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Does empirical evidence or ideology most influence homeschooling policy? It depends. Where empirical research and social experience abound, regulations seem less restrictive but where there is less data or experience policies seem more restrictive and ideologically driven. By comparing Europe and the United States with a look at South Africa, Canada and Brazil, I test this hypothesis. The article calls for policy makers to use empirical research not ideology to inform policy. The article suggests that as homeschooling gains social acceptance, more empirical research is conducted, and policymakers appear more inclined to adopt less restrictive policy. [ABSTRACT FROM AUTHOR]

Homeschooling has grown into a large and highly diverse segment of American education. However, empirical studies of homeschooling have remained methodologically underdeveloped. The purpose of this article is to chart an agenda for a new generation of research on homeschooling. A narrative review of quantitative research published since 2000 is undertaken to identify gaps in the current evidence base. This review indicated that prior work is generally limited by small samples, uniform operationalizing of homeschool practice, and cross-sectional data sources. This article then concludes by describing strategies that researchers can use to address the limitations of previous studies. [ABSTRACT FROM AUTHOR]

We articulate a theory suggesting that the way families practice homeschooling is based on practical constraints imposed by household demographic characteristics and ideological considerations. These theories are empirically tested using the 2012, 2016, and 2019 waves of the National Household Education Survey and a sample of 1,468 homeschooling families. Findings indicate that specific household characteristics such as family structure, labor force participation, and parents’ educational background are associated with how long a child is homeschooled and the resources families use to homeschool their children. Comparisons between homeschooling and non-homeschooling families are also made. [ABSTRACT FROM AUTHOR]

This paper considers the so far unresearched position of Christian home education in England and, specifically, the implications of the proposed English Schools Bill (2022) for this minority religious group. We consider the case for external protection of their practices, as well as charges of internal restriction within the context of largely unregulated home education. Quantitative and qualitative survey data from 462 Christian home educators is analysed to elucidate the minority positioning of the group before considering whether sufficient opportunities exist within the proffered education to proselytise, question and reject the faith if desired. We conclude that Christian home educators in the UK constitute a minority group in need of political recognition to continue in the educational aspects of their faith. We also conclude that whilst, in this data set, internal restrictions are not evident, Christian home education is not homogenous. We argue that opportunities for heresy and apostasy need to be clearly open to children being educated at home for religious reasons but argue that further research and a theoretical framing of ongoing public debate, rather than recourse to law, constitute a way forward more likely to protect pluralism and minority freedoms. [ABSTRACT FROM AUTHOR]

This study uses three nationally representative data sets of U.S. school-aged children who are currently homeschooled and two nationally representative data sets of U.S. adults who have ever been homeschooled to empirically document the amount of time homeschooled individuals are homeschooled, how much time they spend in public- or private-school settings, and the amount of exit out of or entry into homeschooling over the course of their primary and secondary education. Findings reveal high levels of variation in when and how long individuals are homeschooled. Implications for researching the homeschooling population are also discussed. [ABSTRACT FROM AUTHOR]

Recent trends indicate a significant increase in the number of families opting for home education in the UK, yet research dedicated to this area remains limited. Moreover, there is a notable scarcity of studies focusing on the lived experiences of home-educating families of young children. Amidst this context, a new conceptual framework was developed combining the portraiture approach and the life course theory to study five families with young children in the UK. Semi-structured interviews, observations, and curriculum document analysis were used to gain insights into these families' experiences. The study revealed diverse motivations driving parents to choose home education, including concerns about the traditional education system, a preference for personalized learning, and personal lifestyle choices and ideologies. The research data presented suggests that participants had diverse and dynamic daily routines shaped by their unique educational philosophies. In general, parents consistently sought beneficial opportunities to foster their children's social development. Challenges participants faced included curriculum suitability, financial burdens, and managing dual roles within the home. However, participants viewed these challenges as worthwhile because their main aim of educating their children in a purposeful manner was being met. In line with the theme of parental autonomy in education, parents shared their belief in the freedom for families to educate their children outside traditional schools. They supported flexi-schooling, advocated for accessible resources, the inclusion of home-educated children in assessments, and government funding provision. [ABSTRACT FROM AUTHOR]

The school-to-work transition is widely acknowledged as difficult, requiring meaningful support for young people to navigate successfully. This paper examines the reported experiences of six families navigating 23 home educated young people's transition from compulsory education to tertiary education and work. Data from semi-structured interviews with the parents were thematically analysed using Bourdieu's habitus, capital, and field. Findings indicate that the parents provided ample opportunity for self-exploration to encourage autonomy coupled with opportunity to explore and participate in the wider community, leading to a successful transition experience. The findings suggest that a contrasting, alternative career preparation method can be successful; one that values autonomy over the traditional approach which involves a scaffolded set of knowledge and skills. This study indicates that the transition can be successfully facilitated by providing young people with opportunity for autonomous self and career exploration in the community, without the standardised assistance provided through schools. [ABSTRACT FROM AUTHOR]

Lortie's original conception of the apprenticeship of observation was one of conservative schooling practice and negative impact on teacher learning for school change. Schooling practices have changed in the 60 years since the original research that established the apprenticeship of observation as launch pad to teaching, changing prospective teachers' experience of schooling. This article shares the experience of one pre-service teacher who never attended school, having been home educated. The absence of an apprenticeship of observation in schools highlights the need to better understand the growing diversity of experience pre-service teachers bring to initial teacher education. This one pre-service teacher's experience raises the need to explore Lortie's conception in the context of contemporary school experience and the impact on learning to teach. Challenging the acceptance of Lortie's view to pre-service teachers' prior experience and the impact on learning to teach has significance for all teacher education programs. [ABSTRACT FROM AUTHOR]

Recent trends indicate a significant increase in the number of families opting for home education in the UK, yet research dedicated to this area remains limited. Moreover, there is a notable scarcity of studies focusing on the lived experiences of home-educating families of young children. Amidst this context, a new conceptual framework was developed combining the portraiture approach and the life course theory to study five families with young children in the UK. Semi-structured interviews, observations, and curriculum document analysis were used to gain insights into these families’ experiences. The study revealed diverse motivations driving parents to choose home education, including concerns about the traditional education system, a preference for personalized learning, and personal lifestyle choices and ideologies. The research data presented suggests that participants had diverse and dynamic daily routines shaped by their unique educational philosophies. In general, parents consistently sought beneficial opportunities to foster their children’s social development. Challenges participants faced included curriculum suitability, financial burdens, and managing dual roles within the home. However, participants viewed these challenges as worthwhile because their main aim of educating their children in a purposeful manner was being met. In line with the theme of parental autonomy in education, parents shared their belief in the freedom for families to educate their children outside traditional schools. They supported flexi-schooling, advocated for accessible resources, the inclusion of home-educated children in assessments, and government funding provision.

This study investigated the study motivation and psychological responses of pre-second-year Ph.D. students from a comprehensive university in Malaysia. To gain an understanding of the challenges faced by students, we conducted group interviews with 15 pre-second-year students: Malay, Chinese, and Malaysian Chinese. The interview transcripts were analyzed thematically using Atlas. The results revealed three significant challenges: The passion for pursuing a Ph.D. diminishes over time.; The stark contrast between self-expectations and the harshness of reality; The challenges of reality give birth to the hope for pursuing a Ph.D. The finding suggests some implications for educators and students regarding active learning.

Home education is a growing but relatively unknown and understudied phenomenon in Italy. This study offers an empirical contribution to surface the key familial characteristics, parental rationales, and pedagogic practice of home education in this national context. As part of a larger mixed-methods research project, the findings of a survey administered to 91 home-educating parents/carers (representing 142 home-educated students) are presented. The study reveals that over half of the respondents commenced home-educating in 2020 or later, following the outbreak of the COVID-19 pandemic. This resonates with trends observed nationally and internationally, showing a recent significant upsurge in home education. Despite the importance of the pandemic as a contingent factor, the decision to home-educate among these parents was mostly driven by pedagogical and social concerns. The desire to provide a more personalised, child-centred, and “better-quality” education was key among this study population. Also, they were attracted to home education to embrace a more flexible and family-first lifestyle. Remarkably, religious-based motivations exerted only a modest influence. Regarding pedagogical practices, nearly half of the participants opted for a collective educational arrangement, while the remaining half opted for a home-based or individual approach at the family level. Most participants reported a preference for a “semi-structured” approach in planning their educational activities. They drew inspiration from a broad and eclectic mix of philosophies and pedagogic practices, with Montessori and Steiner being the most prevalent. In discussing the implications of this study, the paper lays the groundwork for future research in this national context. [ABSTRACT FROM AUTHOR]

The scope of homeschooling has increased significantly in recent years in several western countries. Studies of the subject have shed light on the perspective of parents who choose to homeschool–reasons for the choice, educational goals and actual results– from their point of view. The research literature also teaches us about the perspectives of kids and adolescents who were raised in homeschooling regarding the same questions. Understanding these points of view indicates certain aspects that those who are educated at home perceive as most central. Some of the subjects included in these aspects are also central to the research on positive psychology, a field that has developed over the same period. The present article presents the findings regarding these aspects in the study of homeschooling and suggests possible links between them and the development of research on positive psychology. The article indicates several similarities and examines the possible theoretical and methodological contributions of a broader perspective of the two fields, as well as the potential benefit to the study of homeschooling in identifying the reasons for homeschooling, examining the results of homeschooling, and understanding the practice of families that homeschool. [ABSTRACT FROM AUTHOR]

Copyright of Revista Pensamiento Americano is the property of Corporacion Universitaria Americana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of the research to find out the importance of gymnasium education as a component of the training of Jewish girls in the late 19th and early 20th century in Ukraine according to their autobiographies. In particular, to identify the factors and circumstances that made it (not)possible to obtain a complete secondary education, to reconstruct the attitude of parents to the thorough education of their daughters, to find out the importance of studying in a gymnasium for the self-identification of Jewish girls. The scientific novelty of the research results is to clarify the role of gymnasium education as a component of the training of Jewish daughters through the deconstruction of their autobiographical consciousness, which deepens the socio-cultural characteristics of the female personality of the modern era. Conclusions. It has been proven that in Jewish families, new views regarding the socialization of daughters were spreading, whose professional training was supposed to be the result of their education and the basis of independent earnings. The general strategy of acculturation is implemented by a part of Jewish families through the education of their daughters in the nearest primary education institutions - public schools. The results of the initial education of Jewish schoolgirls were the deepening of internal potential, the formation of discipline, and the skills of social interaction with Others. The majority of Jewish girls (61.1%) did not attend elementary school. The parents aimed for their daughters to enter a secondary education institution - a female gymnasium, which was preceded by thorough preparation for the entrance exam. However, only a little more than 1/3 of Jewish daughters were able to benefit from a full gymnasium education (grades IVII). The factors that reduced the stay of Jewish girls in gymnasium have been discovered, in particular, the daughter's gymnasium education, which was not planned by the parents; living in a remote town; difficulties with admission to the local gymnasium; failure in the entrance exam to the institution. The autobiographical consciousness of Jewish girls confirms their awareness of the dominant cultural patterns of the era regarding the need to study, and purposeful actions to obtain a high school diploma through self-education testify to its high social motivation and cultural significance. The dream certificate of the women's gymnasium became a ticket to another, better world, and symbolized a real spiritual breakthrough for its owners not only beyond the pale of permanent Jewish settlement, but also beyond the traditional world, limited for a woman only to the home and children. [ABSTRACT FROM AUTHOR]

This study aimed to identify the obstacles for actualizing home education philosophy in primary school from the perspective of teachers, and find out statistically significant differences between the viewpoints of the study participants. Adopting the descriptive analytical approach, the study sample consisted of (250) teachers. A questionnaire consisting of (21) items, distributed into two dimensions: (educational obstacles and human hindrances) was used as a data collection tool. The results showed that the educational obstacles scored high, and that the human obstacles scores were very high. It was also revealed that there were statistically significant differences in the overall score on the questionnaire and its dimensions both educational and human obstacles, attributed to gender variable in favor of males. The study recommended that teachers should engage students in the choice of strategies that satisfy their needs, and that curriculum planners should link the educational and human obstacles in primary school to find out solutions for such issues, and organize seminars tailored to address the challenges facing teachers. [ABSTRACT FROM AUTHOR]

Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Elective home education is a significant aspect of the UK educational system, yet dedicated research on this topic is limited. This study, employing Appreciative Inquiry, explored the best practices perceived by 90 UK home-educating parents. It uncovered diverse strategies, emphasising the importance of resources such as technology, curricula, and collaborative efforts within home education co-operatives. Parents stressed the value of flexible learning environments and strong family commitment, envisioning a future with an enhanced home learning atmosphere and government and school support. They recommended concrete guidance for prospective home-educating parents, focusing on comprehensive child development. Ultimately, families aspired to shape a future for home education that prioritises enriched learning environments, broader societal recognition, and practical support for those embarking on the home education journey. The study's findings have implications for children's development, facilitating collaboration between homes and schools, as well as partnerships between families and educators. [ABSTRACT FROM AUTHOR]

This paper uses qualitative data from a survey of Higher Education students, who are also parents, to reveal changing attitudes towards, and perceptions of, education during the pandemic school closures in England. Thematic analysis reveals the stresses of 'homeschooling' and how parents reacted and adapted to these, including adjusting ideas around education. This adaptation mirrors the changing attitudes of parents found in pre-pandemic home education. The paper suggests that post pandemic education could be enriched by taking forward some of these ideas, particularly greater flexibility, personalisation and child autonomy in education. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education for Life / Yaşadıkça Eğitim Dergisi is the property of Istanbul Kultur Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sozial Extra is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Family education is an important part of children’s education, which has a great influence on children’s character and mental health. The intelligent system of family education, which is oriented by home-school-society collaborative parenting, is analyzed for its importance and functional performance in children’s psychological education. A personalized hybrid recommendation model for children’s mental health education has been established based on the ConvMF model and combined with the WMF model. Based on the consideration of children’s implicit feedback learning data in the intelligent system of family education, the Set2setRank framework is proposed to mine children’s implicit feedback data, and an adaptive importance resampling strategy is designed to optimize their sampling data. The HR and NDCG of the proposed method on the LastFM dataset are 0.882 and 0.787, respectively, and the recommended performance P@10 index reaches a peak of 0.538 when the number of samples is 40. Based on the children’s mental health education book list obtained through the method of this paper, the students’ liking and perceived difficulty scores were 4.55 and 4.44, respectively. The establishment of a children’s implicit feedback optimization strategy in the family education system can enhance the accuracy of personalized recommendations for children’s mental health education resources and help children develop their mental health.

Despite increasing global popularity perceptions of homeschooling remain problematic. It resists trends towards mass compulsory education and the promotion of children's rights; it challenges the state's authority to educate citizens; and raises concerns about child protection issues and educational outcomes. Contemporaneously many homeschoolers identify their fears of risks and failings in mainstream schooling as the reason they homeschool. This article explores how discomfort and fear is ingrained within meanings associated with homeschooling often related to its domestic practice. It develops Freud's account of unheimlich (the unhomely) as a useful addition to the sociological analysis of the multiple renditions of meaning attached to homeschooling. These include the conflation of homely and unhomely accounts; the significance of anecdotal accounts as a means of restating class biases and racisms; and the ambiguous relationship between family and state. It argues both policymakers and homeschoolers need to acknowledge these ambiguities. [ABSTRACT FROM AUTHOR]

Copyright of Lubelski Rocznik Pedagogiczny is the property of Maria Curie-Sklodowska University in Lublin and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sozial Extra is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Internationally, there continues to be a rise in the popularity of home‐schooling. Although the growth in the numbers of families choosing this alternative approach was evident prior to the Covid‐19 Pandemic school closures, it appears to have impacted on the decision for some to home‐school permanently. Using a scoping review of the literature, this paper considers the research evidence around home‐schooling in the United Kingdom and Europe. It then focuses on home‐schooling in the Republic of Ireland to assess the change and development of home‐schooling over time. In line with trends internationally, Irish administrative data show an increase in the numbers of families engaging in home‐schooling in recent years, particularly for students with disabilities. The paper situates these findings within the context of ongoing debates on inclusive and special education in Ireland and the capacity of mainstream schools to educate and include every student. [ABSTRACT FROM AUTHOR]

The crisis of public education caused by school lockdowns during Covid-19 pandemic caused cultural shock but also opened the space for alternative modes of education such as homeschooling. Legitimacy of homeschooling and its popularity among parents and policymakers has already been increasing in the last decades. The aim of the study is to identify motives for homeschooling by a research design based on in-depth interviews with (grand)parents of homeschooled children. The results of analysis distinguished two types of motives: motives related to dissatisfaction of families with the performance of school system and motives related to family values and life-style. [ABSTRACT FROM AUTHOR]

Copyright of Revista Linhas is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Elective home education has become an international trend characterized by considerable public controversy and much legal fragmentation. Issues related to whether it should be permitted and how it should be monitored are currently being debated in many countries. Homeschooling regulation seems to have become a “wicked problem” with no definitive solution. A case has been made for moving beyond the polarization that tends to label it as either intrinsically good or inherently bad. By drawing its foundations from a UNESCO report published in 2021, this conceptual study is meant to be a contribution to the discussion about the social and legal legitimacy of homeschooling through the delineation of a tenable “social contract for home education”. It has been argued that in light of this social contract, homeschooling should neither be banned nor unregulated. Hence, a shift of perspective is being encouraged to include home educators in a pluralistic dialogue on the future of education towards policy decisions that are sensitive to this complexity.

Purpose of the study. In modern society, the education system is undergoing global changes, both technical and methodological. What affects the organization of school education, the manifestation of social difficulties, such as overcrowded classes, lack of staff in schools, dif-ficulties for children to follow patterns in the learning process or program changes. More and more parents are transferring their children to home schooling. If a few years ago scientists con-sidered this direction of education as an alternative to public and private schools, now this direc-tion borders on the “mainstream” in educational practice both in Russia and abroad, especially in the USA, where it perhaps the fastest growing form of education (from 2% to 8% per year over the past few years). In different countries, various forms of home education, their own specifics and local laws regulate this format of education. In Russia, the Federal Law “On Education” of 1992 approved the choice for schoolchildren to study at school or outside its walls, and the Con-stitutional Court of the Russian Federation in 2000 guaranteed the availability of this form of education. It is envisaged to receive general education in full-time/part-time forms or extramural studies, as well as outside organizations engaged in educational activities. A combination of vari-ous forms of education and forms of training is allowed. The purpose of the presented work is to analyze the state of the problem of home education in pedagogical theory and practice.Materials and research methods. The basis of the study was foreign and domestic scien-tific and methodological literature, reflecting the historical analysis of the development of home education in Russia and abroad, as well as reflecting the modern formation of the essence of the concept of “home education”. When studying these sources on the problem under consideration, methods of theoretical analysis and synthesis, their abstraction and concretization were used.The methodological basis of the study was the historical and integrated approaches as the most important for understanding the essence and content of home education, identifying specif-ic forms of its implementation and common theoretical and methodological provisions for the identified forms.Results. As a result of the study, the historical aspect of the formation of the concept of “homeschooling” was studied and its wording was clarified, the differences between this con-cept and the concepts of “homeschooling”, “family education” and “distance learning” were re-vealed, and the characteristics of types of homeschooling were disclosed.Conclusion. The theoretical analysis carried out and the conclusions of the study on the problem under consideration can be used in scientific and pedagogical activities when consider-ing the organization of homeschooling. The general and distinctive features of the forms of home education are singled out, as well as the theoretical and methodological provisions of any of the forms of home education are presented.

TPE at home is a widespread practice that, however, has not yet achieved the same valorization as institutional TPE programs. To review this practice we queried the databases Lissa and Google Sholar since 2009. We found that this type of ETP provides undeniable services to patients with chronic illnesses who would probably not have the means to access hospital TPE programs or to pursue an educational pathway started in the hospital. On the other hand, some care and specialized services are not conceivable outside the patient's home. This form of education consists more of "ETP actions" than of structured programs; it has the advantage of involving caregivers and focusing on the patient in the context of his or her own life. It requires specific training for caregivers, and should also be able to draw on research, the development of which is currently too limited. [ABSTRACT FROM AUTHOR]

In this article, we present an original experience of therapeutic patient education (TPE) delivered at home by health liberal professionals. The patients, aged between 11 months and 97 years, who would have had major difficulties in following a TPE program in hospital, present a wide range of chronic diseases eligible for TPE. Their home-based TPE consists of an educational diagnosis and three educational sessions (workshops) carried out by a multidisciplinary team of health professionals, all trained in TPE methodology and grouped together in an association that organizes the program. Authorized and financed by the Agence Régionale de Santé (ARS) de Nouvelle Aquitaine, this program, which is being rolled out in the Vienne and Deux Sèvres departments, has provided support for almost 380 patients since the end of 2019 to date. The evaluation of this experiment has demonstrated the satisfaction and benefit derived by patients and their caregivers, who have been able to share the acquisition of skills with their parents. Liberal health providers were able to broaden their range of services, thanks to the remuneration of this TPE activity in the home. This model has many implications, both in terms of TPE pedagogy and the organization and accessibility of care paths. [ABSTRACT FROM AUTHOR]

Dramatic growth in the homeschool population in recent decades has coincided with an increase in the methods used to educate homeschooled children. However, researchers tend to treat homeschooled children as a uniform group without accounting for vastly different homeschooling arrangements. In this study, we examine the prevalence of four types of homeschool arrangements by pooling three cross-sectional waves of nationally representative data on American homeschool families (n = 1,468). Results indicate that most homeschool families supplement home education with cooperative instructors and private tutors, online education, and brick-and-mortar schooling. Families who do not use these resources are declining. They are also more likely to be White, less educated, and residing in the South region. Homeschool families whose children attend brick-and-mortar schools part-time are less likely to be White and more likely to reside in urban areas. Future research is needed to explore outcomes across different homeschool arrangements. [ABSTRACT FROM AUTHOR]

Copyright of Annals of Social Sciences / Roczniki Nauk Społecznych is the property of Towarzystwo Naukowe KUL & Katolicki Uniwersytet Lubelski Jana Pawla II and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Home education is a phenomenon that has been increasing globally over the past decade, particularly for families of children with special educational needs or disabilities. The impact of the COVID-19 pandemic has exacerbated this phenomenon with many families continuing to home educate even after their children can officially return to school. This paper reports on a small-scale design-based research project that explored the needs of families who are home educating children with autistic spectrum disorder (ASD). Working in partnership with educational settings, practitioners, and families during the second year of the pandemic, academic researchers in Malaysia and England designed, implemented and evaluated a home learning pack for children with ASD aged 6–12 years old. The findings emphasised the role of economic, social and cultural capital for the families involved and how this impacted their ability to work and educate their children successfully. This raises crucial questions in relation to the place of home education within the wider international inclusive education debate and matters of social equality whilst also highlighting key questions for future research in this field on how policy and provision might develop to meet a growing diversity of need. [ABSTRACT FROM AUTHOR]

In this paper, we examine the reports of parents who are unschooling because of the bullying their children experienced in mainstream Australian schools. Extant home education research that considers bullying tends to see it as part of a suite of negative experiences that lead to home education. These studies rarely take as their starting point the primary role of bullying in the decision to home educate. This paper examines the reports of parents who identify peer bullying as the main reason they home educate. It analyses the narratives of families who reported that not only was bullying at school the primary driver to home school but that unschooling was a means of healing from the school-based trauma due to bullying. Data are drawn from qualitative interviews with six Australian parents who were home educating because of bullying, five of whom self-identified as relaxed homeschoolers/child-led homeschoolers/unschoolers. We note how these approaches were identified as a means of healing from the trauma of bullying which, in several cases, led to serious and severe psychological outcomes. Our study supports the findings of previous research that suggest that a relaxed approach to home education can be an important means of healing after serious school trauma for students.

Introduction: Lack of knowledge about living donor kidney transplant and difficulties in approaching potential donors constitute barriers for many patients and may contribute to inequality of access. Project Aims: Renal Education and Choices at Home was a UK single-centre pilot of home education; an initiative aiming to overcome barriers by increasing knowledge among patients and support networks and by facilitating living donation discussion in the patient's home. Design: This was a pre-post comparison of knowledge, attitude, and ability to communicate about transplant. Pre-visit knowledge about treatment options and attitudes towards transplant were measured using a validated questionnaire, repeated 4–6 weeks post-visit, to assess the session's impact, along with an evaluation survey, to determine how patients perceived the session. Results: From November 2018 to February 2020, a nurse specialist delivered living donor transplant education sessions in the homes of 86 patients, attended by 141 additional invitees. Home visits led to a significant improvement in knowledge about renal therapies, including living donor transplantation. The evaluation of the home visits by patients and invitees was overwhelmingly positive. Of the 86 patients visited, 46 (53%) had at least one potential donor initiating the assessment process following the visit. Overall, 78 potential donors initiated the assessment process. Conclusion: Home education contributed to addressing recognised barriers, in a way that was well received by patients and was novel in our health system. Home education may be particularly beneficial for patients affected by known barriers to living donor transplantation such as socio-economic deprivation. [ABSTRACT FROM AUTHOR]

Elective home education is a significant aspect of the UK educational system, yet dedicated research on this topic is limited. This study, employing Appreciative Inquiry, explored the best practices perceived by 90 UK home-educating parents. It uncovered diverse strategies, emphasising the importance of resources such as technology, curricula, and collaborative efforts within home education co-operatives. Parents stressed the value of flexible learning environments and strong family commitment, envisioning a future with an enhanced home learning atmosphere and government and school support. They recommended concrete guidance for prospective home-educating parents, focusing on comprehensive child development. Ultimately, families aspired to shape a future for home education that prioritises enriched learning environments, broader societal recognition, and practical support for those embarking on the home education journey. The study’s findings have implications for children’s development, facilitating collaboration between homes and schools, as well as partnerships between families and educators.

In this paper, we examine the reports of parents who are unschooling because of the bullying their children experienced in mainstream Australian schools. Extant home education research that considers bullying tends to see it as part of a suite of negative experiences that lead to home education. These studies rarely take as their starting point the primary role of bullying in the decision to home educate. This paper examines the reports of parents who identify peer bullying as the main reason they home educate. It analyses the narratives of families who reported that not only was bullying at school the primary driver to home school but that unschooling was a means of healing from the school-based trauma due to bullying. Data are drawn from qualitative interviews with six Australian parents who were home educating because of bullying, five of whom self-identified as relaxed homeschoolers/child-led homeschoolers/unschoolers. We note how these approaches were identified as a means of healing from the trauma of bullying which, in several cases, led to serious and severe psychological outcomes. Our study supports the findings of previous research that suggest that a relaxed approach to home education can be an important means of healing after serious school trauma for students. [ABSTRACT FROM AUTHOR]

Home education is considered to be an alternative to traditional education and concurrently it is the subject of many social discussions and proposals for legislative changes aimed at limiting the availability of this form of education. In the 2021/2022 school year the increase in the number of students entering home education was 80%. In this article, the author will attempt to answer the question whether home education is a form of learning that has a chance to dominate the Polish education system in the future. [ABSTRACT FROM AUTHOR]

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Copyright of Nauki o Wychowaniu. Studia Interdyscyplinarne is the property of Wydawnictwo Uniwersytetu Lodzkiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The essential of this paper is to find out how the secondary socialization of children from home education takes place and to map the personal experiences and opinions of parents educating their children at home. The paper is divided into theoretical and empirical part. The theoretical part deals with the socialization as a necessary process in the life of each individual, we describe the various types of socialization, we deal with a different concept of socialization according to where it takes place, i.e. in the home and school environment. The theoretical part forms the basis for the empirical part. For the implementation of the research, we chose qualitative research using semi-structured interviews, which were conducted with parents who currently have a child or children in home education. The limit of the presented work is a small sample of respondents and the associated impossibility to generalize the results. However, the research went into the depth of the topic and brings subjective opinions and experiences of parents. Another limit is the implementation of interviews through telephone, which do not allow to observe nonverbal expressions of respondents during the interview, which can reveal a lot. [ABSTRACT FROM AUTHOR]