Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

ABSTRACT The intent of this study was to explore the life and values of three home schooled adolescents with learning disabilities and their families, to determine the level of social inclusion for the students and to examine academic individualization within the learning process of these students. The data were collected through interviews with teaching parents, the students and non-parent coaches or teachers. Observations took place in the home and outside the home in various locations for each student. Socially, the role of interest, context, friendships and social networks were all significant factors. Academically, the home school environment provided a dynamic intersection of different schooling environments with instructional characteristics that were deemed essential for learning. Despite the differences between families, the themes were similar across the case studies. The social landscape of these students looks different from regularly schooled children but it is healthy, with many opportunities for friendship and social networks. The academic environment allows for the advantages of tutorial and small-group instruction as well as opportunities to be included in larger, classroom-style groups in certain contexts. These three case studies demonstrate that home schooling can support the needs of children with learning disabilities through instructional strategies and through contextual advantages. For non-home schoolers, the qualities found within this context are promising and worth considering in other educational environments. / Thesis (Master, Education) -- Queen's University, 2011-08-31 14:16:05.533

Final Project (M.A.)--John F. Kennedy University, 2005. / "August 29, 2005"--T.p. Includes bibliographical references (p. 156-186).

Thesis (Ph.D.)--Duquesne University, 2009. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 167-174) and index.

Thesis (M Ed(Educational Psychology))--University of Pretoria, 2005. / Includes bibliographical references.

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.

My dissertation features three essays in industrial organization. The first two investigate aspects of potentially anticompetitive firm behavior in differentiated product markets. Contrary to previous analyses, requirements tying and bundled rebates by a firm with a monopoly in one market that competes in another may increase total surplus when product differentiation in the competitive market is endogenous. This result is stronger for tying than for bundled rebates, and holds for both horizontal and vertical differentiation (essays 1 and 2, respectively). Under requirements tying or bundled rebates, a multiproduct firm (horizontally) differentiates its product less from its rival's product than it would under independent pricing, suggesting a new efficiency consideration for requirements tying: a reduction in transport costs. A similar result prevails under vertical differentiation: when the tying firm controls either quality niche, it reduces the quality of its tied product; however, the rival may invest in the quality of its competing product. Hence, the effect on total surplus is ambiguous when tying or bundled rebates arrangements are permitted. The second essay employs an empirical model typically used to analyze differentiated product markets analyze a different economic environment: parents' decision to home school their children. Home schooling has grown in popularity as an alternative to public or private schools; some estimates place growth at 15 to 40% per year in the U.S. I empirically estimate the demand for home schooling as an alternative to these other modes of education, focusing on potential network effects in household decisions to home-school. I find support for the hypothesis that home schooling 'support groups' mitigate the cost of home schooling relative to the alternatives, but only occur in areas with a critical mass of home-schooling households. The data also suggest that as interest in home schooling grows, the local community's school district spending per child declines, increasing the probability that more parents will take their children out of public schools. Both phenomena suggest the existence of network effects in the market for primary and secondary education. / text

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

Thesis (Ph. D.)--University of Oklahoma, 1991. / Includes bibliographical references (leaves 154-166).

Thesis (Ph. D.)--University of Texas at Austin, 2009. / Title from PDF title page (University of Texas Digital Repository, viewed on Sept. 14, 2009). Vita. Includes bibliographical references.