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Descriptors:
Talent; Gifted; Public Schools; Home Schooling; Parent Attitudes; Educational Research; Interviews; Identification; Family Role; Parent School Relationship; Mothers; Parent Role

Abstract:
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. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational History; Historiography; Historians; Educational Policy; Generational Differences; Political Attitudes; Christianity; Home Schooling; Rhetoric

Abstract:
When the author first began attending History of Education Society annual meetings as a graduate student in the 1990s, he would often listen wide-eyed to war stories of the good old days when sessions would break down into shouting matches between "radical revisionists" and their opponents. He thinks older generation of historians missed both the drama within the field and the press garnered from those outside during the 1970s and early 1980s. In this paper, the author argues that the spirit of the "70s" radicals lives on in the writings of libertarian historians of education whose work, much of it coming from scholars and presses outside of the university matrix, is largely unknown by card-carrying educational historians. Furthermore, this libertarian historiography is doing precisely what so many educators wish their own work would do--it is having an impact on educational policy and finding a public readership. The author begins by offering a chronological orientation to libertarian educational historiography, in the process summarizing some of its major concerns. He concludes by reflecting on the significance of this historiographical tradition for the rest of the field. (Contains 37 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Home Schooling; Educational Legislation; Differences; Foreign Countries

Abstract:
As new laws on education were gradually adopted in post-communist states after 1989, the countries also dealt with the problem of how to include home education in their own legislation. This article investigates the development of legislation on home education in five states of post-communist Central Europe: the Czech Republic, Slovakia, Slovenia, Poland and Hungary. This analysis of the legal environment for home education confirms on the one hand that these countries' approach is similar in many aspects. Generally, laws tend to regulate home education rather strictly, all home-educated children must be enrolled at some school, and these schools are mandated by the state to serve as supervisory bodies for home-educated children. This legal arrangement puts the parents of home-schooled children in a very subordinate position in relation to the school. Despite these restrictions, however, the states have gradually opened up the option for home education to quite a broad pool of potentially interested people. On the other hand, the findings show that there are also significant differences between individual countries. These differences provide a good illustration of the fact that, despite historical, economic and cultural similarities, political institutions and state bureaucracies in individual states act autonomously, which leads to different policy outcomes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Home Schooling; Longitudinal Studies; Interviews; Questionnaires; Family (Sociological Unit); Urban Areas; Suburbs; Rural Areas; School Districts; Curriculum; Textbooks; Public Libraries; Social Networks; Public Schools; Demography; Parent Attitudes; Motivation; Teaching Methods; Qualitative Research; Statistical Analysis; School Role; Educational Resources; Information Sources; Student Needs; Special Needs Students; Religious Factors; Ideology; Well Being; Teacher Characteristics; Technology Uses in Education; Shared Resources and Services; School Choice; Expertise

Abstract:
In a comprehensive study of two-hundred fifty homeschooling families in urban, rural and suburban areas of the Commonwealth of Pennsylvania, the researcher examined all aspects of the instruction, materials and curricula employed by the families in a ten-year longitudinal study from 1998 through 2008. The researcher conducted interviews and gathered questionnaire data from: 1) all of the families in the sample in 1998, and 2) those families still residing within the same designated district in 2008. Significant changes occurred in the demographical data and the families' instructional programs. Within the methods/materials/curriculum data, increases occurred in the: 1) use of prepared curricula (religious and non-religious), 2) the acquisition of more textbooks from local school districts, 3) use of the public library, 4) technology applications, 5) consultation with instructional specialists/teachers, and 6) greater networking with other homeschooling families. In their pooling of resources, sharing of expertise, and communicating with other homeschooling families, the homeschoolers had upgraded and diversified their choices of pedagogy and their modalities for delivering instruction. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Charter Schools; Home Schooling; Educational History; Credibility; Enrollment; Enrollment Trends; Success; Academic Achievement; Program Effectiveness; Educational Research; Surveys; Social Change

Abstract:
This book is the definitive study on homeschooling in the United States, delving into a movement that impacts more students nationwide than the entire charter school movement. In 2010, more than 2 million students were homeschooled. This book explores: (1) The history of homeschooling in America; (2) How this movement has grown in credibility and enrollment exponentially; (3) The current state of homeschooling, including questions over who gets homeschooled, why, and what is the success--academically and in life--of students who are homeschooled; and (4) The impact of homeschooling on the student and on American society. In the most extensive survey and analysis of research on homeschooling, spanning the birth of the movement in the 1970s to today, "Homeschooling in America" shines a light on one of the most important yet least understood social movements of the last forty years and what it means for education today. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Home Schooling; STEM Education; Curriculum; Personal Narratives; Academically Gifted

Abstract:
The author's son has been an engineer since birth. He never asked "why" as a toddler, it was always "how's it work?" So that he wanted a STEM-based home education was no big surprise. In this article, the author considers what kind of curricula would work best for her complex kid.

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Descriptors:
Educational Administration; Program Evaluation; Mixed Methods Research; Educational Research; Evaluation Research; Journal Articles; Content Analysis; Comparative Analysis; Periodicals; Instruction; Learning; Educational Assessment; Academic Achievement; Instructional Leadership; Home Schooling

Abstract:
This sequential mixed methods study analyzed how program evaluation was used to assess educational administration and examined thematic trends in educational evaluation published over 10 years (2001-2010). First, qualitative content analysis examined the articles in eight peer-reviewed evaluation journals. This analysis revealed that numerous studies have examined educational topics; however, very few of these studies (5 in total) solely focused on evaluating educational administration. Second, quantitative comparison of articles in three select journals ("N" = 671) showed that in these educational journals, major foci of the published studies were on teaching and learning (20%) and assessment and achievement (13.9%). In comparison, educational administration and leadership was among the least examined (2.3%), being second only to homeschooling (1.6%). (Contains 3 tables and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Gifted; Charter Schools; Home Schooling; Special Education Teachers; School Districts; Parent Attitudes; Attendance; Models; French; Second Language Learning; Mathematics Instruction; Educational Strategies

Abstract:
In this article, the author shares his own observations and experiences as a veteran GT coordinator in a large school district that includes several charter schools and several families who have opted for home schooling. Specifically, he recounts several occasions when parents requested a hybrid educational model that combined home schooling with attendance at one of their public schools either to compensate in areas parents felt inadequate to challenge their gifted children, or, contrarily, to remove their children in areas in which they were so strong the public school could not provide adequate challenge. Before he discusses the individual accommodations that were made under his direction, the author offers some observations and suggestions that might support other families and schools should a hybrid model be a viable option. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Public Schools; Home Schooling; Gifted Disabled; Individualized Instruction; Decision Making; Parent Attitudes; School Districts; Educational Resources; Teacher Attitudes

Abstract:
As a teacher in a public school system, the author had a different perspective on the need to home school the twice-exceptional learner. She thought that schools could provide differentiation for all students and she thought that certified teachers were the only adults who should be providing instruction. Yet, she realized that there are times when schools are not the best place to teach twice-exceptional students. After researching several home-schooling options, she has also come to awareness that there is a continuum of services that are available, and the school districts can help out with providing several options. When parents make the decision that their twice-exceptional child needs an alternative environment, there are many resources and options available. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Home Schooling; Sons; Gifted; Parents as Teachers; Teaching Methods

Abstract:
The author is the proud parent of The Most Complex Child on the Planet[TM]. This has been confirmed by numerous teachers, administrators, doctors, therapists, specialists, friends, family members, and random strangers on the street. She has accepted her son's complexity (mostly) and is trying to work with it instead of against it. Now she is homeschooling. Gifted kids are a challenge, but twice-exceptional kids with the widely varying challenges they present are something else entirely. Because of her son's complexity, homeschooling is not as cut and dried as it could be. In this article, the author shares how she became a StealthSchooler who likes the ninja of the homeschooling world. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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