Contemporary Homeschool Models and the Values and Beliefs of Home Educator Associations: A Systematic Review

Autor/in	Tilhou, Rebecca
Titel	Contemporary Homeschool Models and the Values and Beliefs of Home Educator Associations: A Systematic Review
Quelle	In: Journal of School Choice, 14 (2020) 1, S.75-94 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1558-2159
DOI	10.1080/15582159.2019.1616992
Schlagwörter	Home Schooling; Nontraditional Education; Models; Parents as Teachers; Parent Attitudes; Organizations (Groups); Values; Motivation; Social Support Groups; Academic Achievement; Social Development; Cooperative Planning; Charter Schools; Religion; Public Schools; Parent School Relationship; Texas; California + Suchen Sie Ihr Suchwort? Homeschooling; Home instruction; ; Hausunterricht; Heimschule; Non-traditional education; Alternative Erziehung; Analogiemodell; Elternverhalten; Wertbegriff; psychologische; Motivation (psychologisch); Social support; Soziale Unterstützung; Schulleistung; Soziale Entwicklung; Charter school; Charter-Schule; Public school; Öffentliche Schule; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Kalifornien
Abstract	Home education support groups and associations are increasingly becoming hubs for home learning communities to share resources and knowledge. This literature review examined (a) motivations for joining homeschool groups; (b) values and beliefs that led to the formation of homeschool groups; and (c) how the culture of homeschool groups aids in children's development. Findings indicated that homeschool families sought groups to share resources, expertise, and common values. Values included the desire for strong family bonds, teaching faith, closely guided social interaction, and responsive pedagogy. Home educators believed that public schooling cannot meet those values. Implications suggest the need for more empirical research exploring how the culture of homeschool groups shapes the development of its members, and additionally, what public education can learn from these alternative educational models. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01