Home Schooling

2015 ◽  
Author(s):  
Clive Belfield
Keyword(s):  
Home Schooling

Educators Perceptions of Home Schooling Policies and Practices

2007 ◽  
Author(s):  
Stewart Ehly ◽  
William Knabe ◽  
Ann Santos
Keyword(s):  
Home Schooling ◽  
Policies And Practices

HOME LEARNING FEATURES

2020 ◽  
Author(s):  
A.B. Bratchikova ◽  
O.A. Mihalkova ◽  
I.I. Dektyarev
Keyword(s):  
Home Schooling ◽  
Home Learning ◽  
Teachers And Parents

This article is about home schooling. The article will be interesting for both teachers and parents. The main provisions of the term “home schooling” were highlighted in this acticle, positive and negative traits were identified, as well as possible difficulties.

KORELASI ANTARA KOMUNIKASI INTERPERSONAL DAN KECERDASAN EMOSI DENGAN MOTIVASI BERPRESTASI PADA SISWA KOMUNITAS HOME SCHOOLING BERKEMAS

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Wina Lova Riza
Keyword(s):  
Emotional Intelligence ◽  
Data Analysis ◽  
Correlation Coefficient ◽  
Interpersonal Communication ◽  
Achievement Motivation ◽  
Home Schooling ◽  
Sampling Technique ◽  
Positive Direction ◽  
Research Results ◽  
Multivariate Correlation

The purpose of this study was to determine the correlation between interpersonal communication and emotional intelligence with achievement motivation in packaged home schooling community students. The population in this study were 50 packaged home schooling community students, where the sampling technique was saturated sampling (census), because the population was the same as the sample. Based on the results of data analysis using multivariate correlation with the help of SPSS 15.0, research results obtained with a correlation coefficient of 0.657 with p <0.05, then H0 which states there is no correlation between interpersonal communication and emotional intelligence is rejected, while Ha which states there is a correlation between Interpersonal communication and emotional intelligence are accepted. Based on the description above it can be concluded that there is a significant correlation with the positive direction between interpersonal communication and emotional intelligence with achievement motivation in packaged home schooling community students. So, the better interpersonal communication and the higher the emotional intelligence will be followed by the higher achievement motivation Keywords: Interpersonal Communication, Emotional Inteligence, Achievemnet Motivation.   Tujuan penelitian ini adalah untuk mengetahui korelasi antara komunikasi interpersonal dan kecerdasan emosi dengan motivasi berprestasi pada siswa komunitas home schooling Berkemas. Populasi pada penelitian ini siswa komunitas home schooling berkemas yang berjumlah 50 orang, dimana tehnik pengambilan sampel adalah sampling jenuh (sensus), karena populasi sama dengan sampel. Berdasarkan hasil analisis data dengan menggunakan multivariate correlation dengan bantuan program SPSS 15.0 diperoleh hasil penelitian dengan koefisien korelasi sebesar 0,657 dengan p<0,05, maka H0 yang menyatakan tidak ada korelasi antara komunikasi interpersonal dan kecerdasan emosi ditolak, sedangkan Ha yang menyatakan ada korelasi antara komunikasi interpersonal dan kecerdasan emosi diterima. Berdasarkan uraian diatas dapat ditarik kesimpulan bahwa ada korelasi yang signifikan dengan arah positf antara komunikasi interpersonal dan kecerdasan emosi dengan motivasi berprestasi pada siswa komunitas home schooling Berkemas. Jadi, semakin baik komunikasi intepersonal dan semakin tinggi kecerdasan emosi akan diikuti dengan semakin tingginya motivasi berprestasi.   Kata Kunci: Komunikasi Interpersonal, Kecerdasan Emosional, Motivasi Berprestasi.

scholarly journals Home schooling through online teaching in the era of COVID-19: Exploring the role of home-related factors that deepen educational inequalities across European societies

2021 ◽  
pp. 147490412110233
Author(s):  
Kostas Dimopoulos ◽  
Christos Koutsampelas ◽  
Anna Tsatsaroni
Keyword(s):  
Technology Use ◽  
Online Teaching ◽  
Home Schooling ◽  
Information And Communications Technology ◽  
The European Union ◽  
Related Factors ◽  
School Conditions ◽  
Educational Environments ◽  
Teachers And Students

The COVID-19 pandemic has forced governments worldwide to produce solutions to the abruptly interrupted work in education. School systems appear to have responded rapidly, creating home schooling and online educational environments, where teachers and students would interact with safety. In this paper, we attempt a synthesis of Sen’s capability approach, Bourdieu’s theory of capital and Bernstein’s framework in order to theorize the relationships between home and school conditions and practices, and to analyse the data of the 2nd Survey of Schools: ICT in Education (a survey conducted in 2019 on behalf of the European Commission collecting data regarding digitalization in education and digital technologies in learning in the European Union). The survey is complemented by a second set of indicators provided by Eurostat to further investigate the availability and functionality of household space per family in selected European countries. We find significant differences in important social and environmental conversion factors, likely limiting children’s capability to benefit from digital schooling. The most important differences are found in regard to parents’ familiarity with information and communications technology use, while inequalities in environmental factors, such as overcrowded housing, are also existent. Overall, there are large inequalities within and between countries in Europe, which need to be addressed by policymakers.

scholarly journals Not on our own: Peer coaching our way through COVID-19

2021 ◽  
pp. 089202062098800
Author(s):  
Kerry Jordan-Daus ◽  
Lacey Austin
Keyword(s):  
Peer Coaching ◽  
Home Schooling ◽  
Extended Period ◽  
Doctoral Study ◽  
Coaching Relationship ◽  
Professional Leadership ◽  
At Home

This reflective piece will explore the importance of peer coaching as a tool to support studies, while also addressing the isolative nature of not just doctoral study but also in the authors’ wider professional leadership lives. As we all face an extended period at home (and for Lacey and Kerry this means also juggling caring responsibilities and home schooling) the reflective piece will examine how this peer coaching relationship has enabled them to navigate COVID-19, re-constituting themselves as leaders in a spatially and temporally different environment.

From Confrontation to Accommodation: Home Schooling in South Carolina

2000 ◽  
Vol 75 (1-2) ◽  
pp. 32-48 ◽  
Author(s):  
Zan Peters Tyler ◽  
James C. Carper
Keyword(s):  
South Carolina ◽  
Home Schooling

scholarly journals Carrying the Burden Into the Pandemic – Effects of Social Disparities on Elementary Students’ Parents’ Perception of Supporting Abilities and Emotional Stress During the COVID-19 Lockdown

2022 ◽  
Vol 12 ◽  
Author(s):  
Markus Vogelbacher ◽  
Manja Attig
Keyword(s):  
Psychological Stress ◽  
Emotional Stress ◽  
Perceived Stress ◽  
Structural Equation Models ◽  
Home Schooling ◽  
Panel Study ◽  
Self Regulation ◽  
School Closure ◽  
Psychological Characteristics ◽  
Process Characteristics

The COVID-19 pandemic has posed many challenges, especially for families. Both the public and the scientific community are currently discussing the extent to which school closings have worsened existing social differences, especially with regard to children’s academic and socio-emotional development. At the same time, parents have had to manage childcare and home schooling alongside their jobs and personal burdens posed by the pandemic. Parents’ possibilities for meeting these cognitive and emotional challenges might also depend on the different conditions in families. For this reason, the present paper investigates the structural and process characteristics of the family as well as children’s and parents’ psychological characteristics that predict how parents assess their ability to support their child’s learning during homeschooling as well as parents’ perceived emotional stress caused by school closure. The study analyses data of the Newborn Cohort Study of the German National Educational Panel Study. The two dependent variables (self-assessment of abilities, perceived stress) were measured during the COVID-19 pandemic after the first school closure in Germany, at a time when the children of this cohort were attending second grade. Besides a number of control variables (including the child’s struggle with home schooling), families’ structural characteristics [socioeconomic status (SES), education], process characteristics (home learning environment, HLE), parents’ psychological characteristics (preceding psychological stress), and the child’s psychological characteristics (self-regulation, school-related independence) from earlier waves were included as predictors. The results of structural equation models show that perceived stress was associated with structural factors and the preceding psychological stress of parents. Parents with higher preceding stress reported higher perceived stress. Interestingly, higher-educated parents also reported more stress than lower educated parents during the pandemic. The effect was the other way around for SES – parents with lower SES reported more stress than parents with higher SES. The self-reported abilities to support the learning of the child seemed to be mainly predicted by the parent’s education as well as preceding psychological stress. To sum up, the results identify important aspects that determine how parents handle the challenges of the school closures. Especially, socially disadvantaged families carry their burden into the pandemic.

scholarly journals The Impact of the COVID-19 Pandemic on Women’s Reproductive Health

2021 ◽  
Vol 12 ◽  
Author(s):  
Phelan Niamh ◽  
Lucy Ann Behan ◽  
Lisa Owens
Keyword(s):  
Reproductive Health ◽  
Cycle Length ◽  
Home Schooling ◽  
Hormonal Contraception ◽  
Median Number ◽  
Reproductive Age ◽  
Poor Sleep ◽  
Women’S Reproductive Health ◽  
Women's Reproductive Health ◽  
The Impact

BackgroundThe COVID-19 pandemic has profoundly affected the lives of the global population. It is known that periods of stress and psychological distress can affect women’s menstrual cycles. We therefore performed an observational study of women’s reproductive health over the course of the pandemic thus far.Materials and MethodsAn anonymous digital survey was shared by the authors via social media in September 2020. All women of reproductive age were invited to complete the survey.Results1031 women completed the survey. Mean age was 36.7 ± 6.6 years (range, 15–54). 693/70% reported recording their cycles using an app or diary. 233/23% were using hormonal contraception. 441/46% reported a change in their menstrual cycle since the beginning of the pandemic. 483/53% reported worsening premenstrual symptoms, 100/18% reported new menorrhagia (p = 0.003) and 173/30% new dysmenorrhea (p &lt; 0.0001) compared to before the pandemic. 72/9% reported missed periods who not previously missed periods (p = 0.003) and the median number of missed periods was 2 (1–3). 17/21% of those who “occasionally” missed periods pre-pandemic missed periods “often” during pandemic. 467/45% reported a reduced libido. There was no change in the median cycle length (28 days) or days of bleeding (5) but there was a wider variability of cycle length (p = 0.01) and a 1 day median decrease in the minimum (p &lt; 0.0001) and maximum (p = 0.009) cycle length. Women reported a median 2 kg increase in self-reported weight and a 30-min increase in median weekly exercise. 517/50% of women stated that their diet was worse and 232/23% that it was better than before the pandemic. 407/40% reported working more and 169/16% were working less. Women related a significant increase in low mood (p &lt; 0.0001), poor appetite (p &lt; 0.0001), binge eating (p &lt; 0.0001), poor concentration (p &lt; 0.0001), anxiety (p &lt; 0.0001), poor sleep (p &lt; 0.0001), loneliness (p &lt; 0.0001) and excess alcohol use (p &lt; 0.0001). Specific stressors reported included work stress (499/48%), difficulty accessing healthcare (254/25%), change in financial (201/19%) situation, difficulties with home schooling (191/19%) or childcare (99/10%), family or partner conflict (170/16%), family illness or bereavement (156/15%).ConclusionsThe COVID-19 pandemic has significantly impacted the reproductive health of women. The long term health implications of this are yet to be determined and future studies should address this.

scholarly journals Home schooling y Constitución Consideraciones sobre una prudente jurisprudencia constitucional

2014 ◽  
Vol 59 (1) ◽  
pp. 259
Author(s):  
Victor J. Vázquez Alonso
Keyword(s):  
Home Schooling

En este trabajo se aborda desde una perspectiva constitucional la problemática del home schooling. Para ello, en primer lugar se planteará en términos generales la problemática que esta práctica de educar a los hijos al margen de la escuela platea desde un punto de vista jurídico. Posteriormente, se estudiará la reciente respuesta jurídica que ha dado el Tribunal Constitucional español a la pretensión de los padres de eximir a sus hijos del cumplimiento de su deber de escolarización y, finalmente, valoraremos la posibilidad de facilitar esta opción a través de una reforma de la legislación educativa

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