Reasons for Home Educating in Australia: Who and Why?

Autor/inn/en	Slater, Eileen V.; Burton, Kate; McKillop, Dianne
Titel	Reasons for Home Educating in Australia: Who and Why?
Quelle	In: Educational Review, 74 (2022) 2, S.263-280 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Slater, Eileen V.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2020.1728232
Schlagwörter	Home Schooling; Foreign Countries; Demography; Student Needs; Need Gratification; Students with Disabilities; Educational Finance; Parent Attitudes; Decision Making; Australia + Suchen Sie Ihr Suchwort? Homeschooling; Home instruction; ; Hausunterricht; Heimschule; Ausland; Demografie; Bedürfnisbefriedigung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bildungsfonds; Elternverhalten; Decision-making; Entscheidungsfindung; Australien
Abstract	Home education is a legal educational option in Australia that continues to rise in popularity. This paper summarises the demographics and influences upon the decision to home educate of 385 home education families from Australia, representing 676 children who were home educated at the time of questionnaire completion. The research suggests female caregivers with higher levels of educational achievement than the general population predominantly coordinate home education. Some families eschewed mainstream education for philosophical reasons whilst others home educated due to perceived necessity. However, characteristic of both groups was the belief that the current education system was unable to provide a learning environment that would meet the educational and psychosocial needs of their children. This was not specific to a particular population of students but included those who were gifted children, or those who had a mental health or neurodevelopmental disorder such as autism spectrum disorder, attention-deficit/hyperactivity disorder (ADHD), learning disabilities, intellectual disability and/or impairment in vision and hearing. This has clear implications for policy and resourcing, including in-service teacher training. It also raises questions in relation to the provision of funding for families who home educate their children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01