This study surveyed a nationwide sample of home-schooling parents and their children and investigated two questions: (1) What are the differences in instructional approaches used by home-schooling parents? (2) Is the creativity of home-schooled children related to differences in the instructional approach? Instructional approaches were assessed by the Home Schooling Instructional Survey (HSIS), a self-report questionnaire developed for this study and completed by the home-schooling parent. Creativity of home-schooled children was measured by the Torrance Tests of Creative Thinking - Figural Form A (TTCT). Significant differences in instructional approach were found in four primary areas: goal orientation, autonomy, motivational orientation, and instructional format. These instructional factors were significantly related (p<.05) to the number of children being home schooled, the prior schooling experiences of the children, the parents' motivation for home schooling, and relationship with a home study school. Creativity scores were found to be positively correlated (p<.05) with the number of years the child had spent in conventional schools, household income, and the home teacher's age and educational level, but negatively correlated (p<.05) with years of home schooling. / Ed. D.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/39898 |
| Date | 14 October 2005 |
| Creators | Williams, Lawrence T. |
| Contributors | Curriculum and Instruction, Burton, John K., Dodl, Norman R., Wildman, Terry, Garrison, James W., Sawyers, Janet K. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Language | English |
| Detected Language | English |
| Type | Dissertation, Text |
| Format | vi, 143 leaves, BTD, application/pdf, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | OCLC# 23006492, LD5655.V856_1990.W555.pdf |
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