Structured and unstructured homeschooling: a proposal for broadening the taxonomy

Neuman, Ari; Guterman, Oz

doi:10.1080/0305764x.2016.1174190

Cited by 34 publications

(12 citation statements)

References 25 publications

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“…The legitimization of education systems as the bodies responsible for educating children is waning, and different alternatives are emerging, such as private schools, magnet schools, and others. One of the most interesting alternatives to the education system that has arisen, which is also popular in urban areas (Princiotta & Bielick, 2006), is homeschooling (Guterman & Neuman, 2014;Hiatt, 1994;Neuman & Aviram, 2003, 2008Neuman & Guterman, 2016;Wilhelm & Firmin, 2009).…”

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confidence: 99%

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What Makes a Social Encounter Meaningful: The Impact of Social Encounters of Homeschooled Children on Emotional and Behavioral Problems

Guterman

Neuman

2016

Education and Urban Society

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In modern society, a large part of the socialization process occurs in schools. Therefore, one of the most significant questions raised with regard to homeschooling concerns the impact of this type of education on the emotional world of the child. However, there is almost no mention in the research of how the nature of the social activity of homeschooled children affects their emotional world. In the present research, we examined the quantity and character of the social interactions of homeschooled children and their influence on the children’s emotional and behavioral problems. The findings suggested a negative correlation between meetings with other homeschooled children and emotional and behavioral problems, and a similar relationship between the child’s number of siblings and such problems. In comparison, we found a relationship between meetings with school-going children and such problems only in the younger age group, and only with regard to problems of internalization.

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“…In other countries, the increase has been similar (Kunzman & Gaither, 2013). In Israel, homeschooling only began in the late 1990s, and it is now limited to about 400 families; however, this trend is growing rapidly (Neuman & Guterman, 2014, 2016.…”

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What Makes a Social Encounter Meaningful: The Impact of Social Encounters of Homeschooled Children on Emotional and Behavioral Problems

Guterman

Neuman

2016

Education and Urban Society

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“…The pedagogical practices of home educators are thus not simply defined. However, 964 K. Burke one shared defining feature of home education is its pedagogical distinctiveness from institutional learning (Jackson, 2015;Neuman & Guterman, 2016b). The ways that education is approached in most home education contexts differs from traditional classroom learning, and has been identified as presenting strong correlations with sociocultural and socioconstructivist theory (Jackson, 2015;Neuman & Guterman, 2016a).…”

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

confidence: 99%

“…In order to develop an understanding of how home educators facilitate their children's arts learning, it is first important to understand the broad diversity of pedagogical approaches adopted by individual families. 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, ).…”

Section: Understanding Arts Education In the Home Education Contextmentioning

confidence: 99%

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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“…Today, although it is said that there has been a recession in America in recent years (McQuiggan et al, 2017), more than two million families choose homeschooling for their children. The equivalent number is 80,000 in the United Kingdom (Blok & Karsten, 2011), 50,000 in Canada, 30,000 in Australia, and 400 in Israel (where it was only 60, 20 years ago; Neuman & Guterman, 2016). As the numbers of families wanting to home school their children have been increasing each year, countries such as the United Kingdom, Canada, France, Portugal, and Italy have placed this on a legal basis (Neuman & Guterman, 2019).…”

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Understanding the Initial Stories of Families Preferring Homeschooling: A Narrative Study

Ahi

Akar

2020

Education and Urban Society

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The purpose of this study is to understand the story underlying the preference of parents (mothers–fathers) for home school in Turkey and to determine the main points in this story. For this purpose, this study was conducted according to the narrative study model, one of the qualitative research designs. Within the context of this study, the opinions of mothers and fathers of three children receiving their education in the same home school during their preschool period were elicited. As a result of the analysis of the interviews conducted within the context of this study, three super themes and seven different codes gathered under these themes were obtained. As a conclusion, the reasons for the parents’ choice of home school instead of a formal education institution were found to be “Inconsistency between the parents’ expectations and what is offered by the education system, negative effects of formal education on the child, family ideal, school experiences, educational philosophy and employment status, developmental reasons/concerns, negative social interaction at school, and their encounter with the proposal for home school.”

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Structured and unstructured homeschooling: a proposal for broadening the taxonomy

Cited by 34 publications

References 25 publications

What Makes a Social Encounter Meaningful: The Impact of Social Encounters of Homeschooled Children on Emotional and Behavioral Problems

What Makes a Social Encounter Meaningful: The Impact of Social Encounters of Homeschooled Children on Emotional and Behavioral Problems

The challenges of facilitating arts learning in home education

Understanding the Initial Stories of Families Preferring Homeschooling: A Narrative Study

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