provided glimpses of home school music making. In-depth interviews permitted the investigation of broader issues surrounding reasons why parents home educate, the home school approach in general, and home school’s distinctive modulation of family dynamics and connectedness. With its resonances of an earlier era, the “piano which stays open” symbolises the kinds of music making and ideals common among participating families, as well as the broad home education ethos. The open piano affords spontaneous musical play, self-expression and self-exploration. Significantly, participating siblings taught each other music and played music together, and many families had established their own ensembles. The study found that practical music making is paradigmatic of home school pedagogical ideals and approaches more generally. Through the lens of musical values and practices, it explores the complex relationship between home schooling and family flourishing. At its best, home education provides a uniquely personal and nurturing holistic education based around the natural cycles and routines of daily life. Thus the home schooling process encourages children to be self-learners. The study found that a secure family environment—where across generations family members learn both alongside and from each other—promotes unique relationship dynamics that arise in “social learning spaces” (Wenger, 2009, p. 3) far removed from the more authoritarian and instructional conventions of the classroom. Home school parents seek holistic flourishing for their children. Music, beyond being merely educative, is richly participatory, and ideally functions to maintain the uninterrupted integrity of the family unit. Music also serves as a means to evaluate a child’s well-being. Conclusions recommend change in legislation to endorse home schooling as a legitimate form of holistic education, and for government funding to be provided accordingly. Suggestions are made for further research.
24

Spiegler, Thomas. "Home Education in Deutschland Hintergründe, Praxis, Entwicklung /." Wiesbaden : VS, Verlag für Sozialwissenschaften, 2008. http://www.myilibrary.com?id=120626.

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25

Seymour, Ronda Lee. "Using electronic media to enhance art instruction by home schoolers." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2001. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.S.)--Kutztown University of Pennsylvania, 2001.
Source: Masters Abstracts International, Volume: 45-06, page: 2810. Typescript. Abstract appears on leaves 1-2. Includes bibliographical references (leaves 58-60).
26

Pritzl, Nancy A. "A resource guide for parents regarding the choices of public schooling, private schooling, or homeschooling their elementary or secondary school age children." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003pritzln.pdf.

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27

Ruhlander, Tanya. "Home schooling in the Show-me-State a preliminary study of perceptions and academic performance /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/5819.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2005.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (May 22, 2006) Vita. Includes bibliographical references.
28

Swanson, Kristin B. "The curriculum and instructional strategy choices made by homeschooling parents." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1996. http://www.kutztown.edu/library/services/remote_access.asp.

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29

Luecke, Heather Marie. "Post-secondary decisions of public school and homeschool graduates in Jackson County, Wisconsin, as compared to national post-secondary decision statistics." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001lueckeh.pdf.

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30

Horsburgh, Fergus Bruce Norman. "Homeschooling within the public school system /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2357.

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31

Ruff, Lanette. "Home schooling, a response to a perceived moral crisis in education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0018/MQ54643.pdf.

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32

Koonce, Jeffrey B. "The transitional experience of home-schooled student entering public education how can public schools better serve the home-schooled student's transition to public education /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4777.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 27, 2007) Vita. Includes bibliographical references.
33

Davis, Rebecca J. "Status of Admission Policies and Practices at Four-Year Public Institutions of Higher Education in Virginia Implemented to Evaluate Home School Applicants." Diss., Virginia Tech, 2000. http://scholar.lib.vt.edu/theses/available/etd-04212000-14230017.

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34

Krout, Anne. "Home schoolers transition to public schools in West Virginia." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1813.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains viii, 160 p. Includes abstract. Includes bibliographical references (p. 126-129).
35

Wilcox, Linda Patterson. "Conservative Christian families and the home schooling movement : a public arenas perspective /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1991.

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36

Goymer, Stephen Peter. "The legacy of home schooling : case studies of late adolescents in transition." Thesis, University of East Anglia, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364973.

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A growing number of indjviduals in this country, who share a common background, are gaining academic success, accessing work-related training, further and higher education, and entering rewarding occupations. Their common background is home-schooling. They have received all or part of their 'compulsory' years of education at home. This is a study of a small number of such individuals aged sixteen and over. I include case studies of their family's home-schooling experiences and focus on the legacy that this 'alternative' education has provided for their transition into 'institutionalised' learning - at school, college, university or workplace. I explore political, historical and philosophical perspectives of the 'movement', which has escalated rapidly in the USA over the past twenty years and is gaining impetus in the UK. Views expressed by Education Authority officers, teachers and employers also help me to frame my inquiry into whether this educational provision presents an appropriate rather than (as I initially viewed it ) a radical alternative to school. As well as revealing the development of my understanding of this multifaceted, alternative form of 'child-centred' education, this study also examines the methodological complexities of the inquiry.
37

Weed, Laura Diane. "An investigation of the effects of Precision Teaching on building math fact fluency in 3rd-6th grade Christian home schoolers /." Free full text is available to ORU patrons only; click to view:, 2005. http://wwwlib.umi.com/cr/oru/fullcit?p3163183.

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38

Bolle, Mary E. "Transitional issues experienced by first-year college students who graduated from high school in a home-school setting." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1345333.

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A growing number of home-schooled students enter the nation's colleges and universities each year. Tinto (1988, 1993) presented a foundational model of how students transition from high school to college. In this model, students travel through three stages: separation, transition, and incorporation. Few studies have examined the transitional issues home-school students encounter as they begin their first year of college. This study, at a midsized public university in the Midwest, examined the transitional issues experienced by first-year college students who graduated from high school in a home-school setting. It specifically sought to determine if the issues experienced by the students were related to Tinto's theory of student departure. The study was qualitative in nature. Data were gathered through interviews with first-year students who matriculated in fall 2005 and persisted to spring 2006. The interviews were held in February and March 2006. Data was analyzed based on guidelines presented by Berkowitz (1997) and themes were discovered.The researcher concluded that there was little distinction between the transitional issues experienced by home-schooled students, and those experienced by traditionally educated students. Students experienced a wide range of transitional issues during their first year of college such as loneliness, meeting others with different values, living in the residence halls, and dealing with greater independence. The transitional issues the participants encountered during their first year of college were closely related to Tinto's (1993) theory of transition. The resources offered by the university, such as orientation, RAs, and campus programming, were influential in the home-schooled students' transition to college.
Department of Educational Studies
39

Golding, Patricia Surratt. "A study of ways home schooling families in southwest Virginia believe public schools can better interface and assist families who choose to home school their children." Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-06062008-162640/.

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40

Schmoyer, Gerald Richard. ""The life of Jesus for children" an evaluation of a Bible study for Bucks Area Home Schoolers /." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p001-1073.

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41

McMullen, L. "Innovation and development of the post-primary home economics curriculum in Northern Ireland." Thesis, University of Ulster, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.234144.

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42

Reilly, Lucy. "Progressive modification : how parents deal with home schooling their children with intellectual disabilities." University of Western Australia. Graduate School of Education, 2007. http://theses.library.uwa.edu.au/adt-WU2008.0035.

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While home schooling is by no means a new phenomenon, the last three decades have seen an increasing trend in the engagement of this educational alternative. In many countries, including Australia, a growing number of families are opting to remove their children from the traditional schooling system for numerous reasons and educate them at home. In response to the recent home schooling movement a research base in this area of education has emerged. However, the majority of research has been undertaken primarily in the United States of America and the United Kingdom, with very few studies having examined home schooling in Australia. The existing corpus of research is also relatively small and incomplete. Also, certain categories of home schoolers and the processes involved in their undertaking of this modern version of a historically enduring educational alternative have been overlooked. In particular, children with disabilities appear to be one of the home schooling groups that have attracted very little research world wide. This group constituted the focus of the study reported in this thesis. Its particular concern was with generating theory regarding how parents deal with educating their children with intellectual disabilities from a home base over a period of one year. Data gathering was largely carried out through individual, face-to-face semi-structured interviewing and participant observation in the interpretivist qualitative research tradition. However, informal interviews, telephone interviews and documents were also used to gather supplementary data for the study. Data were coded and analysed using the open coding method of the grounded theory model and through the development and testing of propositions. The central research question which guided theory generation was as follows: 'How do parents within the Perth metropolitan area in the state of Western Australia deal with educating their children with intellectual disabilities from a home base over a period of one year?' The central proposition of the theory generated is that parents do so through progressive modification and that this involves them progressing through three stages over a period of one year. The first stage is designated the stage of drawing upon readily-available resources. The second stage is designated the stage of drawing upon support networks in a systematic fashion. The third stage is designated the stage of proceeding with confidence on the basis of having a set of principles for establishing a workable pattern of home schooling individualised for each circumstance. This theory provides a new perspective on how parents deal with the home schooling of their children with intellectual disabilities over a period of one year. A number of implications for further theory development, policy and practice are drawn from it. Several recommendations for further research are also made.
43

Wenders, John T., and Andrea D. Clements. "An Analysis of the Economic Impact of Home and Private Schooling in Nevada." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/7210.

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Excerpt: Are home and private schools a “cost” to traditional public schools? This argument has often been used by local school districts, and others, to push for legislation that would restrict the establishment of these alternative schools.
44

De, Waal Esther Aletta Susanna. "Tuisonderwys as alternatiewe vorm van onderwysvoorsiening in Suid-Afrika / Esther Aletta Susanna de Waal." Thesis, Potchefstroom University for Christian Higher Education, 2000. http://hdl.handle.net/10394/1237.

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This study investigated home schooling as alternative form of educational provision in South Africa by focussing on the following aspects: • the nature of home schooling as alternative form of educational provision; • home schooling as alternative form of educational provision in the USA; and • the position of home schooling as alternative form of educational provision in South Africa. The nature of home schooling as alternative form of educational provision has been researched by means of a literature study. Home schooling within a system of educational provision has been investigated and it has been found that home schooling cannot be categorised within existing terms because it includes aspects of both formal and non-formal education and excludes aspects of both. Home schooling has moved from an initially traditional form of education to an alternative form of education, enjoying growing support at an international level. As an alternative form of educational provision in the USA home schooling has a sound legal foundation and has become an acceptable educational alternative. Home schoolers in the USA are very diverse with regard to various aspects, including reasons for home schooling. In regard of the structure of home schooling there are two extremes, namely the orthodox structuralists and the proponents of unstructured learning, with the largest group of home schoolers somewhere between these extremes. Available research indicates clearly that academically home schoolers perform very well and home schooling does not in any way disadvantage them with regard tosocial-emotional development or socialisation. Policy makers in the USA seem to be increasingly of the opinion that there should be some form of cooperation between public schools and home schoolers. The literature study on the origin and development of home schooling as alternative form of educational provision in South Africa revealed that, although the Constitution does not contain a stipulation granting parents an explicit right to home schooling, it does not make homeschooling unconstitutional. New regulations regarding home schooling have been announced by the government in November 1999 and are already operative. The empirical research revealed that home schooling in South Africa has grown phenomenally over the past two years. In South Africa home schoolers are also diverse regarding various aspects, but generally spend much time on formal lessons and mostly use previously prepared curricula. It seems as if educational reasons are the most important and religious beliefs the second most important reason for home schooling in South Africa. Some of the most important recommendations of this study are firstly that a partnership should be established between government and home schoolers. The government should take notice of research on home schooling and the opportunities that home schooling presents. Home schooling as alternative form of educational provision can be supplementary to the existing system of educational provision. Finally, education policy makers should also reconsider legislation regarding compulsory education rather than compulsory schooling.
Thesis (Ph.D.)--Potchefstroom University for Christian Higher Education, 2000
45

Connelly, Adam. "The home in the mountains : imagining a school and schooling imaginaries in Darjeeling, India." Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/8563.

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Why do middle class kids go to middle class schools? It all began with the story of a father’s dream. It was sometime in April in 2008 and I was in the midst of my undergraduate fieldwork. I had been exploring the resurgence in the ‘Gorkhaland’ movement across the hills of Darjeeling in North Eastern India. I had been interviewing various people who had been engaging in hunger strikes in pursuit of the cause. In the process of these interviews and in my general experiences during this time, I was struck by the constant rhetoric that they fought not for themselves or their own futures but for the futures of their children and generations to come. I was staying in the small town of Sukhia about 20 km outside of Darjeeling town. On that particular April day I had found myself temporarily housebound in the home of my host family, in the wake of a sudden tumultuous downpour. The weather it seemed was conspiring against my research, forcing me to postpone another interview. I sat in the kitchen waiting for the weather to pass, sharing an afternoon cup of tea with a side of sliced bread and jam, with Prabin, a member of my host family. Prabin worked in the office of the District Magistrate and thus was a man with a keen eye on local politics. As such, he had volunteered himself to be my unofficial research assistant. It had been a quiet Saturday about the house, as Prabin’s wife Binita and their 3-year-old son, Pranayan, were out shopping in the market. Prabin’s mother and father were visiting other family nearby, and Prabin’s younger brother, Pramod, had travelled into town to collect some supplies for his school. There was no sign of the rain letting up soon so Prabin and I continued to chat. Prabin’s son had recently started school and we were discussing his son’s apparent indifference towards schooling. ‘Everyday he cries! He doesn’t like school very much’. Prabin was convinced that his son would stop crying once he had learned the value of school. I had been working as an English teacher in a small private school and had seen first-hand how parents like Prabin acknowledged the importance of schooling choice, even as their children began their schooling journeys at around 2 years old. Prabin was keen to reinforce the idea that his son’s present school, a small building only 5 minutes’ walk up the road, was just the beginning. Prabin told me that he wanted his son to get a ‘good education’ in contrast to his own schooling experience, which he described as ‘simple’. Prabin told me that he dreamed of his son going to England and making enough money to support the whole family. Prabin knew that if his son was going to fulfil his dream then he would need to succeed at school, but not just any school. ‘I want my son to go to St. Joseph’s School; this is the best school in Darjeeling’. I was aware that there were many schools in Darjeeling, both in the town itself and in the surrounding areas, all of which professed to offer a high level of English medium education, so I was keen to know what made St Joseph’s such a certain choice. ‘Have you been there?’ he challenged me, as if to say that anyone who would lay eyes upon this place would know what he was talking about. ‘We will go there someday; it is a very nice place’. He was keen to emphasize how ‘nice’ this school was even if he had only seen the building from the road. ‘Others schools can teach English but [St. Joseph’s] is more than that. They play all the sport[s], they have good Rector, they have nice student[s], good discipline, this is the right place for my son’. Prabin emphasized that he dreamed of a good life for his son and in order to get there he first had to go to the right school. This was the first time I had even heard of St. Joseph’s School, but it provided a provocative insight into perceptions of the roles of schooling in India today. Prabin’s dream outlined a particular future for his son, which depended upon a foundation within a specific kind of schooling. I was immediately drawn to how he had mapped out a prospective educational trajectory, which leaned on certain intangible aspects of schooling that were perceived to subsequently guide his son towards a certain livelihood. St. Joseph’s had been singled out, as it offered something that others were perceived not to have. Perhaps most importantly of all, Prabin had never been to the school which he dreamed of. His ideas of St Joseph’s were ultimately imagined through an amalgam of stories that he had heard from work colleagues, interspersed with his own fleeting encounters in passing the school building. The imagined view of the school was integral in shaping Prabin’s actions. He was planning for his son’s future around a dream. Prabin’s perspective reflected a wider trend within literature pertaining to the Indian middle class, indicating a certain preference for a particular kind of schooling as being a necessary prerequisite for a specific, ultimately idealised, future livelihood. Donner (2006) identified a similar kind of career mapping amongst middle class Bengali families in Calcutta. The families, particularly the parents themselves, sought to admit their children to particular pre-schools, which were seen as the foundations of a scholastic career. Admission to future primary and secondary education hinged on the previous stage and as such, investment in each stage of the schooling process was vital in establishing the necessary trajectory for their child to progress on to specific occupations that would offer the necessary array of capital - financial, social and cultural – that would lead to a middle class life. What I became interested in was the concept that shapes this process. Why do middle class Indians choose certain schools and not others? What is the apparently intangible quality that leads parents like Prabin to desire St. Joseph’s over all the others? What is it about schools like St. Joseph’s that make them stand out from the range of available schools? It was with these questions that I headed off to St. Joseph’s for some answers.
46

Moorhatch, Jennifer A. "The relationship between the needs of homeschoolers and the Christian school." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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47

Lindley, Michael R. "The home schooling movement in the state of Indiana as perceived by public school superintendents." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/437424.

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The purpose of the study was to ascertain and report current attitudes of public school superintendents in Indiana regarding the problems associated with home schooling, and, to recommend solutions to the problems identified. To facilitate reporting the data the study was written in five chapters. Chapter I included an overview that delineated the purpose for the study and organization for subsequent chapters.Chapter II presented a review of related research and literature directly pertaining to the study. Constitutional issues related to the First, Ninth, and Fourteenth Amendments to the United States Constitution were reviewed. The issue of individual rights versus the police power of the state was found to be a balancing act which required careful scrutinization in the courts to protect the rights of individuals and the rights of the state to an educated citizenry.Chapter III contained an explanation of the methods and procedures employed to derive the necessary data. The chapter contained a description of the population, sources of data, methods used in the development of the questionnaire, procedures for collection of the data, and, methods for analysis of the data.Chapter IV presented an analysis of the data collected. The superintendents indicated a 64.83 percent increase from 1982-1985 in home schoolers and future growth was probable. The respondents indicated all home schoolers should be required to register with the Department of Education with hours of attendance, curriculum, and proof of learning monitored by the state.Chapter V provided a summary of the study, findings, conclusions, and recommendations. The findings support the following conclusions:1. Public school superintendents need to recognize the legitimacy of home schools as a legal alternative to public schooling.2. Courts will not support public school superintendents in Indiana when prosecuting home schooling parents for violation of compulsory attendance statutes unless definitive proof exists that no structured education has been provided.3. Compulsory attendance statutes as stated provide for a wide variation of interpretations and may lead to unnecessary litigation.4. Requiring parents to prove teaching competency and establishing minimum state guidelines for home schools would assist in meeting the legislative intent of the compulsory attendance statute.
48

Buchhofer, Beth. "New Jersey public library services for homeschoolers /." Full text available online, 2008. http://www.lib.rowan.edu/find/theses.

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49

Hudson, Caroline. "Young people's experience of family and schooling : how important is family structure?" Thesis, University of Oxford, 1999. http://ora.ox.ac.uk/objects/uuid:a9bcdeea-5444-4478-b9e5-6dea3c056c09.

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The thesis concludes that, overall, commonly used categories of family structure do little to inform understanding of the experience of family and schooling of these 32 young people; the boundaries around the categories of family structure are permeable.
50

Roche, Agnes Marie. "Encounters with schooling : Mien American families in an urban school district /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7518.

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