Educational activities and the role of the parent in homeschool families with high school students

Carpenter, Daniel; Gann, Courtney

doi:10.1080/00131911.2015.1087971

Cited by 20 publications

(15 citation statements)

References 21 publications

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“…Carpenter and Gann's () research into the educational activities of home educating parents of high‐school children highlights these processes in action, demonstrating how participating parents employed a range of strategies, based on intimate understanding of their children's needs and interests, and the parents’ own capabilities. Working with their children, parents employed a flexible mix of educational strategies, which included the use of online courses, outsourcing to private tutors, self‐led learning or courses, engagement in co‐ops or home education groups, and occasionally direct instruction from the parent.…”

Section: Understanding Arts Education In the Home Education Contextmentioning

confidence: 99%

“…Therefore, while the pedagogical approaches of home educating parents is exceedingly diverse, and tend to represent a continuum along which pedagogical approaches range from something resembling 'school at home' to approaches representing 'child-led learning' (English, 2012), a number of researchers nevertheless assert that sociocultural/socioconstructivist theory presents a suitable lens to gain an insight into some of the shared philosophical and practical elements of home education across a range of contexts (Barratt-Peacock, 1997Neuman & Guterman, 2016a). Carpenter and Gann's (2016) research into the educational activities of home educating parents of high-school children highlights these processes in action, demonstrating how participating parents employed a range of strategies, based on intimate understanding of their children's needs and interests, and the parents' own capabilities. Working with their children, parents employed a flexible mix of educational strategies, which included the use of online courses, outsourcing to private tutors, self-led learning or courses, engagement in co-ops or home education groups, and occasionally direct instruction from the parent.…”

Section: The Challenge Of Facilitating Quality Arts Learning In Home mentioning

confidence: 99%

“…Researchers have long attempted to classify the pedagogical approaches of home educators, however these attempts often misrepresent and oversimplify a disparate group of people with vastly varying characteristics (Rothermel, ; Neuman & Guterman, ). Typically, home educating families have been found to adopt an eclectic approach to their children's learning, in which a flexible and responsive mix of instructional modalities and approaches is employed, based on their intimate understanding of their child/ren (Taylor‐Hough, ; Carpenter & Gann, ; Neuman & Guterman, ). The pedagogical practices of home educators are thus not simply defined.…”

Section: Understanding Arts Education In the Home Education Contextmentioning

confidence: 99%

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The challenges of facilitating arts learning in home education

Burke

2019

British Educational Res J

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Home education, or home schooling, is a rapidly growing global educational phenomenon. Given the emphasis that educators, policy makers and researchers have placed upon the arts as an important element in a holistic education, the ways in which the growing home education community are facilitating arts learning warrants consideration. Facilitating quality arts learning has been found to be extremely challenging, especially for generalist classroom teachers who may not possess background learning across the range of arts subjects represented in most arts curricula. Revelations from this study on Australian home educating parents identifies a similar dilemma with the facilitation of arts learning in home contexts, and a significant proportion of the home educating participants acknowledged little to no educational or artistic training. In this project, an online survey was conducted to develop insights into the ways Australian home educators (n = 193) approach arts education, the challenges associated with facilitating arts learning and the strategies they employ in light of these challenges. The research highlights that, while home education is pedagogically unique and distinct from traditional classroom education, the challenges participants expressed regarding teaching in the arts aligned closely with those expressed by classroom teachers in wider research; however, the uniqueness of home education contexts means that support structures for classroom teachers are less helpful for home educators. Implications arising from the research are thus beneficial in understanding the nature of support that might be tailored for arts learning in home education.

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Section: Understanding Arts Education In the Home Education Contextmentioning

confidence: 99%

Section: The Challenge Of Facilitating Quality Arts Learning In Home mentioning

confidence: 99%

Section: Understanding Arts Education In the Home Education Contextmentioning

confidence: 99%

See 1 more Smart Citation

The challenges of facilitating arts learning in home education

Burke

2019

British Educational Res J

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“…Studies have shown that homeschooling parents rely on a wide range of curricular choices, a homeschool support network, and a mix of educational options for each child. Curricular choices include co-ops, online courses, self-paced classes, and video tutorials (Carpenter & Gann, 2016; Hanna, 2012; Muldowney, 2011). Specifically in STEM education, homeschooling parents often seek guidance from free-choice learning resources, which are resources outside of formal education settings such as local clubs and museums (Bachman, 2011).…”

Section: Problem Statementmentioning

confidence: 99%

STEM Teaching and Learning Strategies of High School Parents With Homeschool Students

Gann

Carpenter

2017

Education and Urban Society

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The purpose of this research study was to investigate the teaching and learning strategies used by homeschool parents with high school students. A qualitative case study was used which began with the administration of an open-ended questionnaire to a homeschool community in the southern United States. Twenty-nine parents completed the questionnaire, and 10 of those volunteered to participate in the follow-up procedures, which included interviews, observations, and document collection. Results indicate that parents use a variety of teaching and learning strategies including individualized instruction, mastery learning, self-directed study, collaboration with peers and adults, and application and connection of information.

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“…One of such alternative ways is called Homeschooling or Home Education and is defined as a process of children's educational guidance, mainly led by their parents at home, avoiding the compulsory attendance to school and giving the family a prominent role (CARPENTER; GANN, 2016), where parents put their presence, care and love at the service of enhancing the talents of their children (MULYADI, 2010). Besides the above, homeschooling families choose to take responsibility for their children's education, either by providing teaching themselves, by hiring teachers to provide partial or complete education at home or by enrolling children in distance education institutions (ELIZALDE et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

ICT and home-educating families: a qualitative multiple case study

Franky

Laverde

2018

Ensaio: aval.pol.públ.Educ.

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While education is being increasingly permeated by Information and Communication Technologies (ICT), the current school is considered outdated and hardly capable of responding to the challenges of our time. Home Education emerges as a growing alternative, especially in developing countries, where it is not yet properly regulated and developed. This article presents a qualitative multiple case study focused on exploring the use of ICT by 70 Colombian families who educate at home. Data analysis was conducted following Grounded Theory's steps from human, educational and technological dimensions. The results show that, within a context of constant social pressure, parents conceive ICT as mediators that allow them to access open support communities and resources, in order to develop their own guiding skills, enhance the development of their children's talents, mainly through gaming, collaboration, research and outdoor exploration. This becomes a lifestyle that ends up changing their relationships and family dynamics.

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Educational activities and the role of the parent in homeschool families with high school students

Cited by 20 publications

References 21 publications

The challenges of facilitating arts learning in home education

The challenges of facilitating arts learning in home education

STEM Teaching and Learning Strategies of High School Parents With Homeschool Students

ICT and home-educating families: a qualitative multiple case study

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