A Descriptive Survey of Why Parents Choose Hybrid Homeschools

Autor/in	Wearne, Eric
Titel	A Descriptive Survey of Why Parents Choose Hybrid Homeschools
Quelle	In: Journal of School Choice, 10 (2016) 3, S.364-380 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1558-2159
DOI	10.1080/15582159.2016.1202075
Schlagwörter	Home Schooling; Conventional Instruction; School Choice; Blended Learning; Parent Surveys; Family Income; Socioeconomic Status; Suburbs; Parent Attitudes; Preferences; School Organization; Academic Achievement; Information Seeking; Accreditation (Institutions); Curriculum; Religious Factors + Suchen Sie Ihr Suchwort? Homeschooling; Home instruction; ; Hausunterricht; Heimschule; Choice of school; Schulwahl; Familieneinkommen; Socio-economic status; Sozioökonomischer Status; Einzugsbereich; Elternverhalten; School organisation; Schulorganisation; Schulleistung; Informationserschließung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Curricula; Lehrplan; Rahmenplan
Abstract	"Hybrid home schools" are schools in which students attend school with other students for 2 or 3 days per week in traditional classroom settings, and are homeschooled the balance of the week. This exploratory study presents self-reported reasons parents choose these schools, using an electronic survey of parents from four such schools (n = 136; 19% return rate). Findings indicate that families in these schools are relatively wealthier and more suburban than parents using tax credit programs, that they value school structures more than particular student achievement outcomes, and that they seek information on accreditation, curriculum, and the religious nature of schools in making their choices. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01