Does Homeschooling “Work”? A Critique of the Empirical Claims and Agenda of Advocacy Organizations

Lubienski, Christopher; Puckett, Tiffany; Brewer, T. Jameson

doi:10.1080/0161956x.2013.798516

Cited by 46 publications

(36 citation statements)

References 11 publications

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“…The Silicon Valley homeschoolers see public or state education as fundamentally broken, and perceive makerspaces and hackerspaces as ideal kinds of alternative educational institutions, where children are learning through tinkering, hacking, coding and making, rather than being educated in the prescriptive, standardized mould of schools -a kind of digital age hybridization of progressivism usually associated with John Dewey and the 'unschooling' of John Holt with the eduhacking culture. The rise of this kind of thinking has been associated with heightened political support for homeschooling through powerful advocacy coalitions (Lubienski, Puckett, & Jameson Brewer, 2013), but also with the 'shadow schooling' of private supplementary tutoring (Bray & Kwo, 2013).…”

Section: Makerschoolsmentioning

confidence: 99%

Silicon startup schools: technocracy, algorithmic imaginaries and venture philanthropy in corporate education reform

Williamson

2016

Critical Studies in Education

111

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Section: Makerschoolsmentioning

confidence: 99%

Silicon startup schools: technocracy, algorithmic imaginaries and venture philanthropy in corporate education reform

Williamson

2016

Critical Studies in Education

111

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“…Some (Lubienski, Puckett, & Brewer, 2013) of those who evaluate the limitations either become overly focused on what the research cannot tell us, or fail to include all of the research and data available on homeschooling that has been presented in this article and in other places (Ray, 2013). On this note, in addition to cross-sectional and descriptive studies, some research that is causalcomparative or explanatory (Johnson, 2001) in design have been conducted.…”

mentioning

confidence: 99%

“…Various scholars (Lubienski, Puckett, & Brewer, 2013: Ray, 1997Rudner, 1999) have discussed the methodological limitations of studies on homeschooling. Some (Lubienski, Puckett, & Brewer, 2013) of those who evaluate the limitations either become overly focused on what the research cannot tell us, or fail to include all of the research and data available on homeschooling that has been presented in this article and in other places (Ray, 2013).…”

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confidence: 99%

A Review of research on Homeschooling and what might educators learn?

Ray

2017

Pro-Posições

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This article reviews research on homeschool learner outcomes and then focuses on one study and one conceptual theme related to both home education and schooling in general. It synthesizes research on learner outcomes related to homeschooling in areas of students' academic achievement, children's social, emotional, and psychological development, and the success of adults who were home educated. The summary finds generally that positive outcomes on a variety of variables are associated with homeschooling. The first special focus is one study on African American homeschooling families that explores the parents' reasons for homeschooling and their Black children's academic achievement. The second particular focus is the issue of whether compulsory school attendance laws are necessary in light of the findings of research on teacher preparation and certification in state/public schools and three decades of research on modern homeschooling.

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“…More than 78% of surveyed admission officers indicated that they expect home-school graduates to performs well or to bet their first year of college as compared to traditional high school graduates (Gloechner & Jones, 2013). Perhaps, the most consistent negative press for home-schooling is that studies on home-school outcomes-job preparation skills, civic engagement, and academic success-are not substantiated with research studies that have high response rates (Lubienski, Puckett, Brewer, & Jameson, 2013).…”

Section: Home-schooling Overviewmentioning

confidence: 99%

Today’s Choices for Selecting a School: What is the Emerging Story?

Ferrara¹

2017

UCER-B

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Today, "equity" and "a quality education" are at the forefront of education conversations at the family dinner table, the local diner, and the editorial page of the newspaper. Why? Local and national efforts are increasing to meet students' needs academically and developmentally. Families strive to address their children's needs educationally through a relevant support system couched in a well-matched learning environment. This paper provides an overview of possible ways that students and their families can select an education setting that creates this broad match, more commonly identified as school choice. These choices include but are not limited to private charter schools, public charter schools, public schools, and home-schools as well as single-gender schools. This study will summarize fundamental differences among various learning environments and conclude with a set of questions to analyze what indeed is the best environmental match for each child's learning needs.

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Does Homeschooling “Work”? A Critique of the Empirical Claims and Agenda of Advocacy Organizations

Cited by 46 publications

References 11 publications

Silicon startup schools: technocracy, algorithmic imaginaries and venture philanthropy in corporate education reform

Silicon startup schools: technocracy, algorithmic imaginaries and venture philanthropy in corporate education reform

A Review of research on Homeschooling and what might educators learn?

Today’s Choices for Selecting a School: What is the Emerging Story?

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