Too cool for school?

Winstanley, Carrie

doi:10.1177/1477878509343736

Cited by 39 publications

(5 citation statements)

References 8 publications

(4 reference statements)

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“…School quality and individualization concerns are consistent with findings from previous studies of homeschool families (Kunzman & Gaither, 2020;Murphy, 2014). In our sample, parents' desire for appropriate pacing and academic acceleration also aligns with previous findings and recommendations (Jolly et al, 2013;Winstanley, 2009).…”

Section: Theme 2: Academicssupporting

confidence: 91%

“…Research focusing on homeschooling of children identified as gifted is sparse (see Dennison et al, 2020; Jolly et al, 2013; Jolly & Matthews, 2017, 2018, 2020a, 2020b; Logan, 2018; Winstanley, 2009). Families of gifted children have indicated that their decision to homeschool came after multiple unsatisfactory experiences with traditional schools (Jolly et al, 2013).…”

Section: Homeschooling Gifted Childrenmentioning

confidence: 99%

“…To advance our understanding of these motivations, we asked parents for their views on what would need to change about the traditional school environment for them to consider enrolling or re-enrolling their homeschooled child(ren) in a public or private school. Through this approach we sought to extend some of the initial exploratory findings reported in earlier empirical studies of gifted homeschooling families (Jolly et al, 2013; Winstanley, 2009), using a much larger sample of participants, to better understand why these families choose to homeschool and what might make them consider returning to traditional schools. This question is consistent with our research team members’ perspectives and values, which support the importance of widespread participation in high-quality public education programming to foster the long-term success of democratic society in the United States.…”

Section: The Present Studymentioning

confidence: 99%

See 2 more Smart Citations

Considerations of Academically Talented Students’ Homeschooling Families for Returning to Traditional Schools

Matthews,

Jolly,

Makel

et al. 2024

Gifted Child Quarterly

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Parent-led, home-based education, or homeschooling, has grown rapidly over recent decades with participation rates increasing more than 100-fold to now nearly one in 25 students nationwide in the United States. However, the research base has not grown correspondingly, and homeschoolers remain understudied. We systematically surveyed a population of homeschooling families ( N = 881 responses) who had reported homeschooling a high-ability student to learn more about their characteristics and perceptions. Specifically, we report a mixed-methods analysis of the survey responses addressing whether and why these parents would or would not consider returning their child to a traditional school setting. Respondents were predominantly mothers who reported a high level of formal education and who were primarily responsible for implementing homeschooling with their child. Qualitative thematic analysis of open-ended responses yielded five main themes: preference, academics, concerns about future educational opportunities, satisfaction, and well-being. Findings both support and extend prior research with this population.

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Section: Theme 2: Academicssupporting

confidence: 91%

Section: Homeschooling Gifted Childrenmentioning

confidence: 99%

Section: The Present Studymentioning

confidence: 99%

See 1 more Smart Citation

Considerations of Academically Talented Students’ Homeschooling Families for Returning to Traditional Schools

Matthews,

Jolly,

Makel

et al. 2024

Gifted Child Quarterly

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“…Based on the dearth of empirical literature on gifted homeschoolers and their families (Winstanley, 2009), the primary purpose of the present exploratory research is to set the stage for further research. We also attempt to better understand the pragmatic reasons that underlie decisions by families of gifted homeschoolers to homeschool.…”

mentioning

confidence: 99%

Homeschooling the Gifted

Jolly

Matthews

Nester

2012

Gifted Child Quarterly

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Homeschooling has witnessed a dramatic growth over the past decade. Included in this population are gifted and talented students, yet despite this growth there has been no appreciable increase in the research literature. To better understand the gifted homeschooling family, researchers interviewed 13 parents of homeschooled children their parents identified as being gifted. Four major themes emerged from the data: (a) parents know best, (b) isolation, (c) challenges, and (d) family roles. Findings reveal that these parents decided to homeschool only after numerous attempts to work in collaboration with the public school and that the mothers bore the primary burden of responsibility for homeschooling in these families. Though the move to homeschooling alleviated many of the issues experienced in public school, it brought a different set of challenges to these families. This exploratory study establishes a better understanding of why parents of gifted children ultimately decide to homeschool.

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“…Home-schooling is strictly regulated by the government in terms of attendance, progression and continuous assessment; however, parents are solely responsible for the decisions regarding their children's education. This firmly establishes their control and sovereignty within the home-schooling environment (Winstanley, 2009). Parents can take over the role of mentors or use the services of a certified teacher to provide instruction using an accredited curriculum (Moore et al, 2004).…”

Section: Introductionmentioning

confidence: 99%

Homeschooling in South Africa: Adapting to the new normal of providing education

2021

PiE

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Interest in home-schooling is increasing especially in the era of COVID-19. This pandemic has raised concern among many parents about the future education of their children. Homeschooling is increasingly seen as a safer and more viable option. This paper aims to gauge the potential of home-schooling based on the experiences and perspectives of parents who are home educators. This study delves into aspects such as the advantages and disadvantages of contemporary home-schooling experiences. Using a qualitative approach, this research draws on 10 semistructured interviews with parents who are currently home-schooling their children in order to understand their lived experiences. The study finds that most parents opted for home-schooling to ensure that their children had access to an affordable, high-quality form of education. Furthermore, parents wanted to ensure that each child was provided with an individualised experience, which is particularly beneficial for those with special needs. However, some parents struggled to find the balance between their role as a parent and a teacher. Additionally, the lack of support from the government was outlined as a prominent challenge. The study recommends a more nuanced and integrated approach from policymakers and the government to ensure a safe and efficient home-schooling environment.

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Too cool for school?

Cited by 39 publications

References 8 publications

Considerations of Academically Talented Students’ Homeschooling Families for Returning to Traditional Schools

Considerations of Academically Talented Students’ Homeschooling Families for Returning to Traditional Schools

Homeschooling the Gifted

Homeschooling in South Africa: Adapting to the new normal of providing education

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