No description available.

[pt] O homeschooling (HS) é um movimento de origem norte-americana que desde os anos 1960 luta pelo direito dos pais de retirarem seus filhos de instituições escolares para ensiná-los em casa. Em seu início, mantinha relações com ideais anarquistas, mas logo foi cooptado pelas correntes do neoconservadorismo e do neoliberalismo. Desde então, as motivações para sua adoção passam pelo descontentamento com o sistema escolar e pelo desejo de ter amplo controle do processo educativo de seus filhos. A prática chega ao Brasil por meio de missionários protestantes no final do século passado, passa por um longo período de inércia e alcança o debate público com a ascensão da nova direita, que é banhada nas mesmas águas ideológicas do homeschooling. Partindo do pressuposto de que existe um grupo de atores que agem de forma coordenada e guiados por crenças compartilhadas, entendemos que no Brasil existe uma coalizão, nos termos do Modelo de Coalizões de Defesa, pró-HS. Diante disso, buscamos investigar semelhanças e diferenças entre as crenças, as formas de atuação e os argumentos utilizados pela coalizão que advoga em defesa da legalização e implementação do homeschooling. Em relação à metodologia, realizamos uma pesquisa qualitativa de cunho documental. Selecionamos materiais produzidos pela coalizão ou que tinham potencial de apresentarem dados importantes, como Projetos de Lei, notas taquigráficas de audiências públicas e posts de redes sociais. Para o processo analítico, foi lançado mão da Análise de Conteúdo, dos preceitos do neoconservadorismo e do neoliberalismo e das categorias de análise do Modelo de Coalizões de Defesa trabalhadas. Os resultados indicam que as crenças da coalizão se sustentam em três pilares: nas noções de liberdade, de família e de responsabilização. Elas apresentam forte e íntima relação com as marcas neoconservadoras e neoliberais, o que coloca o homeschooling dentro do campo das políticas educacionais guiadas por valores mercadológicos e moralizantes. Nesse sentido, identificamos que o HS leva à exaltação de uma liberdade individual e irrestrita, à promoção da família tradicional, à objetificação das crianças e adolescentes, à transferência de responsabilidade de um direito social e a valorização de princípios meritocráticos. Além disso, a coalizão usa de diferentes estratégias para materializar suas crenças e alcançar seus objetivos, concentrando-se especialmente nos da esfera política, com a apresentação de Projetos de Lei, e na esfera social, buscando aprovação pública da pauta. Ainda, analisamos os argumentos adotados. Eles atuam como forma de convencer a opinião pública sobre os supostos benefícios da prática e contra argumentam as críticas levantadas pela coalizão contrária. Por fim, entendemos que o homeschooling tem potencial para colocar em risco o direito à educação e a ideia de construção coletiva visando a convivência em sociedade democrática. / [en] Homeschooling (HS) is a movement created in the USA that since the 1960s has been fighting for the right of parents to withdraw their children from regular schools to teach them at home. At first, it maintained relations with anarchist ideals, but was soon co-opted by neoconservative and neoliberal groups. Since then, the motivations for its adoption have been the dissatisfaction with the school system and the desire to have full control over the educational process of their children. The practice came to Brazil through protestant missionaries at the end of the last century, and, after a long period of inertia, reached public debate with the rise of the new right political group. Assuming that there is a group of actors who act in a coordinated way and guided by shared beliefs, we understand that, in Brazil there is a pro-HS coalition, as defined by the Defense Coalition Model. Therefore, we seek to investigate possible similarities and differences between the beliefs, the ways of acting and the arguments used by the coalition that advocates in defense of the legalization and implementation of homeschooling. Regarding the methodology, we carried out a qualitative documentary research. In this way, we selected materials produced by the coalition or that had the potential to present important data about it, such as bills, shorthand notes from public hearings and social media posts. We analyzed the data using content analysis, and the concepts of neoconservatism, neoliberalism and the categories of analysis of the Defense Coalitions Model. The results indicate that the coalition s beliefs are based on three pillars: the notions of freedom, family, and accountability. They have a strong and intimate relationship with neoconservative and neoliberal thought, which places homeschooling within the field of educational policies guided by marketing and moralizing values. Thus, we identified that HS leads to the exaltation of individual and unrestricted freedom, the promotion of the traditional family, the objectification of children and adolescents, the transfer of responsibility for a social right and the appreciation of meritocratic principles. Additionally, the coalition uses different strategies to materialize its beliefs and achieve its objectives, especially in the political and social spheres. Still, we analyze the arguments adopted. The coalition s arguments try to convince public opinion about the alleged benefits of the practice and counter the criticisms raised by the opposing coalition. Finally, we understand that homeschooling has the potential to jeopardize the right to education and the idea of collective construction aimed at coexistence in a democratic society.

Parents and caregivers across the nation are seeking ways to restructure education and provide new opportunities for their children. Among the alternative educational options, home schooling seems to be at the forefront. The research pertaining to home schooling is growing; however, there are still areas that need considerable attention. The purpose of this study was to investigate selected aspects of home schooling, also known as Competent Private Instruction (CPI) in Iowa, mainly the choice of curriculum and factors associated with that choice. The current study examined (a) the demographic characteristics of the selected population, (b) the type of curriculum used by home schooling families, (c) demographic characteristics associated with the type of curriculum chosen, (d) the adoption of a faith-based curriculum, and (e) the demographic characteristics associated with the adoption of a faith-based curriculum. Primary data were obtained for 4 of 12 area educational agencies (AEAs) in Iowa for the school years 2003-2004 and 2004-2005 from information provided on Form A, which was required by the Iowa Department of Education to be completed by home school families. These data were grouped into regions for easier comparisons. Results of the data analysis indicated that the demographic characteristics of the selected population were similar to those reported in national studies. Parents primarily chose a prepackaged curriculum for both reading and math instruction, and the majority of the curriculum in all areas was largely faith based. In addition, the region of Eastern Iowa was significantly more faith based than the Western or Central region. No significant interactions were found between age, gender, or days of instruction and the type of curriculum or the adoption of a faith-based curriculum.

Thesis (M.S.)--University of Kentucky, 2008. / Title from document title page (viewed on November 3, 2008). Document formatted into pages; contains: vi, 33 p. Includes abstract and vita. Includes bibliographical references (p. 28-32).

Here is a concise handbook of trustworthy, research-based information about learning and teaching for those interested in homeschooling. It is also very helpful for teachers in other arenas such as private schools, public schools, and church education programs. Exhaustive coverage is not the goal, but a concise, user-friendly guide is. Chapters cover: theories of learning, academic ability, personality factors, choosing curriculum, motivation, discipline, testing, physically designing a learning area Homeschooling can be used as a user-friendly text for a college-level course on homeschooling. It contains most of the topics included in a traditional educational psychology textbook, but is written in simpler language and includes applications for homeschooling. / https://dc.etsu.edu/etsu_books/1223/thumbnail.jpg

The purpose of this study was to document parental views of the homeschool music curriculum in the state of Arkansas and assess how it affects the teaching and learning of music. I focused on homeschooling families before the beginning of the pandemic, which for the purpose of this dissertation is considered January 1st, 2020. The research questions which guided this dissertation were: 1.) What is the parent’s philosophy on the teaching and learning of music in homeschooling and in what ways do they report it has changed because of COVID-19? 2.) How do the parents describe their homeschool curricula, and how does music factor into the homeschool curriculum? 3.) How do homeschool parents report the difference between the teaching and learning of music and the teaching and learning of other subjects? Three homeschooling parents who use music in their curriculum were chosen from three distinct regions within the state of Arkansas. The regions were urban, the Coastal Plains, and the Highlands. Lengthy interviews with each family revealed that, dependent upon parental objectives, location, and availability of resources. Though parents shared many aspects of educational approach, the largest challenge shared by each parent was the lack of music education resources designed for the home. The parents hope to see the development of a comprehensive music education curriculum designed for homeschooling parents. The lack of such a comprehensive curriculum was discouraging to each parent. A review of existing resources confirmed their assessment. Each parent offered creative solutions which provide strategies for other homeschooling parents.

Homeschooling families in the state of Texas face challenges when developing their children's learning curriculum as they attempt to address state mandates with only limited guidelines for developing effective curricula and evaluation strategies to measure student learning. The resulting problem is that homeschooling parents are left to develop their curricula with little guidance. The absence of such guidance may create undue pressure for both the homeschooling parent and their child, while simultaneously creating the possibility of limiting student achievement. The purpose of the project study was to explore the challenges parents face in developing their homeschool curriculum in the state of Texas. Using the theoretical framework provided by Bronfenbrenner's process-person-context-time model, 10 homeschooling parents from 10 different families shared their experiences to address the guiding research question, which explored motivational factors in the design of homeschool curricula, including the use and sharing of resources. Through the use of a qualitative case study that employed semistructured interviews and field notes as sources of data, 5 themes emerged following a narrative analysis process to code the data: (a) time with family, (b) safe learning environment, (c) practical and meaningful lessons, (d) socialization, and (e) biblical training. The findings were developed into a white paper to provide parents with strategies to embed these 5 themes into a useful, quality homeschool curriculum. This project study has implications for positive social change by providing homeschooling parents in the state of Texas with curriculum design guidance from fellow homeschooling parents that can provide a basis for developing quality curricula that reflects common core values within their community.

Jennifer Howard. Adkins April 12, 2004 51 pages Directed by: Dr. William Pfohl, Dr. Antony Norman, and Dr. Reagan Brown Department of Psychology Western Kentucky University In the United States today there are approximately 1.5 million students being home schooled. With this ever growing number, it is important to examine this unique population in order to determine the effects this alternative form of education will have on these students, not just academically, but in other areas as well. The purpose of this study is to examine the concepts of emotional intelligence and social skills in home schooled students. One hundred home schooled students and their parents participated in this study by completing emotional intelligence and social skills questionnaires. Results of the study support the hypotheses that the home schooled students would have higher levels of social skills and lower scores on the problem behaviors scale than the standardization population. In regards to emotional intelligence, differences were found among the elementary and secondary grade levels of the home schooled children. Home schooled elementary students achieved higher scores than the standardization population on two of the seven areas measured. No significant differences were found in the other areas. Home schooled secondary students achieved higher scores than did the standardization population on four of the seven areas measured. No significant differences were found in the other areas.

Homeschooling is a growing trend in America. Studies on homeschooling in the past three decades have focused on the reasons why parents choose to homeschool, the academic and social quality of homeschooling, and the perceptions of public and private school officials towards homeschooling, as well as homeschooling parents' perceptions of public and private schools. The literature on homeschool cooperatives is scarce. A homeschool cooperative (co-op) is a group of homeschooling parents who have gathered to collectively teach their children. Co-ops might teach core subjects, electives, athletics, or just serve as an opportunity for homeschooling families to gather for fellowship and social time. This dissertation is a study of a homeschool co-op in San Antonio, Texas. The researcher for this study attempted to answer two questions: 1) What is a history of the co-op, and 2) What are the daily operations of the co-op? This researcher observed the selected co-op in action, reviewed documents supplied by co-op members, and interviewed four members of the co-op who have varying degrees of participation in the co-op. Through triangulation of interviews, observations, and documents, this researcher has described a history of the selected co-op, including its founding and daily operations. The co-op, formed in 2005, is a large, Catholic-affiliated co-op that meets weekly for twelve weeks each semester. The teachers, all paid, are either parents of co-op students or individuals hired from outside the co-op. Students in the co-op have twenty to twenty-five courses from which to choose each semester. The participants in the study are satisfied with their experiences in the Quality Homeschool Co-op. The participants state that the co-op is providing quality academic classes that supplement the curricula used at home. The participants are also pleased with the positive socialization that their children receive while attending the co-op. This study adds to the literature on homeschooling cooperatives. Although further research on this study is possible based on different research questions, this researcher has presented a history of Quality Homeschool Co-op and has documented the co-op's daily operations.

Doctor of Philosophy / Department of Family Studies and Human Services / Walter Schumm and Kristy Archuleta / Financial literacy has become a prominent topic of discussion since the latest economic downturn. Although many studies reveal that our youth’s financial literacy is low, no study to date provides an overview as to how our youth are learning financial literacy concepts. This dissertation seeks to explore how homeschooling families prepare their children to be financially literate. This study reviewed four sensitizing concepts: (a) communication, (b) engagement, (c) outside influences, and (d) parental perspectives based on the learning theory: Legitimate Peripheral Participation. Twenty primary educators in homeschooling families from a variety of states were interviewed for this study. Out of the twenty participants, eight were classified in the elementary age group, five were classified in the middle school age, and seven were classified in the high school age. Each sensitizing concept was examined for each school age group. This exploratory study found that parents who homeschool tend to focus on three main topics of personal finance: debt or the avoidance of debt, savings, and budgeting. Little evidence suggests that parents help their children with the mechanics of these behaviors. There were three important findings extracted in this study. First, the results suggest that homeschooling parents need to become better prepared to teach their children about money, and second, that personal finance should be thought of as a core subject in the elementary age years in lieu of just a life skill. Finally, this study found that there is a large focus around personal finance topics in the elementary age years and the high school years, with little attention to personal finance behaviors for the middle school age group. The results of this study provide those entities that advocate improved financial literacy an understanding as to the “how” parents who homeschool prepare their kids to understand money.