Considering Homeschooling
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Homeschooling and the Question of Socialization Revisited
Homeschooling and the Question of Socialization Revisited Richard G. Medlin Stetson University This article reviews recent research on homeschooled children’s socialization. The research indicates that homeschooling parents expect their children to respect and get along with people of diverse backgrounds, provide their children with a variety of social opportunities outside the family, and believe their children’s social skills are at least as good as those of other children. What homeschooled children think about their own social skills is less clear. Compared to children attending conventional schools, however, research suggest that they have higher quality friendships and better relationships with their parents and other adults. They are happy, optimistic, and satisfied with their lives. Their moral reasoning is at least as advanced as that of other children, and they may be more likely to act unselfishly. As adolescents, they have a strong sense of social responsibility and exhibit less emotional turmoil and problem behaviors than their peers. Those who go on to college are socially involved and open to new experiences. Adults who were homeschooled as children are civically engaged and functioning competently in every way measured so far. An alarmist view of homeschooling, therefore, is not supported by empirical research. It is suggested that future studies focus not on outcomes of socialization but on the process itself. Homeschooling, once considered a fringe movement, is now widely seen as “an acceptable alternative to conventional schooling” (Stevens, 2003, p. 90). This “normalization of homeschooling” (Stevens, 2003, p. 90) has prompted scholars to announce: “Homeschooling goes mainstream” (Gaither, 2009, p. 11) and “Homeschooling comes of age” (Lines, 2000, p. -
Homeschooling and Higher Education. ERIC Digest
ED480468 2003-00-00 Homeschooling and Higher Education. ERIC Digest. ERIC Development Team www.eric.ed.gov Table of Contents If you're viewing this document online, you can click any of the topics below to link directly to that section. Homeschooling and Higher Education. ERIC Digest........................ 1 ARE HOMESCHOOLERS PREPARED FOR COLLEGE?.............. 2 HOMESCHOOLERS AND COLLEGE ADMISSION...................... 3 FINANCIAL AID AND HOMESCHOOLERS................................3 HOW DO HOMESCHOOLERS FARE IN COLLEGE?................... 3 ADDITIONAL READING ABOUT HOMESCHOOLING AND HIGHER EDUCATION............................................................... 4 REFERENCES.................................................................. 4 ERIC Identifier: ED480468 Publication Date: 2003-00-00 Author: Wood, Patricia Source: ERIC Clearinghouse on Higher Education Washington DC. Homeschooling and Higher Education. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC As a result of the recent growth of homeschooling in the US, colleges and universities have received an increasing number of application from home-schooled students. ED480468 2003-00-00 Homeschooling and Higher Education. ERIC Digest. Page 1 of 6 www.eric.ed.gov ERIC Custom Transformations Team Admissions offices have found it necessary to assess whether and how their admissions requirements should be modified to allow fair review of the credentials submitted by homeschooled students. As yet, relatively few applicants are homeschooled and limited information is available on college and university policies. Although it is impossible to determine the exact number of homeschooled children in the U.S., most estimates confirm growing numbers. Five to ten years ago, researchers estimated that there were 5000,000 to 1 million students in home-based education programs in the U.S. -
Child Labor Rules for Employing Youth in Restaurants and Quick-Service Establishments Under the Fair Labor Standards Act (FLSA)
U.S. Department of Labor Wage and Hour Division (July 2010) Fact Sheet #2A: Child Labor Rules for Employing Youth in Restaurants and Quick-Service Establishments Under the Fair Labor Standards Act (FLSA) This fact sheet provides general information concerning the application of the federal child labor provisions to restaurants and quick-service establishments that employ workers who are less than 18 years of age. For detailed information about the federal youth provisions, please read Regulations, 29 CFR Part 570. The Department of Labor is committed to helping young workers find positive, appropriate, and safe employment experiences. The child labor provisions of the FLSA were enacted to ensure that when young people work, the work does not jeopardize their health, well-being, or educational opportunities. Working youth are generally entitled to the same minimum wage and overtime protections as older adults. For information about the minimum wage and overtime e requirements in the restaurant and quick-service industries, please see Fact Sheet # 2 in this series, Restaurants and Quick Service Establishment under the Fair Labor Standards Act. Minimum Age Standards for Employment The FLSA and the child labor regulations, issued at 29 CFR Part 570, establish both hours and occupational standards for youth. Youth of any age are generally permitted to work for businesses entirely owned by their parents, except those under 16 may not be employed in mining or manufacturing and no one under 18 may be employed in any occupation the Secretary of Labor has declared to be hazardous. 18 Years Once a youth reaches 18 years of age, he or she is no longer subject to the federal of Age child labor provisions. -
Youth Participation in Electoral Processes Handbook for Electoral Management Bodies
Youth Participation in Electoral Processes Handbook for Electoral Management Bodies FIRST EDITION: March 2017 With support of: European Commission United Nations Development Programme Global Project Joint Task Force on Electoral Assistance for Electoral Cycle Support II ACKNOWLEDGMENTS Lead authors Ruth Beeckmans Manuela Matzinger Co-autors/editors Gianpiero Catozzi Blandine Cupidon Dan Malinovich Comments and feedback Mais Al-Atiat Julie Ballington Maurizio Cacucci Hanna Cody Kundan Das Shrestha Andrés Del Castillo Aleida Ferreyra Simon Alexis Finley Beniam Gebrezghi Najia Hashemee Regev Ben Jacob Fernanda Lopes Abreu Niall McCann Rose Lynn Mutayiza Chris Murgatroyd Noëlla Richard Hugo Salamanca Kacic Jana Schuhmann Dieudonne Tshiyoyo Rana Taher Njoya Tikum Sébastien Vauzelle Mohammed Yahya Lea ZoriĆ Copyeditor Jeff Hoover Graphic desiger Adelaida Contreras Solis Disclaimer This publication is made possible thanks to the support of the UNDP Nepal Electoral Support Project (ESP), generously funded by the European Union, Norway, the United Kingdom and Denmark. The information and views set out in this publication are solely those of the authors and do not necessarily reflect the official position of the UN or any of the donors. The recommendations expressed do not necessarily represent an official UN policy on electoral or other matters as outlined in the UN Policy Directives or any other documents. Decision to adopt any recommendations and/or suggestions presented in this publication are a sovereign matter for individual states. Youth -
Youth Voter Participation
Youth Voter Participation Youth Voter Participation Involving Today’s Young in Tomorrow’s Democracy Copyright © International Institute for Democracy and Electoral Assistance (International IDEA) 1999 All rights reserved. Applications for permission to reproduce all or any part of this publication should be made to: Publications Officer, International IDEA, S-103 34 Stockholm, Sweden. International IDEA encourages dissemination of its work and will respond promptly to requests for permission for reproduction or translation. This is an International IDEA publication. International IDEA’s publications are not a reflection of specific national or political interests. Views expressed in this publication do not necessarily represent the views of International IDEA’s Board or Council members. Art Direction and Design: Eduard âehovin, Slovenia Illustration: Ana Ko‰ir Pre-press: Studio Signum, Slovenia Printed and bound by: Bröderna Carlssons Boktryckeri AB, Varberg ISBN: 91-89098-31-5 Table of Contents FOREWORD 7 OVERVIEW 9 Structure of the Report 9 Definition of “Youth” 9 Acknowledgements 10 Part I WHY YOUNG PEOPLE SHOULD VOTE 11 A. Electoral Abstention as a Problem of Democracy 13 B. Why Participation of Young People is Important 13 Part II ASSESSING AND ANALYSING YOUTH TURNOUT 15 A. Measuring Turnout 17 1. Official Registers 17 2. Surveys 18 B. Youth Turnout in National Parliamentary Elections 21 1. Data Sources 21 2. The Relationship Between Age and Turnout 24 3. Cross-National Differences in Youth Turnout 27 4. Comparing First-Time and More Experienced Young Voters 28 5. Factors that May Increase Turnout 30 C. Reasons for Low Turnout and Non-Voting 31 1. Macro-Level Factors 31 2. -
Reconsidering the Minimum Voting Age in the United States
Reconsidering the Minimum Voting Age in the United States Benjamin Oosterhoff1, Laura Wray-Lake2, & Daneil Hart3 1 Montana State University 2 University of California, Los Angeles 3 Rutgers University Several US states have proposed bills to lower the minimum local and national voting age to 16 years. Legislators and the public often reference political philosophy, attitudes about the capabilities of teenagers, or past precedent as evidence to support or oppose changing the voting age. Dissenters to changing the voting age are primarily concerned with whether 16 and 17-year-olds have sufficient political maturity to vote, including adequate political knowledge, cognitive capacity, independence, interest, and life experience. We review past research that suggests 16 and 17-year-olds possess the political maturity to vote. Concerns about youths’ ability to vote are generally not supported by developmental science, suggesting that negative stereotypes about teenagers may be a large barrier to changing the voting age. Keywords: voting, adolescence, rights and responsibility, politics Voting represents both a right and responsibility within tory and rooted in prejudiced views of particular groups’ ca- democratic political systems. At its simplest level, voting is pabilities. Non-white citizens were not granted the right to an expression of a preference (Achen & Bartels, 2017) in- vote until the 1870s, and after being legally enfranchised, tended to advance the interests of oneself or others. Voting literacy tests were designed to prevent people of color from is also a way that one of the core qualities of citizenship— voting (Anderson, 2018). The year 2020 marks the 100th participation in the rule-making of a society—is exercised. -
A Qualitative Analysis of Parental Decision-Making in Regards to Homeschooling
A QUALITATIVE ANALYSIS OF PARENTAL DECISION-MAKING IN REGARDS TO HOMESCHOOLING By Pamela Lou Rogers Campbell A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY K-12 Educational Administration 2012 ABSTRACT A QUALITATIVE ANALYSIS OF PARENTAL DECISION-MAKING IN REGARDS TO HOMESCHOOLING By Pamela Lou Rogers Campbell Researchers have spent a relatively small amount of time focusing on homeschooling. The few studies which have been completed regarding homeschooling have skirted the question of the decision-making process taken by parents as they choose to begin or discontinue homeschooling. The void in the academic knowledge regarding this growing trend in education has been filled with the data and analysis of this study. By using a qualitative methodology I was not only able to gain insight into the thoughts and experiences of homeschool parents, I was able to hear their passion for their children’s education and see their excitement as they described their familiarity with the twists and turns and emotions of the pathway to their final decision. This study addresses the questions: “What process do parents go through when making the decision to begin or discontinue homeschooling their children?” And “What circumstances precipitate a parent’s decision to move their children to homeschool or to end homeschooling?” Fourteen families were interviewed and data was collected and analyzed to determine the answer using a decision-making model made up of six different processes. Additionally, the precipitating circumstances were collected and categorized into sub-groups to clearly view the outcome of the evaluation of the data. -
Adjusting the Bright-Line Age of Accountability Within the Criminal
Duquesne Law Review Volume 55 Number 1 Drafting Statutes and Rules: Article 8 Pedagogy, Practice, and Politics 2017 Adjusting the Bright-Line Age of Accountability within the Criminal Justice System: Raising the Age of Majority to Age 21 Based on the Conclusions of Scientific Studies egarr ding Neurological Development and Culpability of Young-Adult Offenders Carly Loomis-Gustafson Follow this and additional works at: https://dsc.duq.edu/dlr Part of the Juvenile Law Commons Recommended Citation Carly Loomis-Gustafson, Adjusting the Bright-Line Age of Accountability within the Criminal Justice System: Raising the Age of Majority to Age 21 Based on the Conclusions of Scientific Studies egarr ding Neurological Development and Culpability of Young-Adult Offenders, 55 Duq. L. Rev. 221 (2017). Available at: https://dsc.duq.edu/dlr/vol55/iss1/8 This Student Article is brought to you for free and open access by Duquesne Scholarship Collection. It has been accepted for inclusion in Duquesne Law Review by an authorized editor of Duquesne Scholarship Collection. Adjusting the Bright-Line Age of Accountability within the Criminal Justice System: Raising the Age of Majority to Age 21 based on the Conclusions of Scientific Studies Regarding Neurological Development and Culpability of Young-Adult Offenders Carly Loom is-Gustafson* ABSTRACT The criminaljustice system determines a criminalactor's liability based primarily on the age of the actor at the time of the offense, adhering to a rule instituted by arbitrary designationof adulthood at the age of eighteen. Solely, this line determines the degree of treat- ment a criminal defendant will receive within the system, with more punitive measures being reserved for adult offenders and greater re- habilitative efforts made for juvenile offenders. -
Fourhourschoolday Samptxt.Pdf
The Four- Hour School Day is for anyone who wants insight on the lifelong advantages of home education. I would encourage you to take the leap of faith into homeschooling and allow Durenda Wilson to be your guide! KIRK CAMERON, actor and producer When you’re choosing the joy, wonder, and challenge of teaching your kids at home, this is the book you need. Durenda’s encour- agement and wisdom inspire and will keep you going, even on the rough days. SARAH MAckENZIE, author of The Read- Aloud Family and Teaching from Rest and creator of the Read- Aloud Revival podcast Durenda Wilson has written a groundbreaking masterpiece that is sure to revolutionize the way parents approach educating their children. The Four- Hour School Day is the most insightful, compel- ling, and profound book I’ve ever read on homeschooling. GINGER HUBBARD, author of Don’t Make Me Count to Three! and I Can’t Believe You Just Said That! and cohost of the podcast Parenting with Ginger Hubbard Durenda Wilson’s experience in raising and educating her chil- dren comes through clearly in this book. It will make you realize you already have what you need to succeed, strengthening your resolve and refreshing your heart. Whether you are a first- time homeschooler or a veteran in need of encouragement, I highly recommend this resource for all homeschool families who want to learn from parents like Durenda who have walked this road with wisdom and courage. ASHLEY WIggERS, publisher and co- executive editor, Homeschooling Today magazine In an age of micromanaged childhoods, Durenda Wilson brings calm into the chaos of the homeschool day by encouraging mothers to do less so their kids can learn more. -
Homeschooling in Pennsylvania: a Fact Sheet
HOMESCHOOLING IN PENNSYLVANIA: A FACT SHEET DOES PENNSYLVANIA ALLOW PARENTS TO TEACH THEIR CHILDREN AT HOME? Yes. Parents in Pennsylvania can teach their children at home. Pennsylvania's law on home education (also called “homeschooling”) is called Act 169. Information about this law is online at: http://www.education.state.pa.us/portal/server.pt/community/home_education_and_ private_tutoring/20311. In Pennsylvania, children between the ages of eight and seventeen must attend school. Educating a child at home is one way to comply with compulsory school attendance laws. WHEN CAN I HOMESCHOOL MY CHILD? You can homeschool your child if: (1) the person teaching the child is a “properly qualified private tutor,” or (2) if a child’s parent or guardian conducts a “home education program” for the child. Each of these options has certain requirements. WHAT ARE THE MAIN REQUIREMENTS FOR A “PROPERLY QUALIFIED PRIVATE TUTOR?” The tutor: (1) must have a Pennsylvania teacher's certificate; (2) must be teaching “one or more children who are members of a single family;” (3) must be providing the child or children with the majority of their instruction; and (4) must be receiving some form of payment for his or her services. A private tutor must file a copy of his/her Pennsylvania teacher’s certificate and a criminal background check with the superintendent of the student’s district of residence. Private tutoring is subject to the annual approval of the superintendent. The tutoring must provide at least 180 days of instruction per year, or a minimum of 900 hours (990 hours at the secondary level) of instruction per year. -
Parent–Child Conflict During Homeschooling in Times of the COVID-19 Pandemic
PARENTS’ TEACHING SELF-EFFICACY AND HOMESCHOOLING 1 Parent–Child Conflict During Homeschooling in Times of the COVID-19 Pandemic: A key Role for Mothers’ Self-Efficacy in Teaching Peter F. de Jonga, Bieke G. M. Scheursa, and Marjolein Zeea a Research Institute of Child Development and Education, University of Amsterdam, The Netherlands Draft Words: 9298 Author Note We would like to thank Dr. Patty Leijten for her comments on an earlier version of this paper Correspondence concerning this article should be addressed to Peter F. de Jong, Research Institute of Child Development and Education, University of Amsterdam, PO box 15780, 1001 NG Amsterdam, The Netherlands. Email addresses: [email protected] PARENTS’ TEACHING SELF-EFFICACY AND HOMESCHOOLING 2 Abstract To contain the COVID-19 pandemic schools have been closed in many countries. Children stayed at home and were assisted by their parents with their schoolwork. Evidently, homeschooling puts extra demands on parents. We presumed that parents’ sense of self- efficacy in teaching would play a key role in how they cope with this extra task of homeschooling. In particular, we hypothesized that parental characteristics (social-economic status (SES) and Stress) and social-contextual factors (home chaos; school support) would contribute to parents’ teaching self-efficacy and that, in turn, a lower efficacy would result in more parent-child conflicts during home schooling. Participants were 173 mothers of children in kindergarten or early elementary schools, who provided information for one of their children about interpersonal conflicts around schoolwork before and during school closure. Additionally, they reported on their self-efficacy in teaching, perceived stress during lockdown, home chaos, and school support. -
Child Marriage and POVERTY
Child Marriage and POVERTY Child marriage is most common in the world’s poorest countries and is often concentrated among the poorest households within those countries. It is closely linked with poverty and low levels of economic development. In families with limited resources, child marriage is often seen as a way to provide for their daughter’s future. But girls who marry young are IFAD / Anwar Hossein more likely to be poor and remain poor. CHILD MARRIAGE Is INTIMATELY shows that household economic status is a key factor in CONNEctED to PovERTY determining the timing of marriage for girls (along with edu- cation and urban-rural residence, with rural girls more likely Child marriage is highly prevalent in sub- to marry young). In fact, girls living in poor households are Saharan Africa and parts of South Asia, the approximately twice as likely to marry before 18 than girls two most impoverished regions of the world.1 living in better-off households.4 • More than half of the girls in Bangladesh, Mali, Mozam- In Côte d’Ivoire, a target country for the President’s Emer- bique and Niger are married before age 18. In these same gency Plan for AIDS Relief (PEPFAR), girls in the poorest countries, more than 75 percent of people live on less than $2 a day. In Child Marriage in the Poorest and Richest Households Mali, 91 percent of the in Select Countries population lives on less 80 than $2 a day. 2 70 • Countries with low GDPs tend to have a higher 60 prevalence of child mar- riage.