This dissertation is a qualitative case study of three homeschooling families. Because of the relative recentness of homeschooling as a widespread educational option for parents and because of the relatively few students participating in homeschooling, educators and others interested in this approach may benefit from the close qualitative consideration of homeschooling families of differing sizes, economic statuses, educational backgrounds, and other demographic differences. The primary research methodology for this dissertation is extensive and comprehensive interviews with three practicing homeschool families selected primarily because of their willingness to participate in the intensive interview process for this dissertation. The literature reviewed and the research questions considered include information about the estimated number of homeschooled students currently in the United States, the rationale behind parents’ choice to homeschool, a review of the basic demographics of homeschoolers, the legal and professional educators’ opinions about homeschooling, the instructional methods and curricular materials of homeschoolers, the academic achievement of homeschooled students, and the eventual college and career success of homeschooled students. The dissertation found that, while homeschooling parents would agree with much of the literature available to describe them, there were emphases and challenges to homeschooling that have not been fully studied and are applicable to individual families. / Department of Educational Leadership

The Digital Family Oral History Pilot (DFOHP) data were collected and catalogued on a private website blog for family members to learn about their grandfather (ALP) who died without telling his own story. This study examined the outcomes and perceptions of the family members who were engaged with the pilot. A self-selected sample of 17 family members were interviewed and their reflections recorded. The reflections held their perceptions of adult learning as they responded to three research questions. “How did the family change when constructing an oral history about themselves?” “How did the family members perceive themselves as part of a family community through this oral history process?” and “What is the impact on the family relationships?” The reflections were coded and clustered in color assigned categories that revealed the themes. Findings indicated the family changed in positive ways through knowledge they gained, the new connection via the Internet, through affirmation of each other and the desire that future generations will use this resource. The family perceived themselves in varied positions within their social structure. The daughter placed herself in the epicenter due to her knowledge of her father (ALP). Family members, who perceived themselves as outliers, identified new knowledge of ALP that will help them move closer to the center in the future. The final research question on the impact on family relations elicited responses such as mended brother/sister stresses and enthusiasm that many of the family participated in the storytelling. The few negative reflections expressed sadness that ALP was not here to see what the family constructed and concern that individual stories did not encroach on the available space. The combined stories and reflections shared enough oral history that ALP was revealed as a person worth knowing to those who did not know his oral history previously. Finally, with responses such as “learned”, “learning” and “I now know” received from the sample, an environment of non-threatening informal education established new ways of knowing through an activity as simple as sharing story. Implicit informal education though storytelling was the catalyst for bonding between the branches of this family’s tree. / Department of Educational Studies

Technology has, without a doubt, altered the social fabric of society. Mediated forms of communication have paved the way for more efficient production, and the vast amount of information available online has given people the opportunity to be more informed than ever. However, the rise of mediated communication has also presented a number of new threats. The current study focused on one of these threats, cyberbullying, and was interested in looking at how parents talk about and understand their child's cyberbullying behavior. This study had the goal of uncovering if parents talk to their child about cyberbullying, and how they approach these conversations. The intent of this study was was grounded in the idea that parent-child communication is a valuable tool for developing belief systems, as well as making sustainable, positive and effective changes to behavior and perceptions. Ultimately, parents do not avoid conversations about cyberbullying with their children. Parents structure these conversations with the intention of positively changing their child's behavior and beliefs. Specifically, parents talk about cyberbullying with their children as an effort to decrease the perceived risk their child faces if he or she participates in cyberbullying. However, these conversations are limited because they are grounded in misrepresented media coverage of cyberbullying which intensifies cyberbullying behaviors. As such, media producers must work toward presenting more all encompassing and wide spread coverage of cyberbullying as an effort to educate parents about the variety of behaviors which relate to cyberbullying.

The purpose of this study was to gain a better understanding of how a problem-determined system developed around a case of drug addiction within the context of a system of relatedness. The epistemological framework informing this qualitative study was constructivism. The six participants who took part in the study represent the most prominent role players in the particular context of living. The individual battling with drug addiction, his parents, older sister, maternal grandmother and maternal aunt were interviewed. The methods of data collection employed were semi-structured interviews, a family-chronological event chart, genograms, and an eco-map. The interviews were interpreted using the hermeneutic approach. The different themes that emerged from each participant’s story were integrated in relation to each other and with respect to the collaborative sources of data. The most dominant themes extracted within this study are the initial reactions to Andrew’s drug addiction, life changes experienced due to Andrew’s drug addiction, support, as well as the meanings attributed to Andrew’s drug addiction. Further research into problem-determined systems in different cultures is recommended. / Psychology / Thesis (M.A. (Clinical Psychology)) Psychology

The purpose of this study was to gain a better understanding of how a problem-determined system developed around a case of drug addiction within the context of a system of relatedness. The epistemological framework informing this qualitative study was constructivism. The six participants who took part in the study represent the most prominent role players in the particular context of living. The individual battling with drug addiction, his parents, older sister, maternal grandmother and maternal aunt were interviewed. The methods of data collection employed were semi-structured interviews, a family-chronological event chart, genograms, and an eco-map. The interviews were interpreted using the hermeneutic approach. The different themes that emerged from each participant’s story were integrated in relation to each other and with respect to the collaborative sources of data. The most dominant themes extracted within this study are the initial reactions to Andrew’s drug addiction, life changes experienced due to Andrew’s drug addiction, support, as well as the meanings attributed to Andrew’s drug addiction. Further research into problem-determined systems in different cultures is recommended. / Psychology / Thesis (M.A. (Clinical Psychology)) Psychology