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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]

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]

This summary captures the current thinking on homeschool policy as expressed by a diverse group of homeschool policy stakeholders at a recent convening. Key topics discussed include the purpose of education, the regulation and support of homeschooling, and issues with access to needed resources. [ABSTRACT FROM AUTHOR]

Studies exploring homeschooling typically focus on comparing homeschoolers to conventionally schooled peers on a range of academic outcomes. Largely absent from the literature are within-group studies designed to identify experiences that facilitate (or hinder) homeschoolers' academic outcomes. The aim of this paper is to describe a heuristic model outlining ways the home environment, instructional practices, parent characteristics, child characteristics, and the broader context might relate to homeschoolers' academic competence. The heuristic model is attentive to the possibility that these relations might vary as a function of child characteristics. In addition, the potential for transactional and mediated relations is considered. [ABSTRACT FROM AUTHOR]

Private school choice programs are publicly-funded programs that provide families with funding to attend a private school of their choice. Since 2021, 15 states have enacted or expanded choice legislation, even making homeschoolers eligible to participate. However, homeschoolers are often reluctant to participate due to proposed regulations. We survey a national sample of hybrid school leaders, a sector that shares similarities with homeschoolers in modality, and randomly assign hypothetical regulations to them. We find that 65% are willing to encourage participation in the absence of regulations, but regulations reduce leaders' willingness to encourage participation by about 31 points. [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]

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]

Despite upwards of 100,000 gifted students possibly being educated at home, research regarding this population is limited. The literature on gifted homeschooling includes topics such as motivations for homeschooling, modalities of instruction, and student achievement and social-emotional wellness. Recommendations for expanding the literature and providing better insight into these students' experiences include determining the demographics of gifted homeschool students, surveying methods and costs of instruction, and measuring educational outcomes. It is imperative to collect and make this information publicly available, and to prioritize research on this population. Doing so will ensure that policy better serves the needs of these unique learners. [ABSTRACT FROM AUTHOR]

There are over one million school-age children in Missouri, and we estimate 61,000 (6% of all school-age children) are homeschooled. Missouri is one of 29 states that does not require homeschooling to be reported. Using methods that can be replicated elsewhere with publicly available data, we test three approaches to estimating homeschool participation: using American Community Survey (ACS) data; subtracting public and estimated private school counts from ACS school-age totals; and polling parents. We comment on the usefulness and limitations of each approach and provide a model for researchers seeking to estimate homeschooling trends in states that lack administrative data. [ABSTRACT FROM AUTHOR]

This research article explores the socio-historical and contemporary context of Black home education within the Black Belt of the American South through a literature review. This literature review aims to uncover the historical evolution, socio-cultural dynamics, and contemporary challenges and opportunities associated with Black home education in this region. [ABSTRACT FROM AUTHOR]

On the basis of ethnographic fieldwork in Singapore, the article explores the tension between children's academic success and emotional wellbeing, and the ways in which middle‐class parents navigate these conflicting aspirations. It delves into families with young children who pursue alternative lifestyles by moving abroad to a presumably less stressful environment or by homeschooling their children. The study aims to understand how parents who 'opt out' perceive their children's future and the sacrifices they make in pursuing alternative education for their children. Decisions were made to 'protect' the child from the potentially negative effects of a competitive education system, while pursuing an alternative childhood and school–life balance. East Asian education systems are globally renowned for their high academic standards and for producing students who score at the top on international assessment tests and rankings. In this context, alternative educational pursuits are both less established and less well understood, yet they are central to understanding emerging aspirations of wellbeing as well as the reconfiguration of conventional ideals of upward social mobility. [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.

Homeschooled children spend more time than schooled children with their parents and siblings, which may, in turn, affect their attitudes about the family. In fact, earlier research has shown that fostering familial ideals is one of the central aims of parents who homeschool. Yet, few studies have been conducted about the ways homeschooled children relate to their family members and understand the family. The purpose of the present research was to use metaphor analysis to examine the attitudes of Israeli homeschooled adolescents towards their families. Twenty-four homeschooled individuals aged 15 to 21 participated in the research. The data were analysed in two stages. First, we identified the metaphors that were used to describe their families. We then analysed the interpretations of the metaphors. The adolescents in the sample viewed their families as a source of knowledge; stability and security; guidance and assistance with development; support with life’s diffculties; familiarity and connection; as well as a mixture of pleasantness and unpleasantness. Overall, the adolescents in our analytic sample held positive attitudes towards their families and expressed deep gratitude for and connection with their siblings and parents. [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]

Background/Objectives: Most studies have linked mandatory homeschooling during COVID-19 to mental health harm in parents and children, while a minority have found non-significant or beneficial effects. Past studies have not measured mandatory homeschooling continuously over an extended period; consequently, they could not capture compounding mental health effects, which may explain conflicting results. We asked whether children's cumulative time spent homeschooled during COVID-19 school closure mandates caused compounding harm for parent and child mental health, and whether parent employment, child internet access and educational support from schools (live and pre-recorded online classes, home learning packs) impacted this relationship. We aimed to identify the families at greatest risk of mental health harm during mandatory homeschooling and the educational support that may have mitigated this risk. Methods: Couples completed retrospective, cross-sectional survey questionnaires assessing parent depression, anxiety and stress, child internalizing and externalizing symptoms, and the family's homeschooling experience. Data were analyzed using mediation analysis total effects, ordinary least squares regression and simple slopes analysis. Results: Both parents and children experienced compounding mental health harm during mandatory homeschooling. Live online classes protected parents and children, while home learning packs protected children. Unexpectedly, reliable internet access and the employment of both parents placed children at greater risk. Conclusions: Findings suggest that long-term mandatory homeschooling during COVID-19 placed families at greater risk of mental health harm. To protect family mental health during homeschooling mandates, schools should provide children with evidence-based educational support. [ABSTRACT FROM AUTHOR]

The social competencies of homeschooled students have long been a focal point of scrutiny within educational discourse. Many families remain apprehensive about adopting homeschooling due to prevalent misconceptions surrounding the practice. This apprehension often translates into a social stigma that becomes evident when homeschooled students reintegrate into conventional schooling environments. As a result, these students are frequently subjected to discrimination, stereotyping, and cyberbullying. This paper aims to explore the underlying reasons for the stigmatization of homeschooled students and proposes strategies for mitigating these challenges. It introduces a novel framework--the FIT-IN Framework--which seeks to facilitate the destigmatization process. The framework emphasizes proactive steps such as Finding solutions, Initiating interactions, and Taking opportunities, which are designed to foster Intentional socialization and cultivate New meaningful relationships. Establishing deep and sustained connections among homeschooling families, educational institutions, and the broader community is critical for facilitating smoother transitions for homeschooled students. This paper also underscores the necessity for further research into the efficacy of the FIT-IN Framework and its applicability to other socially stigmatized groups. [ABSTRACT FROM AUTHOR]

In the dynamic landscape of education, homeschooling continues to offer a compelling alternative to traditional schooling. Homeschool numbers surged through the pandemic and have not decreased to pre-pandemic levels. This study examines the shared connections between homeschooled families in Connecticut and local public libraries by looking at how home educators use library resources and participate in library programming; and examining how Connecticut libraries perceive and respond to the diverse needs of homeschooling communities. Based on 2 Connecticut statewide surveys, one sent to public librarians and another to homeschoolers, the study sought to identify areas of strengths, weaknesses and disconnects in the homeschool community and public library relationships in Connecticut. Both qualitative and quantitative data was collected and reviewed to identify potential improvements to the evolving role of libraries in supporting alternative education pathways, and the potential for an infusion of public library support from the homeschool community. [ABSTRACT FROM AUTHOR]

The current research is directly pertinent to the subject of concern, with the primary goal of identifying the current homeschooling curriculum and instructional models in Pakistan. This research employs a qualitative research approach to establish the factors that lead to the choices for the curriculum by homeschooling parents in Pakistan as well as the methods of teaching used by homeschooling parents. The study involved six parents, which is appropriate for phenomenological research based on the literature. All participants were living in Shikarpur; they were from different origins but represented the plural culture of Pakistan. The findings of the research study presented in this paper fill the identified gap in the literature and extend the knowledge of homeschooling practices in Pakistan regarding the opportunities and challenges of homeschooling in the country. The findings of this study suggest policy makers, educationists and the homeschooling parents and a good base will have been laid to enhance the understanding of homeschooling in the context of Pakistan and how its implementation can affect the current education structure. [ABSTRACT FROM AUTHOR]

Alternative schooling has been staunchly advocated for by groups disillusioned by government-sponsored public schooling that want to take personal control of their children's education. There are concerns, however, about nontraditional schooling options that do not meet standards that apply to public schools. The United Nations Convention on the Rights of the Child (CRC) specifies children's fundamental educational rights. In the United States, this includes mastering basic English literacy and numerical abilities, as well as exposure to some scientific and historical knowledge needed to negotiate mainstream society. This paper focuses on how certain homeschooling and religious schooling practices run the risk of denying adolescents the right to the education necessary to work in the modern economy and achieve their potential. We argue that the United States should allow alternative schooling options but ensure that they conform to specific standards set by the state in order to meet the CRC goals. [ABSTRACT FROM AUTHOR]

Various aspects of human existence are changing, and these changes are having a significant effect on the current and future labor market. Some occupations are estimated to be at high risk of disappearing over the next several decades, others are at medium risk, while some are at low risk. At the same time, new trades are emerging. In order to successfully cope in an era where changes occur so frequently and so rapidly, and to be a part of the current and future labor market, we need to utilize a certain set of skills and competencies that is often referred to as "21st century skills". This opinion paper argues that homeschooling is an education path that takes into account the extensive rapid changes in the 21st century as well as in the labor market and strives to give children the skills and competencies to cope with them successfully. [ABSTRACT FROM AUTHOR]

Copyright of Gulf Education & Social Policy Review is the property of Knowledge E DMCC 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.)

This research aims to investigate the effectiveness of play-based learning as an instructional strategy for homeschooling autistic children. The study utilises a qualitative approach to explore the experiences, perceptions, and outcomes of play-based learning interventions in the context of homeschooling. Through in-depth interviews, observations, and document analysis, the research seeks to gain a comprehensive understanding of the impact of play-based learning on the academic, social, and emotional development of autistic children within a homeschooling environment.

Despite the challenging conditions set by the COVID-19 pandemic, families needed to continue literacy activities, usually in more restricted contexts. Filipino families have shown varied experiences, as detailed in their activities in YouTube videos. This study investigates Filipino families' literacy activities during the pandemic. Context analysis was conducted of the discourse analysis of the families’ literacy activities from video transcripts gathered from 184 YouTube videos. The context analysis revealed three themes: (a) family as a resource, (b) a refuge, and (c) a re-solution of the 3Rs of the family. For literacy activities, the family became the source of materials and experiences, relying on materials that the adults usually acquire from schools, modules, and the internet for online classes. The family also conducted activities that helped families cope with the challenges, providing a haven for undertakings through the conduct of religious activities or physical/mental exercises and also serving as a key to unlocking many learning challenges brought about by the pandemic. Lastly, families also provide solutions to challenges mounted by literacy development at home. The literacy experiences drew insights into how the family remains an excellent source for literacy learning, especially for children. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Purpose: Bullying in elementary schools is a serious problem that can affect children's social and emotional well-being. This research aims to analyze the character-building capital applied in homeschooling and how this influences the social behavior of elementary school children in the context of bullying prevention. Design/methodology/approach: This study uses a qualitative approach with in-depth interview methods and observations of parents and children participating in homeschooling. Findings: The research results show that homeschooling provides flexibility in the application of character values that can be adapted according to the child's individual needs. Character education methods applied in homeschooling, such as a values-based approach and direct parental involvement, have proven effective in increasing children's empathy, responsibility and social skills. This research provides new insight into the role of homeschooling in character formation and bullying prevention, and offers recommendations for developing more effective character education strategies in the homeschooling context. It is hoped that these findings will contribute to parents, educators and policy makers in creating a safer and more supportive educational environment for these children. Paper type: Research paper

Este trabalho, em diálogo com os pressupostos teórico-metodológicos da Perspectiva Dialógica da Linguagem, elaborada pelo Círculo de Bakhtin (Bakhtin, 1998, 2008, 2010; Medviédev, 2012; Volóchinov, 2017), destina-se a apresentar uma análise de enunciados do gênero comentário online a respeito do vídeo “Como montar um currículo para Homeschooling”, integrante do canal de Youtube intitulado “Canal Educalar”. O homeschooling, conceituado neste trabalho como escolarização doméstica (Penna, 2019; Traversinni; Lockmann, 2022), é um fenômeno educacional em que se reclama o direito de a família substituir, no espaço doméstico, a escolarização formal realizada comumente no espaço escolar. Tal fenômeno ganhou destaque por filiar-se a pressupostos neoliberais e (neo) conservadores, como a liberdade individual e a defesa da família tradicional, que foram mais legitimados ao longo do governo Bolsonaro (2018-2022). Desse modo, a análise dos 11 comentários, presentes no vídeo, pautou-se nos percursos metodológicos presentes em Volóchinov (2017), Rohling e Remenche (2016) e Rodrigues (2005), em que nos debruçamos a observar, primeiramente, a dimensão social do gênero comentário online para, posteriormente, analisarmos a dimensão verbal. A partir da análise dos comentários, percebeu-se a construção depreciativa do espaço escolar como um espaço prejudicial ao desenvolvimento do aluno, bem como a discursivização do homeschooling como possibilidade de proteção à diversidade social e a alunos com necessidades educacionais específicas. Mostrou-se presente, também, a vinculação aos projetos neoliberais e (neo) conservadores, como atitudes responsivas (Bakhtin, 2008) de valoração positiva a tais discursividades. Além disso, na materialidade imagética, houve o uso de emojis favoráveis à proposição do currículo no âmbito da escolarização doméstica, o que evidencia o potencial sociocomunicativo do gênero no acento valorativo do enunciado.

The word "school" has never been so commonly used as it is today. But do we really think about what it means? What reality(s) lie(s) behind this apparently neutral term? Originally encompassing a wide range of different meanings, the noun gradually became confined, in the wake of the Renaissance and the French Revolution, to common or public education, associated with simultaneous teaching. Older, more traditional forms of child-rearing, more domestic in nature, have steadily declined. The consequences of this anything but trivial phenomenon are numerous for individuals, families, societies and even the Church. It's important to be aware of them, to be conscious of them, and to take stock of them, which is what this two-part post hopes to contribute to.

The word "school" has never been so commonly used as it is today. But do we really think about what it means? What reality(s) lie(s) behind this apparently neutral term? Originally encompassing a wide range of different meanings, the noun gradually became confined, in the wake of the Renaissance and the French Revolution, to common or public education, associated with simultaneous teaching. Older, more traditional forms of child-rearing, more domestic in nature, have steadily declined. The consequences of this anything but trivial phenomenon are numerous for individuals, families, societies and even the Church. It's important to be aware of them, to be conscious of them, and to take stock of them, which is what this two-part post hopes to contribute to.

This paper presents a study guide and an analysis of its use in the computer programming learning process of an 8-year-old elementary school student through the Scratch program. The research's objective is to explore and understand how this individual student approaches learning programming skills and tackles challenges within the Scratch environment. An individual case study approach was adopted at home, combining qualitative and quantitative methods to gain a comprehensive insight into the student's learning process. The study was conducted without grant support, and the researcher actively participated as an educator and observer in the student's learning sessions. Performance was assessed, and a semi-structured interview was conducted to inquire about the student's experiences, motivations, and interests regarding programming in Scratch, as well as their feelings after the training. Additionally, the student's activities during programming sessions were meticulously recorded, and projects created in Scratch were analyzed to assess progress and understanding of concepts. The findings of this research have the potential to contribute to the field of programming education and provide valuable insights into how young elementary school-aged individuals can acquire computer and programming skills in an interactive environment such as Scratch. The results obtained demonstrate that using the proposed guide to introduce elementary school students to programming at home, with parents acting as educators, is feasible. Therefore, it helps facilitate access to this knowledge, which is currently limited for many individuals in an official educational setting. [ABSTRACT FROM AUTHOR]

The aim of this conceptual paper is to revisit the relationship between leadership and bureaucracy. The dominant and unquestioned way of thinking about leadership is to equate it as an undertaking exercised by leaders, those officers who occupy hierarchical positions in organizations. For example, senior leadership and middle leadership in schools are often associated with formal hierarchical roles played by senior and middle leaders. However, it can be argued that this perspective is problematic, not only because it is leader-centric but also due to its limitations in explaining the phenomenon of leadership. In order to understand the relationship between leadership and bureaucracy and leadership outside of bureaucracy, the paper reviews some of the extant literature in the field, including a brief history of bureaucracy, its pervasiveness in educational institutions, and current neo-liberal policies and reforms that function effectively within bureaucratic structures. An important contribution of the paper is a synoptic conceptual model that brings together three worldviews or archetypes pertaining to bureaucracy. These are a hard-edged view (system first, people second), a soft-edged view (people first, system second) and a third worldview (issue first, people second, system third). The third worldview signals a departure from the first two archetypes as it is an illustration of leadership outside the confines of bureaucracy. [ABSTRACT FROM AUTHOR]

This Forum article extends themes and critical observations within Jenna Scaramanga and Michael Reiss's article 'Evolutionary stasis: creationism, evolution and climate change in the Accelerated Christian Education curriculum,' published in CSSE. The Accelerated Christian Education curriculum is a package of homeschool units and lesson designed to underscore and support conservative Christian students, teachers, and/or parents in their mission to align their students unfolding understanding of the world within the strict cognitive bounds of fundamentalist Christianity. Within this curriculum, both evolution and climate change are presented as unreasonable and/or silly against the purported superior evidence of the inerrant ontology of (their extremely narrow interpretation of the) the Bible. Scaramanga and Reiss's analysis frame this kind of understanding within fundamentalist Christianity as indicative of a conspiracy theory. This article extends, questions, and suggests reframing these rhetorical moves toward a more robust and straightforward question of conservative Christianity as a player within a political economy. I suggest we take such groups more seriously for their highly effective if to some perspectives silly interpretation of Biblical text. For many, this movement is simply the maintenance of white male patriarchal power via religious identity. Implications, given the ease of movement of such texts in our digital age, are drawn for the use of such curricula in many other sites around the world. [ABSTRACT FROM AUTHOR]

Opting to homeschool children is a growing trend worldwide. However, surprisingly, there is a dearth of research on understanding how digital technologies are used by learners who opt for homeschooling. Thus, in the present study, semi-structured interviews were conducted with ten homeschoolers in the United States to examine: (1) how digital technologies are being used; (2) why these technologies are being used to support learning; and (3) what digital technologies are being used. Thematic analysis revealed that homeschooled children used a wide array of digital technologies to support their learning. Children's learning projects commonly stemmed from their interaction with the real world, and a good portion of their learning was self-directed. Digital technologies afforded children access to specific materials and enabled them to collaborate with other learners. Perhaps most importantly, the homeschoolers reported a love for (self-directed) lifelong learning. They tended to learn in a self-directed and autonomous manner, and they commonly used digital technologies constructively and productively. [ABSTRACT FROM AUTHOR]

School choice is spreading across the U.S. at the same time that scores on the National Assessment of Education Progress (NAEP) are stagnant. We examine the association between education freedom and 8th grade student NAEP score levels and gains in states in 2019. We construct the 2019 Education Freedom Index as a composite measure of the accessibility of private school choice, public charter schools, homeschooling, and public school choice in each state. Using statistical regression, we find that more education freedom is significantly associated with increased NAEP scores and gains, supporting the claim that choice and competition improves system-wide achievement. [ABSTRACT FROM AUTHOR]

This study aimed to identify the perception of parents of students attending private schools in the city of Tubarão, SC, Brazil, about the influence of community-wide quarantine due to COVID-19 on the interactions with their children. This exploratory and qualitative field research included semi-structured interviews held with ten families. Several aspects related to the quarantine were investigated, such as changes in the families' routine, feelings the parents experienced in the interactions with their children, difficulties faced in these interactions, and positive aspects. The interviews were assessed according to content analysis, from which categories of research emerged. The results revealed changes in the families' routine caused by distance education, less social contact, task overload, and impacts on professional life. The feelings the parents experienced included fatigue, guilt, stress, and emotional responses, adaptation to the change of roles, difficulty in implementing distance education, and more dependent children. A few positive aspects were mentioned: closeness, more mature children, and more affectionate interactions. A few families did not identify positive aspects. The results show the parents' lack of preparation to deal with the new contingencies, the importance of providing preventive parental guidance, and the need to assess the impact of the methods adopted to implement distance education. [ABSTRACT FROM AUTHOR]

This study aimed identify the perception of parents of students from private schools in the municipality of Tubarão (SC) about the influence of quarantine due the COVID-19 pandemic in their interaction with their children. This is an exploratory and qualitative field research in which several aspects related to the quarantine period were investigated. The results were obtained through content analysis, which showed changes in routine related to distance education, less social contact, overload of activities, and professional impact. As feelings experienced by parents, fatigue, guilt, and stress were mentioned. As difficulties encountered, emotional reactions, adaptation to the change of roles, difficulties with distance education, and increased dependence were pointed out. Few were the positive aspects mentioned. Based on the results, the unpreparedness of parents to deal with new contingencies, the importance of preventive parental guidance, and the need to reevaluate the way distance education is applied were highlighted. [ABSTRACT FROM AUTHOR]

STEM subjects (science, technology, engineering, and mathematics) are a valuable part of a student's education. However, not all students find STEM subjects engaging on their own. This paper investigates the relationship between science and poetry and how these seemingly disparate subjects can be used in tandem to better understand and explore each other. This sitespecific case study offers a glimpse into how a single alternative classroom located in the state of Georgia linked scientific and poetic inquiry to increase student understanding and enjoyment of science and writing. Results show that science and poetry work synergistically to foster an environment of active learning across multiple age groups. [ABSTRACT FROM AUTHOR]

Copyright of Revista Práxis Educativa is the property of Revista Praxis Educativa 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 issue of social skills is always at the center of the homeschooling discussion. Many studies have been carried out on homeschooled children's social skills, but very little research has attempted to explore homeschooled children's social skills from the perspective of both the homeschooling father and the homeschooling mother, especially those who are religiously minded Muslims. This paper highlighted the perspectives of religiously minded Muslim homeschooling parents on their children's social skills. The researchers used a case study approach in a qualitative research design. A homeschooling father and a homeschooling mother were both purposefully chosen as informants. Individual interviews were conducted with both informants. To analyse the data, the researchers employed thematic analysis. Several themes emerged from the research. The findings revealed that the social skills of homeschooled children are the capacity to adapt to society, the ability to establish relationships, and the competence to manage disagreements. Moreover, the goal of social skills is to build harmony by achieving Allah's pleasure, followed by gaining people's pleasure. [ABSTRACT FROM AUTHOR]

STEM subjects (science, technology, engineering, and mathematics) are a valuable part of a student’s education. However, not all students find STEM subjects engaging on their own. This paper investigates the relationship between science and poetry and how these seemingly disparate subjects can be used in tandem to better understand and explore each other. This site-specific case study offers a glimpse into how a single alternative classroom located in the state of Georgia linked scientific and poetic inquiry to increase student understanding and enjoyment of science and writing. Results show that science and poetry work synergistically to foster an environment of active learning across multiple age groups.

This paper presents a study guide and an analysis of its use in the computer programming learning process of an 8-year-old elementary school student through the Scratch program. The research’s objective is to explore and understand how this individual student approaches learning programming skills and tackles challenges within the Scratch environment. An individual case study approach was adopted at home, combining qualitative and quantitative methods to gain a comprehensive insight into the student’s learning process. The study was conducted without grant support, and the researcher actively participated as an educator and observer in the student’s learning sessions. Performance was assessed, and a semi-structured interview was conducted to inquire about the student’s experiences, motivations, and interests regarding programming in Scratch, as well as their feelings after the training. Additionally, the student’s activities during programming sessions were meticulously recorded, and projects created in Scratch were analyzed to assess progress and understanding of concepts. The findings of this research have the potential to contribute to the field of programming education and provide valuable insights into how young elementary school-aged individuals can acquire computer and programming skills in an interactive environment such as Scratch. The results obtained demonstrate that using the proposed guide to introduce elementary school students to programming at home, with parents acting as educators, is feasible. Therefore, it helps facilitate access to this knowledge, which is currently limited for many individuals in an official educational setting.

Background/Objectives: Most studies have linked mandatory homeschooling during COVID-19 to mental health harm in parents and children, while a minority have found non-significant or beneficial effects. Past studies have not measured mandatory homeschooling continuously over an extended period; consequently, they could not capture compounding mental health effects, which may explain conflicting results. We asked whether children’s cumulative time spent homeschooled during COVID-19 school closure mandates caused compounding harm for parent and child mental health, and whether parent employment, child internet access and educational support from schools (live and pre-recorded online classes, home learning packs) impacted this relationship. We aimed to identify the families at greatest risk of mental health harm during mandatory homeschooling and the educational support that may have mitigated this risk. Methods: Couples completed retrospective, cross-sectional survey questionnaires assessing parent depression, anxiety and stress, child internalizing and externalizing symptoms, and the family’s homeschooling experience. Data were analyzed using mediation analysis total effects, ordinary least squares regression and simple slopes analysis. Results: Both parents and children experienced compounding mental health harm during mandatory homeschooling. Live online classes protected parents and children, while home learning packs protected children. Unexpectedly, reliable internet access and the employment of both parents placed children at greater risk. Conclusions: Findings suggest that long-term mandatory homeschooling during COVID-19 placed families at greater risk of mental health harm. To protect family mental health during homeschooling mandates, schools should provide children with evidence-based educational support.

Various aspects of human existence are changing, and these changes are having a significant effect on the current and future labor market. Some occupations are estimated to be at high risk of disappearing over the next several decades, others are at medium risk, while some are at low risk. At the same time, new trades are emerging. In order to successfully cope in an era where changes occur so frequently and so rapidly, and to be a part of the current and future labor market, we need to utilize a certain set of skills and competencies that is often referred to as “21st century skills”. This opinion paper argues that homeschooling is an education path that takes into account the extensive rapid changes in the 21st century as well as in the labor market and strives to give children the skills and competencies to cope with them successfully.