This Master's thesis deals with homeschooling in primary school students in the Czech Republic. The theoretical part provides information of homeschooling as an alternative to fulfilling compulsory school attendance. This thesis is answering questions about the history of homeschooling in the Czech Republic, its development in our country, the way home education works, what are the reasons for choosing home education, what are its positives, negatives and risk factors. And in the end the thesis is also concentrating on homeschooling in secondary school or information how home education works in the world. The research section deals with two areas. The first area is devoted to quantitative research - a survey among students of teaching. The second area is high-quality research - this area deals with case studies. The aim of the research part of the diploma thesis is to find out the opinion, experience and awareness of the given topic from the study among the students of the who are training to be teachers. Using interviews and observations to analyze how the relevance, opportunities and risks of home education are changing from a time perspective. Based on questionnaires, interviews, and professional literature, identify the reasons why the Czech population chooses homeschooling as a form of...

Homeschooling is currently the fastest-growing educational population in the United States with an estimated 2 million students. Because 11% of school children have been diagnosed with attention deficit/hyperactivity disorder (ADHD), there are likely to be many children with ADHD symptoms in the homeschooling population. The purpose of this study was to extend knowledge of the experiences of homeschooling in this population to assist students with ADHD as well as their parents and educators to make informed educational decisions. The multiple intelligences theory provided the theoretical framework for this phenomenological study. The key research question was focused on how current or former homeschool students who report ADHD symptoms describe their experiences in a homeschool environment. Perceptions were collected from 12 participants ranging in age from 12 to 21 years of age who were recruited using criterion sampling. Semi-structured interviews were conducted by phone or face-to-face. Data were analyzed using Moustakas' modification of van Kaam's structure. Through this process, the themes of individualization, self-concept, and experience of symptoms were identified. Specifically, the findings indicated that homeschooling children with ADHD symptoms is an individualized phenomenon and most students thrive in a structured yet flexible environment where tools and methods can be personalized. Participants developed individualized learning practices that would not be acceptable in a more traditional learning environment. This study contributes to the empirical literature promoting social change by providing foundational knowledge that can be built upon in future research to offer evidence-based information to this rapidly-growing population.

Partie d’une question faisant écho à celle de La Boétie sur la Servitude volontaire, dont la reproduction semble fondée sur l’éducation, cette recherche étudie les interactions parents-enfants et leur « éducation réciproque » (Baker) au sein de familles engagées à plein temps auprès de leurs enfants dans une démarche spécifique, hors institutions.Ces parents ont en commun une pratique inspirée de l’enseignement d’I. Tsuda, l’aikido, et le katsugen undo (mouvement régénérateur), qu’ils transfèrent au domaine éducatif, où l’enfant est perçu également comme un maître, pour ce qui concerne l’écoute des sens et le dialogue qu’il suscite, ce dialogue sensible ou « dialogue du silence ». Dans cette relation avec l’enfant, le corps,et tout le domaine du sensible sont centraux.A travers leurs expériences, il s’est agi de voir en quoi la prise en charge d’un enfant peut être un moment de rupture autoformatrice pour le parent devenu « expert profane », en quoi ce souci de l’autre est ou non producteur d’un « souci de soi », en quoi l’enfant, révélateur pour l’adulte de son enfance, agit comme un analyseur de ses conduites et peut devenir par sa « négatricité » (Ardoino),porteur d’instituant. Qu’est-ce qui, par cet « apprentissage transformateur » (Mezirow), voit la maïeutique, dans cet accompagnement, jouer sur les deux pôles, en mettant en valeur le spontané,l’intuition et l’autoformation chez l’enfant, formes éducatrices (plus qu’éducatives) qui se voient restaurées chez le parent. Avec le développement chez l’enfant de sa capacité à s’autodéterminer dans une relative liberté. / This research originates from a question in relation to La Béotie's work on voluntary servitude.As the perpetuation of voluntary servitude seems to stem from education, we shall examine parentchildinteraction and the « reciprocal educational effects » (Baker) it produces within those familieswhich are fully involved with and committed to a de-institutionalized, home education approachwith their children.The parents in these families have in common a practice inspired by the teachings of I. Tsuda,aikido, and katsugen undo (regenerative movement), which they apply to the educative field,whereby the child is seen also as a master as regards perceiving with all senses (which incites dialogue: « sensitive dialogue » or a « silent dialogue »). In this creation with the child, the body as wellas the whole field of perception are central.Through the experience of these families, this research proposes to examine how child education,as revealing of childhood to the parent, can bring in the latter a "self-educational"breakthrough –the parent being both a profane and an expert. It proposes to examine what parenthoodinvolves as a process for the parent, how caring for another person entails caring for oneself,how the child acts as an analyst of adult behaviour and, through his/her « negatricity » (Ardoino),how the child can bring about a change. It also proposes to examine the process through whichthis « transforming learning experience » (Merizow), where maieutics acts on both ends (child-parent)and where emphasis – as regards the child - is given to spontaneity, intuition and self-education,restores a form of self-education for the parent. How this, for the child, fosters an individualcapacity for self-determination in a context of relative freedom.

The presented thesis deals with topic of unschooling. It specifically focuses on parent's motivation for this untraditional and sort of radical educational approach to children. The major aim of the thesis was to map parent's specific reasons for unschooling and also factors that help them continue with it despite possible difficulties. Bandura's concept of self-efficacy was used as a theoretical frame of the research. We focused on development of motivation in this area as well. The qualitative approach was used for the research; data was collected by in- depth semi-structured interviews and analysed using thematic analyses. Results of the research show us main motives that lead Czech parents to choice of unschooling as well as supportive factors that motivate them continue with it. The main reasons for unschooling educational choice were for example delimiting against school, child's needs and interests, and child's will. Family well-being and child's happiness turn out to be the strongest keeping factors. Identified motives were set into the concept of self-efficacy which shows the strong connection of those two concepts in researched area. Analysis indicates significant development trend to radicalization of opinions and educational approach connected with longer unschooling practise....

The thesis deals with homeschooling. Theoretical part defines the basic concepts of homeschooling and describes the development of a child from six to eleven years of age. There is also analysis of history, development and legislation of homeschooling. The last part describes the practice of homeschooling from the perspective of the family and the institutions. Practical part of the thesis is focused on the search for common characteristics of families and children in homeschooling. This section is based on information obtained through interviews with parents and teachers. Analysis results are reported in the interview evaluation of hypotheses.

This thesis aim to theoretically and empirically cover the theme of self-sufficient way of living in full spectrum from local economy supporting associations to clear pictures of live of the people who are trying to live self-sufficient. The work deals with many forms of self-sufficiency: energetic self-support, home schooling and sharing. In theoretical part of the work author specifies research questions whose are used for expanding and verifying conclusions or data from another researches. In the empirical part author analyse data collected during an ethnographic research (participant observation and semi-structured interviews in three households.

In 2014 a survey to gather information about families who practice homeschoolingin Chile took place. They answered 67 families on the reasons that took the valuesthey care, forms of socialization, the sources to develop the curriculum and timemanagement for learning. This work is part of a larger research on home educationin Chile. / En 2014 se realizó una encuesta para levantar información acerca de las familias que practican el homeschooling en Chile. Respondieron 67 familias acerca de los motivos que tuvieron, los valores que les interesa, sus formas de socialización, las fuentes para desarrollar el currículum y la gestión del tiempo para el aprendizaje. Este trabajo forma parte de una investigación mayor acerca de la educación en el hogar en Chile. / Em 2014 uma pesquisa para coletar informações sobre as famílias que praticamHomeschooling no Chile ocorreu. Eles responderam a 67 famílias sobre os motivosque levaram os valores que lhes interessam, formas de socialização, as fontes paradesenvolver o currículo e gerenciamento de tempo para a aprendizagem.Este trabalho é parte de uma pesquisa maior sobre a educação em casa no Chile.

Abstract Kindergartens were established as part of the educational system in the period of autonomy under Russia, but they were subjected to social administration soon after independence. The causes of this decision and its consequences on the development of kindergarten work have been considered in various contexts. The current study aims to establish the kind of pedagogical frame of reference that the Finnish kindergarten institution was associated with in its early decades, how the administration of kindergarten work developed and how these approaches were reflected in the emergence of the first northern Finnish kindergartens by 1938. The theoretical frame of reference for my discussion is formed by the kindergarten philosophy based on Central European roots that was applied in Finland after the mid-19th century. The basis for this approach implemented in different forms was provided by kindergarten activities based on the views of Friedrich Fröbel (1782–1852). The goal has been to make visible the early times of local kindergartens, the main phases of change in the development of central administration, and the impact of administrative measures on municipal decisions in promoting, supporting and even restricting them. The most common growth factor in northern Finnish towns was the increase in industry and trade, with improved traffic communication as an essential prerequisite. Crowded living conditions of the industrial population in the suburban areas, the fact that both of the parents were working, and long working days made the living conditions of smallest children in particular insecure and unfavourable for growth. Meanwhile the northern border towns wanted opportunities for physical exercise and various activities for children to counterbalance the licentcious life on the streets and the bad influences arising from it. Due to a limitation of resources, the changes in this sector of administration in the early years of national independence did not meet the requirements set for kindergarten work. The act on the conditions for state subsidies promoted the foundation of kindergartens and expansion of the work, but obscured pedagogical goals led to a criticism of the changes in the administrative sector. A contradiction arose between early years education and kindergarten work, aiming at reincorporating kindergarten activities into popular education on the one hand, and fearing that its school-like nature would supersede the social-pedagogical objectives of kindergarten work on the other hand. The pedagogical content of kindergarten work was guaranteed, however, by the Act on State Subsidies for Kindergartens. / Tiivistelmä Lastentarhat luotiin autonomian aikana osaksi opetusjärjestelmää, mutta toiminta siirrettiin pian itsenäistymisen jälkeen sosiaalihallinnon alaisuuteen. Ratkaisun syitä ja vaikutuksia lastentarhatyön kehittymiseen on arvioitu eri yhteyksissä. Tämän tutkimuksen tarkoituksena on ollut selvittää, millaiseen pedagogiseen viitekehykseen maamme lastentarhainstituutio liitettiin alkuvuosikymmeninään, millä tavoin lastentarhatoiminnan hallinto kehittyi ja miten ratkaisut heijastuivat Pohjois-Suomen ensimmäisten lastentarhahankkeiden toteutumiseen vuoteen 1938 mennessä. Tarkastelun teoreettisen viitekehyksen muodostaa 1800-luvun puolivälin jälkeen Suomessa sovellettu ja keskieurooppalaisiin juuriin perustunut lastentarha-ajattelu. Lähtökohtana oli Friedrich Fröbelin (1782–1852) kasvatusfilosofisiin näkemyksiin perustunut lastentarhatoiminta, josta oli kehittynyt jo Saksassa kaksi suuntausta: yleistä kansanopetusta palveleva, koulukokonaisuuteen kuuluva opetus ja sosiaalipedagogisesti painottunut, ensisijaisesti turvattomien ja vähäosaisten lasten auttamiseen keskittyvä huolenpito ja kasvatus. Tässä kasvatuksen historiaa käsittelevässä tutkimuksessa yhdistyvät makro- ja mikrotason tutkimusmenetelmät. Tavoitteena on ollut tuoda näkyväksi paikallisten lastentarhojen alkutaivalta, keskushallinnon kehittymisen tärkeimpiä muutosvaiheita ja hallinnon toimenpiteiden vaikutusta kuntakohtaisiin ratkaisuihin niiden edistäjänä, tukijana ja rajoittajanakin. Pohjois-Suomen kaupunkien yleisin kasvutekijä oli teollisuuden ja kaupankäynnin lisääntyminen, jonka keskeisenä edellytyksenä olivat parantuneet liikenneyhteydet. Teollisuusväestön ahdas asuminen esikaupunkialueilla, molempien vanhempien työssäkäynti ja pitkät työpäivät tekivät varsinkin pienimpien lasten elinolot turvattomiksi ja kasvun kannalta epäedullisiksi. Pohjoisessa rajakaupungissa taas kaivattiin lapsille liikunta- ja toimintamahdollisuuksia vastapainoksi katujen epäsiveelliselle elämänmenolle ja siitä saataville huonoille vaikutteille. Valtiollisen itsenäisyyden alkuvuosina toteutunut hallinnonalan muutos ei kaventuneitten toimintaresurssien vuoksi vastannut lastensuojelutyölle asetettuja vaatimuksia. Valtionavun ehdot määrittävä laki edisti lastentarhojen perustamista ja työn laajentumista, mutta pedagogisten päämäärien hämärtyminen johti hallintoalan muutokseen kohdistuneeseen arvosteluun. Alkuopetuksen ja lastentarhatyön välille kehittyi vastakkainasettelu, jossa ajettiin toisaalta lastentarhatoiminnan palauttamista kansanopetuksen yhteyteen ja toisaalta taas pelättiin, että koulumaisuus syrjäyttää lastentarhatyön sosiaalipedagogiset päämäärät. Kasvatuksen arvostuksen lasku kulminoitui lastensuojelulaissa: lastentarhatyöstä tuli kuntahallinnossa huoltolautakunnan alaista toimintaa. Ratkaisussa määriteltiin lastentarhat ennaltaehkäiseväksi lastensuojeluksi ja rinnastettiin varsin ylimalkaisesti irtolaisten ja alkoholistien parissa tehtävään huoltotyöhön. Lastentarhatyön pedagogisen sisällön takasi kuitenkin laki lastentarhojen valtionavusta. Se määritteli lasten kasvuolosuhteiden vähimmäisvaatimukset ja edellytti pätevän henkilökunnan käyttöä, joten vankan koulutuksen saaneiden lastentarhanopettajien työssä säilyi lastentarhapedagogiikan ja sosiaalisen auttamistyön yhteys. Lastentarhatyön taustavoimissa toimi enimmäkseen eri alojen opettajia, jotka olivat työssään todenneet lastentarhakasvatuksen myönteisen merkityksen.

As in any other sector, the Covid-19 outbreak has caused many changes in education, and there is a reasonable expectation for this intervention to have a significant impact on the students and their performance. The purpose of this study was to analyse the effects of the digital semester, imposed on students due to Covid-19 outbreak, on student academic success. Using a quasi-experimental methodological approach called dif-in-dif analysis, three empirical models were constructed to analyse if there is an overall effect when comparing our control and treatment groups, as well as if there were any group-specific differences when it comes to the performance across genders and educational levels. The study found a significant negative effect of the digital semester on student academic success, suggesting that students performed significantly worse after the Covid-19 outbreak caused the University to step away from face-to-face teaching and adapt to remote studies. Furthermore, it was found that gender-specific differences do not affect the academic performance of our treatment group; however, female students performed worse when the digital semester was implemented compared to the control group who had both the classes and exams face-to-face. Lastly, Master students were found to perform significantly worse compared to Bachelor students’ when the Covid-19 outbreak caused the education to transfer to the digital environment.

PECHAROVÁ, Klára. Alternative Form of Home schooling Prague, 2020. Diploma thesis. Charles University Prague The diploma thesis deals with the issue of individual (home) education in the Czech Republic. It aims to introduce an alternative form of the approach to home education, where the implementation is transferred to an educational association. In the theoretical part, the work specifies the basic concepts and describes the mentioned issues. It also clarifies the legislative approach and compares it with other approaches to individual (home) education both in the Czech Republic and abroad. The main part of the work is focused on the presentation of the possibility of home education through an educational association. The research part of the thesis covers the processing of this issue from the perspective of legal representatives. As a research method, the work uses quantitative analysis of data obtained in the form of questionnaires filled out by parents of pupils in individual (home) education who attend the educational association KT 19 registered association. This research is supplemented by interviews with pedagogical staff working in the educational association. The main benefit for special pedagogical theory and praxis is the insight into the contribution of community education as an...