This research explored the views of home-educators and the young people in home-education around their reasons for opting out of school-based education, their level of satisfaction with their decision, what education looks like to them, aspirations for the future and perceived support from the Local Authority (LA). Phase one took the form of a parent/carer questionnaire. The questionnaire was shared nationally and yielded sixty complete responses. Data has been analysed and is displayed in frequency tables and descriptive statistics. Phase two implemented a case-study methodology. Recruitment for this part of the project was extremely difficult and possible reasons for this are explored. I visited five families, speaking to eight young people and either both or one parent. There were some structured arts-based activities which I used as a vehicle to open the dialogue with the young people. These sessions largely took place in the participants’ home, or in another venue of their choosing. With participants aged ten years and over, I adopted a narrative approach, with much guidance taken from Brown and Gilligan’s (1993) “The Listening Guide.” Phrases starting with “I” are taken from the participants’ transcripts and used to create a poem which represents their story, constructs and feelings. These poems were then taken back to the young people in order to check that they were satisfied with the meaning that had been captured. Braun and Clarke’s (2006) framework for analysing qualitative data was implemented as a tool for analysis across cases. Emergent themes included the value that home-educated families place on child-centred learning, allowing children to develop at their own rates and enabling them to pursue topics of interest. Implications for educational psychologists’ (EPs) practice are discussed.

The thesis deals with home education. The theoretical part defines the basic terms. The next part defines communication strategy and cooperation between parents and school. The practical part of the thesis is focused on communication between parents and school. This section is considered to be information relating to the information obtained from the questionnaire for parents and teachers. The aim of this work is to find and expand their knowledge of cooperation and cooperation, based on the communication aspects of this cooperation. The results of the evaluation of questionnaires and interviews are evaluated by research questions and assumptions. KEYWORDS Home education, individual education, home education, communication, cooperation

This dissertation is a qualitative case study within an interpretive epistemology that explores the construction and engagement of the informal curriculum and the subsequent interaction with rationalized systems of knowledge by four young autodidactics between the ages of 9 and 15. The analyses of these constructions, engagement and interactions coalesced into three themes. Theme one establishes autonomy as the penultimate emic feature of autodidaxy through its relations with commitment to endeavors, connections along the experiential continuum, and perceived confidence in abilities to learn and to organize the social environment for further learning. Theme two entails the inherent connection participants conceive between interests and progressive, challenging goals. Theme three focuses on how interests are initiated through the exploratory stance of the participants as they purposefully seek out experiential problems from their environment, as well as the control of habitual patterns of pursuit and moments of interest assessment. These themes in relation to the research focus on the informal curriculum and interactions with rationalized systems of knowledge result in three findings. First, rigor is found to operate at multiple levels within autodidactic endeavors; secondly, relevance functions as initial questions arising out of productive boredom tether knowledge to experience and results in persistence and versatility of interest; and finally, the finding of autonomy operates as a process of choice which frames interests with future orientations that afford challenging experiences resulting in joy and the progression of knowledge and skills associated with the interest. Data analysis throughout the themes and findings discussed above culminate in three implications. First, while not engaging all of the disciplines traditionally associated with formal schooling, the informal curriculum does afford opportunities for the rigorous interaction with rationalized systems of knowledge. Second, the informal curriculum also allows for distinct processes by which connections are made along the experiential continuum resulting in relevance. Finally, in order to facilitate the use of the informal curriculum in formal educational institutions, research is needed in which the informal curriculum is operative to varying degrees in contexts with differential affordances of autonomy, most critically with learners form a variety of lived experiences. / text

Made available in DSpace on 2017-07-21T20:31:31Z (GMT). No. of bitstreams: 1 Vania Oliveira.pdf: 1640564 bytes, checksum: b0fc2d1233c601b333d837013d5d1934 (MD5) Previous issue date: 2016-03-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study focuses on Social representations (SR) of children's and adolescent's moral development in the context of the relationships between the institutions family, school and social projects developed after/before school hours. The research main question is: What are the family social representations of the role of education, at home, at school and in the after/before school hour social projects, regarding their children moral development? The main aim of this study was to learn through analytical reflection, the characteristics of family social representations of the children’s and adolescents’ moral development in the education perspective. The study was carried out in an institution called ‘Guarda Mirim’ which develops social projects with children who are in a situation of social vulnerability in the city of Ponta Grossa, state of Paraná. The research was developed as a quanti-qualitive study through interviews with 60 families of students whose age varied from six to sixteen. The theoretical and methodological background was based on the dimensional (MOSCOVICI, 1978, 2012) and dynamic (JODELET, 2001, 2007, 2009) approaches to Social Representations; Piaget’s (1994,1996) Moral and Psychological development and Genetic Epistemology. Content analysis was employed to discuss the data, aided by the programs ALCESTE and SPSS. The analysis of this educational context revealed three SR: “usefulness of school”, regarding job market/future;“education originates at home”, making the ‘Guarda Mirim” an extension of their homes; and “educating at home means correcting”. Moral values are associated to the heteronomous morality, and parents think that the Guarda Mirim caters for that in a better way than the school.Therefore, the research presents some pedagogical contribution as follows: the importance of teacher education to better understand the methodological approaches that lead to children’s and adolescents’ moral development; the necessity and hardship experienced by the families in social vulnerability demand full time schools to help and contribute to educate students coming from these families; the right children and adolescents have to quality education, aiming at citizenship and social participation, requires moral and ethical development. / Esta pesquisa tem como objeto as representações sociais (RS) sobre o desenvolvimento moral da criança e o adolescente no contexto das relações das instituições família, escola e contraturno social. A questão central da pesquisa é: Quais as representações sociais das famílias sobre o papel da educação no âmbito doméstico, escolar e contraturno social, acerca do desenvolvimento moral de seus filhos? E o objetivo central da pesquisa foi apreender por meio de reflexão analítica, as características das representações sociais das famílias sobre o desenvolvimento moral de Crianças e Adolescentes na perspectiva da Educação. A pesquisa se dá em uma instituição de contraturno social, a Guarda Mirim, que atende crianças em vulnerabilidade social na cidade de Ponta Grossa, estado do Paraná. A pesquisa caracteriza-se como um estudo quanti e qualitativo, a partir de entrevistas realizadas com 60 famílias de alunos com idade entre seis a dezesseis anos. Para o aporte teórico e metodológico utilizou-se a teoria da Representação Social de abordagem dimensional (MOSCOVICI, 1978, 2012) e dinâmica (JODELET, 2001, 2007, 2009); do Desenvolvimento Moral e da Psicologia e Epistemologia Genética de Piaget (1994, 1996). Para a discussão das informações utilizou-se análise de conteúdo, com o auxílio dos programas ALCESTE e SPSS. A análise nesse contexto educacional revela três RS: a “Escola como utilidade”, trabalho/futuro; a “educação vem de casa”, subordinando a Guarda Mirim à uma extensão de casa; e, que educar no âmbito doméstico é corrigir. Os valores morais estão relacionados à moral heterônoma e a Guarda Mirim, na visão dos pais, supre melhor essa necessidade do que a escola. Assim, a partir da pesquisa são apontados como contribuição pedagógica: a importância da formação docente na compreensão das abordagens metodológicas que conduzem ao desenvolvimento moral de crianças e adolescentes; a necessidade e a provação das famílias em vulnerabilidade social destacam a demanda por escolas de período integral para o auxílio e contribuição na educação de alunos vindos dessas famílias; o direito da criança e o adolescente à educação de qualidade, na formação da cidadania e participação social necessitam do desenvolvimento moral e da formação ética.

Since the 1960s homeschooling has increased in popularity across the United States. While homeschooling was deemed illegal in all 50 states, by 1993 homeschooling was legal in every state. As homeschooling was legalized, each state created its own ways of monitoring and supporting homeschooled students. In 1991 when the state of Iowa legalized homeschooling, the Iowa legislature created Home School Assistance Programs (HSAPs), which used public school funds to provide state-certified teachers to supervise homeschooled families. The purpose of this study was to apply the theoretical model of the parental involvement process created by Hoover-Dempsey and Sandler (1995, 1997) to examine differences between parents who homeschooled within a HSAP and those who homeschooled in a different manner. Specifically, the study explored parental involvement, parents’ perceptions of their life context, parental self-efficacy, social-contextual motivators of involvement, and parents’ perceived invitations from their children. The study also investigated the extent to which HSAPs serve homeschooling parents and the viability of HSAPs as a means of serving homeschooling parents. Findings suggest that there were no significant differences between parents who homeschool using a HSAP and those who do not in regard to any of the aforementioned categories. However, there was a significant difference in parental role activity beliefs based on the size of the HSAP in which a participant was involved, such that participants who were involved with a larger HSAP reported being more involved in their children’s education than parents involved with a small HSAP. No additional significant differences were found regarding the size of the HSAP or the geographic setting of the HSAP. Overall, the results of the study demonstrated that parents who homeschool are similar in parents’ motivational beliefs, perceptions of specific invitations from their children, perceived life context, and home-based involvement behaviors, regardless of their involvement with a HSAP.

During the past 40 years, the U.S. homeschooling population rose exponentially. The results of homeschooling need to be studied further so that parents, legislators, and higher education leaders can make prudent and well-informed decisions regarding homeschooled students. No studies have been completed that focus on the unique experiences of homeschooled women as they transition to college in terms of academics, forming new relationships, and individuating from their families. The purpose of this phenomenological study was to explore academic and relational processes during the transition to college. In this qualitative dissertation based on constructivist design and in the conceptual framework of feminist essentialism, 11 female second- and third-year college students who were homeschooled for all of high school were chosen using criterion sampling. NVivo software was employed for data analysis using Moustakas' modification of the Van Kaam method of data analysis. Findings for this study were, a) homeschooled women felt substantially similar to traditionally schooled students in terms of academics and relationships, and b) homeschooled women felt as though they were raised in a different culture, but they felt equally or slightly more capable academically, more self-directed in their studies, and closer to their families than their traditionally schooled peers did. The results of this study may contribute to positive social change by helping parents, legislators, and college professionals empower homeschooled college women by altering curriculum, by developing supportive programs and policies to help homeschooled women transition to college, and by understanding how to tailor college programs and classes to maximally benefit homeschooled women.

<p>The aim of this paper is to look into the occurrence of home schooling by choice in Sweden. It examines the subject of home education in order to provide an informative overview. It also looks into the legal aspects of the matter to see whether freedom of choice is an issue here when it comes to choosing a certain type of teaching for children of compulsory school age. A further purpose is to provide a comparison of home education in Sweden and in other countries such as the United States, England and Norway.</p><p>In order to do this we have carried out a secondary analysis of previous research and have also interviewed teachers as well as people with experience of home educating their own children. To accomplish this, we had to look to England for literature and home educating families as home education is a much more common practise in England.</p><p>The result of this paper strongly indicates that home schooling is not only a legally viable option to traditional schooling, both in Sweden and the other countries concerned, but that it is also a trend that is expected to increase. This is more than likely due to the modern society of today where freedom of personal choice is increasingly demanded by the general public and where the rule of collective culture and thinking perhaps is becoming a thing of the past.</p>

The aim of this paper is to look into the occurrence of home schooling by choice in Sweden. It examines the subject of home education in order to provide an informative overview. It also looks into the legal aspects of the matter to see whether freedom of choice is an issue here when it comes to choosing a certain type of teaching for children of compulsory school age. A further purpose is to provide a comparison of home education in Sweden and in other countries such as the United States, England and Norway. In order to do this we have carried out a secondary analysis of previous research and have also interviewed teachers as well as people with experience of home educating their own children. To accomplish this, we had to look to England for literature and home educating families as home education is a much more common practise in England. The result of this paper strongly indicates that home schooling is not only a legally viable option to traditional schooling, both in Sweden and the other countries concerned, but that it is also a trend that is expected to increase. This is more than likely due to the modern society of today where freedom of personal choice is increasingly demanded by the general public and where the rule of collective culture and thinking perhaps is becoming a thing of the past.

Abstract Hygiene plays a very important role in our lives. It is often influenced by social, cultural, family and individual factors, as well as by knowledge about health and hygiene. The skin of a child is very soft and sensitive, and therefore requires careful and considerate care throughout the whole period of childhood, especially in the neonatal period and infancy. Skin care of newborns and infants is an essential attribute of the child?s health care. Such care is an individual matter, and it will always depend on family circumstances in which the child lives and on a suitable and proper approach of parents and physicians. The aim of this thesis was to determine the level of knowledge of mothers and the use of such knowledge in skin care of newborns and infants at home. The second objective was to prepare educational material for mothers. The thesis makes use of the questionnaire method. For this purpose, 274 questionnaires were collected. The questionnaire was distributed to mothers of newborns and infants, who take care of their skin at home. The investigation was carried out at pediatrics in the South Bohemian and Pilsen regions. The results of the research are introduced using graphs and some of the results are statistically evaluated by a chi-square test. Two hypotheses were set. Hypothesis 1: Mothers have enough information regarding the skin care of newborns and infants at home. Hypothesis 2: Mothers correctly use the acquired information about skin care of newborns and infants. We were successful in answering both hypotheses in the research study. The analysis and evaluation of the questionnaires shows that mothers are knowledgeable in treating skin of their children in the neonatal period and infancy. However, we managed to prove that some information of the parents is inconsistent with the literature. Therefore an educational material for mothers was created, focusing on skin care of newborns and infants. This educational booklet may be used at pediatric wards.

Excerpt: Are home and private schools a “cost” to traditional public schools? This argument has often been used by local school districts, and others, to push for legislation that would restrict the establishment of these alternative schools.