Parental Duty and the Shape of the Future
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Explains that the state-based approach to determining which values are passed on to succeeding generations resolves the difficulty of indiscriminate social reproduction (i.e., some values are reproduced and not others) but it is not self-evident that this is the right way to resolve the difficulty. Explores an alternative approach, “a dispersed model in which individuals and groups work independently to preserve what they most value in the society and to pass beliefs and moral commitments on to the next generation.” Argues that this approach “better fits the actual moral beliefs of parents and citizens; it is more likely to produce the outcomes parents want (or should want) for their own children and what adult citizens should want for all children.”
Charles Howell, Ph.D., Volume 16, No. 3, 2005, p. 1-14
Religious Outcomes in Conventionally Schooled and Home Schooled Youth
Purposes to determine if outcomes of home educated students were commensurate with the religious objectives given by many as reason for choosing home-based education by comparing responses to the instrument entitled Daily Challenges Inventory. Significant difference between homeschooled and conventionally schooled youth was found on 14 items of the DCI. The homeschooled group was significantly less likely to watch MTV; use drugs; lie to a parent, teacher, or other older person; attempt suicide; drink enough alcohol to be legally drunk; or gamble. Homeschoolers were also significantly less likely to describe themselves as too busy, stressed out, angry with life, confused, or always tired. Conventionally schooled youth were significantly more likely to describe themselves as upbeat, encouraged, and seeking answers.
T. Wayne McEntire, Ph.D., Volume 16, No. 2, 2005, p. 13-18
Home School Graduates and Their Mothers Talk About Literacy Instruction
Interviews, face-to-face, high school graduates of homeschooling and their mothers about their literacy experiences to elicit in-depth literacy information in an informal non-threatening way, with the potential of pursuing desired information that might not be reported on a written questionnaire. Addresses many topics such as reading aloud, early memories, decoding, comprehension, favorite books, literature, vocabulary, grammar, spelling, writing, Christian materials, other instructional materials and techniques, Time Spent on Reading and Language Arts, family co-operatives, reading problems, current reading, what would you do differently?, and would you homeschool your own children?
June D. Knafle, Ph.D., and Alice Legenza Wescott, Ph.D., Volume 16, No. 2, 2005, p. 1-12
Social Skills: A Comparison Study
Social Skills of Home Schooled and Conventionally Schooled Children: A Comparison Study
Addresses the socialization issue regading the home educated through the use of a social-skill measure that examined parents’ perceptions of their children’s social skills. The purpose of this research was to determine whether home-educated children’s social skills differ from those of a paired comparison group of conventionally schooled children.
David J. Francis, Psy.D., and Timothy Z. Keith, Ph.D., Volume 16, No. 1, 2004, p. 15-24
Unexplored Territory: Writing Instruction in Pennsylvania Homeschool Settings, Grades 9-12, Part II1
Unexplored Territory: Writing Instruction in Pennsylvania Homeschool Settings, Grades 9-12, Part II
Mapping aspects of one of homeschooling’s virgin areas—writing instruction—is the objective of this study. Primary data originate in semi-structured parent and secondary student interviews shaped by elements qualitative models and a phenomenological model. Concludes that learning write in home-based and parent-directed ways is a consequential instructional activity and that families in this study model significantly different outcomes.
Elaine Huber, Ph.D., Volume 16, No. 1, 2004, p. 1-13
Social Development in Traditionally Schooled and Home Educated Children: A Case for Increased . . .
"Examines the factors that may contribute to the social development of children especially in regards to peer influence and parental involvement and monitoring. These effects are examined by looking at their influence across traditionally schooled and home schooled populations.
Michael S. Brady, Volume 15, No. 4, 2003, p. 11-18
Unexplored Territory: Writing Instruction in Pennsylvania Homeschool Settings, Grades 9-12, Part I
"Explores the educational perspectives, teaching approaches, family roles, and relationships–as well as the writing experiences and composing processes–that energize a selected range of homeschool approaches to high school level writing.
Elaine Huber, Ph.D., Volume 15, No. 4, 2003, p. 1-10
Elaine Huber, Ph.D., Volume 15, No. 4, 2003, p. 1-10
Reading Aloud in Two Home Schools: A Qualitative Study
"Focuses on the act of reading aloud in two home schools. Finds, among other things, students who are in supportive home school environments receive the maximum benefit of being read aloud to by their parents.
Deanna Peterschick Gilmore, Ph.D. , Volume 15, No. 3, 2003, p. 11-20