IMPACT OF REGULATION: One Mother’s Story

Record: Giuliana Liberto, “Child-led and interest-inspired learning, home education, learning differences and the impact of regulation.” Cogent Education, 3 (2016): 1-10. [Abstract]

Summary: Giuliana Liberto is a home educator who researched the effects of increased regulation on children’s learning and well-being in the home education community of New South Wales, Australia.

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A TALE OF TWO RIGHTS: The Danger of Individual Rights

Record: Robin West, “A Tale of Two Rights.” Boston University Law Review, 94 (2014): 903-912. [Abstract]

Summary: Are individual rights a danger to societal aspirations for equality, community, and democracy? This is the question that West, a Professor of Law and Philosophy at Georgetown University, attempts to answer in this article.

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ACADEMIC ACHIEVEMENTS AND HOMESCHOOLING: It Depends on the Goals

Record: Ari Neuman and Oz Guterman, “Academic achievements and homeschooling—It all depends on the goals.” Studies in Educational Evaluation, 51 (2016): 1-6. [Abstract]

SummaryNeuman is senior lecturer of education at Western Galilee College, in Akko, Israel, and Guterman is a professor in the Department of Human Resources at the same university. In this article they argue that while academic achievement is a commonly used to compare homeschooling and school learning, this may be a misguided comparison due to the different goals of the homeschooling movement.

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SPECIAL EDUCATIONAL NEEDS: Home Education Seen As Only Option in the UK

Record: Lynne Kendall and Elizabeth Taylor, “‘We can’t make him fit into the system’: parental reflections on the reasons why home education is the only option for their child who has special educational needs.” International Journal of Primary, Elementary and Early Years Education, 44, No. 3 (2016): 297-310. [Abstract]

Summary: This small-scale study by Lynne Kendall and Elizabeth Taylor from the Department of Education, Health, and Community at Liverpool John Moores University in the UK investigates the perspectives of parents who withdrew their children from the state-maintained education system due to their children’s special educational needs.

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VIRTUAL SCHOOLS IN THE U.S.: Directory and Performance Review (2016 Update)

Record: Gary Miron and Charisse Gulosino, Virtual Schools Report 2016: Directory and Performance Review. Boulder, CO: National Education Policy Center, (2016). [Available Here]

Introduction: This report is the fourth in an annual series published by the National Education Policy Center (NEPC). The first report in 2013 was followed by the 2014 report (reviewed here) and the 2015 report (reviewed here). I recommend reading the previous reviews first since this post will only cover the information that is new for 2016.

The NEPC report received a massive overhaul this year due to the addition of blended schools (schools that combine traditional face-to-face instruction with virtual instruction) alongside their discussion of full-time virtual schools. To briefly summarize the report’s findings, they say that, “Although the evidence base is becoming stronger and more convincingly negative, an increasing number of parents and students are opting for full or part-time online options” (p. 7).

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HOME-SCHOOL INTERFACE: Religious and Moral Formation in Ireland

Record: Merike Darmody, Maureen Lyons & Emer Smyth, “The home-school interface in religious and moral formation: the Irish case.” British Journal of Religious Education, 38, No. 3 (2016): 249-263. [Abstract]

Summary: Darmody and Smyth are researchers at the Economic and Social Research Institute, and Lyons is a research manager in the School of Social Justice at University College Dublin. In this article they investigate the roles that parents and school staff take in children’s faith and moral development and possible tensions that arise between parents and schools over issues relating to religious and secular beliefs in the context of the predominantly Roman Catholic Irish primary education system.

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AUSTRALIAN HOME EDUCATED STUDENTS: Opportunities for Self-Regulation at Home & in School

Record: Glenda Jackson, “Australian home educated students on self-regulation opportunities at home and in school.” Cogent Education, 3, No. 1 (2016). [Abstract]

Summary: In this article, Jackson, an educational consultant with the Australian Home Education Advisory Service (AHEAS) and a PhD recipient from Monash University, discusses self-regulation opportunities at home and in school among Australian home educated students

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COMPARISON BETWEEN HOMESCHOOLED AND FORMALLY SCHOOLED KINDERGARTENERS: Children’s Early Literacy, Mothers’ Beliefs, and Writing Mediation

Record: Dorit Aram, Inbal Cohen Meidan & Deborah Bergman Deitcher, “A Comparison Between Homeschooled and Formally Schooled Kindergartners: Children’s Early Literacy, Mothers’ Beliefs, and Writing Mediation.” Reading Psychology, 37, No. 7 (2016): 995-1024. [Abstract]

Summary: In this article, Aram, Meidan and Deitcher discuss the differences in maternal beliefs, the nature of mother’s support during a writing task, and children’s early literacy in a group of homeschooled children and formally-schooled children in Israel.

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CLASH OF TWO WORLD VIEWS: Homeschoolers’ Perceptions of Education

Record: Ari Neuman and Oz Guterman, “The clash of two world views – a constructivist analysis of home educating families’ perceptions of education.” Pedagogy, Culture & Society, 24, No. 3 (2016): 359-369. [Abstract]

SummaryNeuman is senior lecturer of education at Western Galilee College, in Akko, Israel, and Guterman is a professor in the Department of Human Resources at the same university. In this article, they discuss the results of a study in which they interviewed 30 homeschooling mothers to discover the impact of homeschooling on the women’s children and families.

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CARDIOVASCULAR HEALTH & BODY COMPOSITION: Parental Influence on Homeschool Children

Record: David Wachob and Robert Alman, “Parental influence on the cardiovascular health and body composition of homeschool children.” International Journal of Child and Adolescent Health, 8, No. 3 (2015): 305-311. [Abstract]

Summary: In this article, Wachob and Alman from the Indiana University of Pennsylvania analyze parents’ influence on the cardiovascular health and body composition of homeschool children. Continue reading

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