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Kaur, Gurpreet. "Home Schooling – Advantages and Disadvantages." International Journal of Trend in Scientific Research and Development Volume-2, Issue-2 (February 28, 2018): 92–96. http://dx.doi.org/10.31142/ijtsrd8335.
Boyer, Wanda A. R. "Exploring home schooling." International Journal of Early Childhood 34, no. 2 (September 2002): 19–29. http://dx.doi.org/10.1007/bf03176764.
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.
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.
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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.
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.
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.
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
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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.
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
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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/.
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.
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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.
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.
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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.
Levesque, Roger J. R. "Home Schooling." In Encyclopedia of Adolescence, 1308–9. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_432.
Fineman, Martha Albertson. "Home Schooling." In The Wiley Handbook of School Choice, 362–75. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781119082361.ch25.
Levesque, Roger J. R. "Home Schooling." In Encyclopedia of Adolescence, 1774–76. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_432.
Greenwalt, Kyle. "What Schooling Does to Kids." In Home/Schooling, 13–39. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-474-9_2.
Greenwalt, Kyle. "What Schooling Does to Teachers." In Home/Schooling, 41–72. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-474-9_3.
Greenwalt, Kyle. "What Schooling Does to Parents." In Home/Schooling, 73–94. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-474-9_4.
Sheng, Xiaoming. "Gender and Home Schooling." In Learning with Mothers, 101–9. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-000-2_6.
Remnick, Noah. "Home Schooling in Autism." In Encyclopedia of Autism Spectrum Disorders, 1–8. New York, NY: Springer New York, 2015. http://dx.doi.org/10.1007/978-1-4614-6435-8_102108-1.
Тези доповідей конференцій з теми "Home schooling":
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Winingsih, Evi, and Frida Putri Wardhani. "Why Does He Choose Home Schooling?" In Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icei-19.2019.41.
Pohnetalova, Yveta. "PERCEPTION OF HOME SCHOOLING BY PARENTS´ PERSPECTIVE." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0881.
Cortoni, Ida. "DIGITAL MEDIA AND INCLUSIVE EDUCATION IN HOME-SCHOOLING." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end019.
"The paper focuses on one of the aspects most investigated and monitored in recent years by the Desi index (Digital Economy and Society Index) on the digitization process in Europe, human capital, with an in-depth focus on primary school teachers. The emergent state of Covid 19 has had a strong impact in the field of education, so much so that the uses of digital technology and its applications are now an essential topic in public and political debate. The implementation of digital devices for education, during the lockdown, has necessarily led to a reflection on the methodological paths that can be applied and tested in the educational context. There are many uncertainties linked to the validity of new digital didactic approaches and to the communicative and transmissive effectiveness of the contents where the digital skills of teachers and families and the lack of adequate equipment risk compromising the objective of effective and inclusive education. How can educational quality and inclusion be guaranteed through digital communication, beyond socio-cultural inequalities? How can school digital capital guarantee new educational planning in the classroom? These are the main questions of the paper, which will focus on illustrating the communicative strategies of visual storytelling and graphicacy as tools for democratising digital communication, for sociocultural inclusion and for reducing sociocultural inequalities, by illustrating the structural framework and the main actions/strategy of the European Erasmus Plus project CAVE (Communication and Visual Education in homeschooling)."
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Zulauf, Bert, Nina Knipprath, and Ann-Kathrin Mertineit. "IT SPECIALIST TRAINING IN CORONA TIMES - LESSONS LEARNED ABOUT HOME OFFICE AND HOME SCHOOLING." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1730.
Chen, Lin, and Youwen Ouyang. "Component-centric approach in a web-based home schooling application." In the 2001 ACM symposium. New York, New York, USA: ACM Press, 2001. http://dx.doi.org/10.1145/372202.372283.
Govaerts, Fadoua. "Schooling Vs Home Education: Implications in Measuring Success in Home Education in the United Kingdom." In 2nd International Conference on New Approaches in Education. GLOBALKS, 2020. http://dx.doi.org/10.33422/2nd.icnaeducation.2020.03.144.
Šebo, Miroslav, and Alena Hašková. "COMPARISON OF TERTIARY STUDENTS' HOME SCHOOLING DURING THE TWO CORONAVIRUS WAVES." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0826.
Azman, Hazeeq Hazwan. "Stem@Home Module For A Sustainable Virtual Stem Mentoring During Lockdown Schooling." In International Conference on Sustainable Practices, Development and Urbanisation. European Publisher, 2022. http://dx.doi.org/10.15405/epms.2022.10.51.
Inayatulloh, Harjanto Prabowo, Harco Leslie Hendric Spits Warnars, Togar Alam Napitupulu, Khairil, and Holly Deviarti. "Extended E-Learning Model to Support Home Schooling with Collaboration Between Teacher, Parents and Student." In 2022 IEEE International Conference of Computer Science and Information Technology (ICOSNIKOM). IEEE, 2022. http://dx.doi.org/10.1109/icosnikom56551.2022.10034900.
Floris, Francesco, Marina Marchisio, Carla Marello, and Lorenza Operti. "Bridge the gap between high school systems with less than twelve years of schooling and European Universities." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9494.
The phenomenon of globalization that concerns the modern era, pushed by technological evolution, has led to several changes in the field of education. Not only are education policies of the single States adapting by directing towards European models: the possibility for a student to choose a university is increasing all over the world, too. In order to facilitate students who want to enroll at a European university and who come from countries with less than 12 years of compulsory schooling, our University designed the Foundation Programme. This is an additional year that allows to earn 60 ECTS to reach the 12 years of schooling, a basic requirement for university access in Europe. The main feature of this project is that it is delivered online; this allows to reduce the costs of enrollment and allows students to attend it directly from home in their country. The design, structure and methodologies of the project are described and discussed in this article.
Звіти організацій з теми "Home schooling":
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McKnight, Katherine, Nitya Venkateswaran, Jennifer Laird, Rita Dilig, Jessica Robles, and Talia Shalev. Parent Teacher Home Visits: An Approach to Addressing Biased Mindsets and Practices to Support Student Success. RTI Press, September 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0077.2209.
Research has shown educators’ implicit biases to be a key factor in creating and perpetuating disparities in students’ experiences of schooling, learning, and longer-term outcomes, including job opportunities, wealth, and health. Current school reform and transformation efforts are aimed at addressing institutionalized racism in school policies, practices, and cultural systems by implementing implicit bias training for teachers and staff. In this paper, we explain how a school home visits program, Parent Teacher Home Visits (PTHV), is a promising intervention for counteracting implicit biases and improving outcomes for families and students. The PTHV “relational” home visit model focuses on promoting mutually supportive and accountable relationships between educators and families. We present data from a study examining the experiences of 107 educators and 68 family members who participated in PTHV, showing how educators shifted their deficit assumptions about families and students. Although the PTHV model was not created to address implicit biases, we found that the key components of these home visits align with strategies that psychological research has demonstrated effectively counteracting implicit biases and reducing discriminatory behaviors.
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Birchall, Jenny. Intersectionality and Responses to Covid-19. Institute of Development Studies (IDS), March 2021. http://dx.doi.org/10.19088/cc.2021.003.
There is a small but growing body of literature that discusses the benefits, challenges and opportunities of intersectional responses to the socioeconomic impacts of the Covid-19 pandemic. There is a strong body of evidence pointing to the disproportionate impact of Covid-19 borne by women, who have suffered record job losses, been expected to take on even greater unpaid care burdens and home schooling responsibilities, and faced a “shadow pandemic” of violence against women and girls. However, gender inequalities cannot be discussed in isolation from other inequalities. Emerging literature stresses the importance of a Covid-19 recovery plan that addresses how gender intersects with class, race, disability, age, sexual orientation, geography, immigration status and religion or belief, and other factors such as employment, housing (and homelessness) and environmental and political stressors.
