The clash of two world views – a constructivist analysis of home educating families’ perceptions of education

Neuman, Ari; Guterman, Oz

doi:10.1080/14681366.2016.1178664

Cited by 20 publications

(14 citation statements)

References 24 publications

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“…The findings from the online survey generate useful insights into arts learning in participants’ home education practices that provide an understanding of the challenges they experience, the needs that community members themselves have identified, and the strengths and resourcefulness of respondents. The findings support previous research into broader pedagogical approaches to home education (Jackson, ; Neuman & Guterman, ), demonstrating how individual practice is influenced significantly by individual context. Arts learning is found to be largely dependent on the nature of the family's context, including the skills and confidence of the home educating parent/s in the arts; the interests of the children and/or parents/carers; the services and opportunities available to the family in their community; and family finances.…”

Section: Discussionsupporting

confidence: 88%

Section: Understanding Arts Education In the Home Education Contextmentioning

confidence: 99%

“…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). In contrast to traditional classroom learning, sociocultural and socioconstructivist learning theories emphasise the nature of learning as occurring through social interactions, wherein learning occurs as a feature of membership in a Community of Practice (CoP) (Lave & Wenger, 1991).…”

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

confidence: 99%

“…Parents act as guides to authentic learning experiences through family conversations, role modelling, domestic occupation and engagement with the wider world. 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.…”

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

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: Discussionsupporting

confidence: 88%

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: The Challenge Of Facilitating Quality Arts Learning In Home mentioning

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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“…It is also interesting that these findings, which are based on interviews with young adults who were homeschooled, are consistent with an earlier study conducted among mothers who homeschooled their children, which showed that their educational views fit the constructivist theory (Neuman & Guterman, 2016b). Boulter (1999) also found that homeschooling is often consistent with the constructivist view and the teachings of Piaget and Vygotsky.…”

Section: Discussionsupporting

confidence: 83%

Ask the Young: What Homeschooled Adolescents Think About Homeschooling

Neuman

2020

Journal of Research in Childhood Education

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Home schooling is a growing practice in many Western countries. Examination of the practice has entailed collection of "hard" data, such as academic achievements and success rates in higher education, as well as investigation of the practice from the perspective of parents. It is very important to examine homeschooling from the perspective of the children studying in this framework, yet only a few studies of this type have been conducted. The purpose of the present research was to examine how adolescents evaluate homeschooling. Semi-structured, in-depth interviews were conducted with 19 young people (ages 16-22) who were raised in a homeschooling setting. The interviews included a series of questions intended to examine how adolescents evaluate homeschooling. The findings indicated diverse themes that can be divided into four main superthemes: contents and methods of instruction and learning; outcomestraits; outcomesfamily; and outcomessociety. Regarding the first supertheme, the interviewees noted both advantages and disadvantages. For the second and third themes, they cited only advantages. With regard to the fourth theme, only disadvantages were mentioned. The findings suggest that some of the themes refer to constructivist learning and some of them reflect overall aims of educationsocialization and individuation.

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How do homeschoolers approach creative arts learning and how can they be supported? Developing a flexible framework for homeschool contexts

Burke

2022

British Educational Res J

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Research has identified that creative arts education in homeschooling contexts presents unique challenges. A range of factors contribute to this, including a dearth of home-education-specific support. As such, the development of supporting resources that target the unique needs and approaches of homeschooling parents has previously been recommended. This paper reports on part of a larger Design-Based Research project that consulted with up to 193 homeschooling families with the aim of developing such a support resource, one flexible enough to reflect the diversity of approaches across homeschooling contexts. The phase of the research reported here sought detailed insights into the processes that five families employed when planning and facilitating their childrenʼs arts learning. Through a series of three semi-structured interviews with each family, observations of arts learning episodes in action and arts artefact analysis, each familyʼs approach to arts learning was mapped and analysed for insights into the processes that families employed when planning and actioning arts learning. The outcome of this phase of the project is This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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The clash of two world views – a constructivist analysis of home educating families’ perceptions of education

Cited by 20 publications

References 24 publications

The challenges of facilitating arts learning in home education

The challenges of facilitating arts learning in home education

Ask the Young: What Homeschooled Adolescents Think About Homeschooling

How do homeschoolers approach creative arts learning and how can they be supported? Developing a flexible framework for homeschool contexts

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