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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.

Homeschool delivery to students is on the rise, particularly in regards to the education of students with disabilities. At this time, there is a lack of research on homeschooled students with disabilities. The purpose of this phenomenological study was to explore how parents choose a model of education for their children with disabilities. A purposeful sample of 3 distinct groups comprising 13 parents of children with disabilities was assembled: (a) parents who are homeschooling their child with a disability, (b) parents who have decided to enroll their child in the public school system after previously homeschooling, and (c) parents who may have or never have considered homeschooling their child but instead chose to have their child attend a public school. Open and selective coding techniques were used to identify significant themes in the participants' responses. The results of the interviewed participants revealed themes of Needs, Flexibility, Child's Request, and Bullying. These themes, especially parents stating that their child's needs are met, were a significant reoccurring reason parents reported choosing the educational setting they did. Findings also included that overall satisfaction of parents of students with disabilities was higher among parents who had homeschooled than among parents with children in public school. Finally, topics of participation and communication between public schools and parents were explored in order to examine the possible influences of parent choice. Implications for social change include compromises from both schools and parents and a suggestion of a possible hybrid option for some students with disabilities.

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<p dir="ltr">The concept of homeschooling in the United States, though more mainstream today, remains an alternative way of educating our children. Researchers seeking to examine this method of education often focus on the outcomes for the children who receive their education through this mode of education. Seldom does the attention fall to the educator, the homeschool parent. The mother typically takes the active role in educating the children and she receives little attention as a person (Lois, 2016). This study examines the ways in which these mother/teachers navigate the academic and non-academic parts of their lives and what impact that has on their own and their family’s well-being. Because the number of families who choose this mode of education continues to rise, examining factors that affect their well-being is crucial (Ray, 2022). Nine online discussions with 26 homeschooling mothers set up as focus groups revealed strong connections to self-efficacy and agency. Group sizes ranged from two to four participants making some of the groups dyadic interviews rather than focus groups (Morgan, 1996). Agency and self-efficacy contributed to the sense of well-being for the mother and by extension to her family (Bandura 1977, 2006). The findings from this study suggest other homeschool mothers and past experiences played a role in their self-efficacy that contributed to their well-being leading to their self-efficacy expectation. Though previous literature suggests that homeschooling mothers connect strongly to the concept of <i>good mother</i>, the mothers in this study rejected many of the principles Hays (1996) suggests a <i>good mother</i> exhibits. The use of metaphors as a qualitative tool aided in the discovery of ways these mothers navigate their lives and how their management impacted their families. As an engaged qualitative inductive study, suggestions to existing homeschool groups and organizations that hope to support homeschooling families gave a connection back to communities outside of academia.</p>

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This qualitative study examined how three accomplished traditional string musicians learned music in their homeschool environments. Data were derived from formal interviews of the three musicians. The research framework for this qualitative study is based upon the socio-educational model of second language learning motivation developed by R. C. Gardner (1959, 1985, 2004, 2010) and applied to the study of instrumental music learning motivation by P. D. MacIntyre (2012). Structured interview questions, triangulated by additional informal dialogues, field observations, externally documented sources, and collaboration with an expert review panel were the data collection activities utilized in the research. Five overarching themes emerged: (1) social and cultural surroundings influence musical achievement, (2) the desire to acquire the attributes and acceptance of other musicians supports musical achievement, (3) motivation impacts musical achievement, (4) learning and performing music causes anxiety, and (5) informal learning environments foster musical attainment. The examination of homeschooled, traditional musicians via the overarching themes, may provide valuable insights for educators in the area of acquisition and development of musical skill in high school students.

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.

This exploratory study investigates how American and Canadian parents living in Saudi Arabia perceive enrolling their children in an online virtual school. This research is relevant to North Americans living and working overseas and how these parents access educational opportunities for their children. North American parents living in Saudi Arabia with children have limited local educational options. If parents decided not to enroll their child in traditional private local international education, alternatives include boarding school, homeschool, or online school. Of the surveyed participants, 68% of parents had enrolled their children in online education or expressed interest in enrolling their children in online education but many lack information and knowledge about online education. A qualitative study analyzed participants in semi-structured interviews. Besides academic satisfaction, the most common reasons for alternative education are the lack of available competitive sports and the arts, including theatre and music. Four themes emerged from the data. Parent satisfaction about their children's education shifts from positive to negative around 8th or 9th grade. Parents are, in general, unwilling to take a risk on an unproven online school. Local private international schools are the focal point of extra-curricular activities and social events, but families lack connections and a supportive environment within the local Saudi Arabian community. Overall, parents do view full-time online education as a viable option for K-12 education; however, perhaps not for their children. Though standalone online classes, within a traditional face-to-face school, was received positively by many families.

This thesis will illustrate how pretend play can be used in the home for educational purposes. The major emphasis of the work will be emergent literacy, however, application principles can be applied in all subject areas. Parents who desire to expand their child's literacy skills while exposing the child to an arts enriched home environment need ideas and tools developed with supportive research to strengthen and focus their efforts. These tools will greatly expand parental resources by offering several principles as a guide for adapting existing classroom materials for home use. The following Seven Components form the core foundation for adapting pretend play materials to aid the home learning environment curricula: (1) Child as Active Participant (Vygotsky; Piaget). (2) Parent as Role Model for Dramatic Play and Literacy, serves as Facilitator, and Co-player (Haight and Miller; Vygotsky). (3) Physical environment could be anywhere: car, office, or bedroom. (4) Resource material: should be able to use common found objects in home, with limited preparations or expense. (5) Play Content needed to provide elements of literacy: cognitive learning, symbol representation, oral language, self-expression, listening and comprehension (Goodman). (6) Promote creative and fun learning experience with a relaxed, informal atmosphere. (7) Play should be process and discovery oriented, and not for performance (Brown and Pleydell; Tuge). This thesis will also examine the preliminary results of a study for parents and children who applied a curriculum developed with the core components and explored the participants' interest level in such activities. Recommendations for further research will also be made.