SKOLE: the Journal of Alternative Education, 1997
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Derbyshire Approach to Elective Home Education
The Derbyshire Approach to Elective Home Education Guidance for Parents/Carers February 2019 If you wish to receive this guidance document electronically please email [email protected] . An electronic version will allow you to open hyper-links to all the websites listed. The Department for Education has published new guidance for local authorities dated April 2019. Derbyshire County Council’s Guidance will be revised accordingly in the near future. PUBLIC PUBLIC 1 Dear Parent, Welcome to the Derbyshire Approach to Elective Home Education [EHE] – Guidance for Parents/Carers If you are reading this, you are likely to have either recently started home-educating your child, or are considering it as an option in the near future. The reasons that parents elect to home educate their child, or children, are extremely varied. Some parents make a philosophical, planned decision to home educate their child or children, and research the area in depth. However, we find that some parents turn to home education as a reaction to a school-based issue or dissatisfaction with a school environment. If there is a school-based issue, unless you really want to electively home educate and understand all the expectations on you, we strongly advise you not to withdraw your child from school until you have explored all the options with the school. Once your child is off a school roll, you are responsible for ensuring they have a full-time, suitable education. There are no automatic support services or resources for home education. If you want your child to take GCSEs, this can be very costly. -
Perception of Cybercrime Among Nigerian Youths
International Journal of Innovative Research and Advanced Studies (IJIRAS) ISSN: 2394-4404 Volume 4 Issue 12, December 2017 Perception Of Cybercrime Among Nigerian Youths Usman Alhaji Abdurrahman Aminu Usman Jibril Department of Computer Science, Northwest University Kano, Nigeria Abstract: The contribution of internet to the development of the nation has been marred by cybercrime activities. Cybercrime is emerging as a very concrete threat, not only in Nigeria but to the entire world. The high level of insecurity on the internet is becoming worrisome so much in the sense that transactions on the web have become a thing of doubt. Cybercrime is becoming ever more serious and prevalent. The aim of this study is to examine the perception of cybercrime among Nigerian youths using respondents from Six Universities in Six Nigerian Zones each University representing the Zone it is located in order to have different responses from different ethnics. We found out people’s reaction to messages depends mainly on how it is perceived. The results of the perception of cybercrime and its understanding have been analyzed. In view of the in-depth background of the study of the sample, the literature review of related studies, and theories in this field using the appropriate measuring instrument, testing and analyzing the two hypotheses, it has become obvious that cybercrime is being perceived by Nigerian youths. Survey research method was used in which questionnaire was distributed to various respondents in the execution of the study. Majority of the respondents perceive cybercrime among Nigerian youth as very poor which represents 33.6%, 41.4% respondents said that the internet is used as a channel for the perpetration of criminal spamming activities, 38.6% respondents agreed that cybercrime can be curbed in Nigeria, 58.1% respondents claimed that poverty tend to cause people’s involvement in cybercrime,57.2% respondents believed that the federal can curb the continued spread of cybercrime. -
Home Education
HOME EDUCATION: THE EXPERIENCE OF PARENTS IN A DIVIDED COMMUNITY Barbara Burke EdD Thesis submitted to Institute of Education, University of London Abstract This thesis focuses on the experiences of families who for a variety of reasons find themselves outside of the school system. It is concerned with families in one London borough who have decided not to send their children to school and to educate them at home. It examines the experiences of families who make a positive choice to home educate because of philosophical or religious beliefs but is particularly concerned with families who home educate following a series of difficulties with the school system, perhaps because their child has been bullied or because their child has special educational needs. The thesis contributes and adds to studies on home education as very little has been written about families who feel forced out of formal schooling. Only in the last few years has the diverse nature of the home educating population in the UK started to be acknowledged in the professional literature. The research for this study was carried out between 2003 and 2005. When the research was started there were 38 families with 55 children known to the local authority to be home educating. Of these 38 families, 17 were interviewed in order to gain the perceptions and experiences of parents. In this thesis, four key areas of home education are considered. Firstly, the reasons that parents give for home education are reviewed. Secondly, the educational experience of home education is considered, including the methods of teaching that parents choose, as well as the academic achievement of those home educated. -
The Progressive Class Holistic Learning Model & Family School Partnership
1 Deakin University Faculty of Arts and Education School of Education Research Paper Title: THE PROGRESSIVE CLASS HOLISTIC LEARNING MODEL & FAMILY SCHOOL PARTNERSHIP AT GREENVALE PRIMARY SCHOOL 2003-2009 Candidate Name ANDREW KOHANE Degree: MASTER OF EDUCATION E700 Andrew Kohane 2 B.A., (Melbourne University) Dip Ed (James Cook University) Thesis submitted in partial fulfillment of the requirements for the degree of Master of Education. September, 2011. Student ID No: 2000196107 Address 23 Waldemar Rd, Heidelberg, Victoria, 3084. Supervisor: Jennifer Angwin Examiner: CANDIDATE'S STATEMENT I certify that the Research Paper entitled: THE PROGRESSIVE CLASS: HOLISTIC LEARNING MODEL & FAMILY SCHOOL PARTNERSHIP AT GREENVALE PRIMARY SCHOOL: 2003-2009 Submitted for the degree of Masters of Education EXR 796-7 is the result of my own work, except where otherwise acknowledged, and that this Research Paper/Minor Thesis (or any part of the same) has not been submitted for a higher degree to any other university or institution. There has been no requirement for Ethics approval. Signed Date 3 TABLE OF CONTENTS ................................................................................................ 3 GLOSSARY OF TERMS ............................................................................................... 6 Chapter 1 INTRODUCTION 1.1 The Context of the Research- Development of the Progressive Class Stream .......... 7 1.2 Research Questions ................................................................................................... -
Summerhill Court Victory
# 2299 Spring 2000 $4.95 TheThe EducationEducation RevolutionRevolution With special CHANGING SCHOOLS section The Magazine of the Alternative Education Resource Organization (Formerly AERO-gramme) COVER PHOTO Cover story: Summerhill wins watershed court victory. Two happy students at Summerhill (this is already scanned in #28) #27TIF Contents: SUMMERHILL WINS IN COURT! AERO NEEDS FEEDBACK FROM YOU AERO RECEIVES THREE GRANTS Mail and Communications Book Reviews Home Education News Public Alternatives Alumni Stories International News and Communications Australia, Ecuador England, France, Germany, Latvia, New Zealand, Northern Ireland. Norway. West Bank, Russia, Turkey, Ukraine Teachers, Jobs, and Internships Conferences Special Section:CHANGING SCHOOLS High Stakes Tests: A Harsh Agenda for America's Children Remarks by U.S. Senator Paul D. Wellstone Letter to the Editor of the New York Times about Commissioner Mills’ Decision about Public Alternative Schools, By Jerry Mintz In Your Backyard: Florida's Online Education Experiment The Three Xs, by Idit Harel Interview With Brian Kearsey About the Founding of Crossroads School, Brewster, NY Talk at Manitoba Alternative Education Association New Items Announcing two great new books on educational alternatives AERO Books, Videos, Subscription, Ordering Information The Education Revolution The Magazine of the Alternative Education Resource Organization (Formerly AERO-gramme) 417 Roslyn Rd., Roslyn Heights, NY 11577 ISSN # 10679219 phone: 516-621-2195 or 800-769-4171 fax: 516-625-3257 e-mail: -
Elective Home Education in Nottingham
Elective Home Education in Nottingham “Elective” means “chosen”: the parents take direct responsibility for organising their child’s education, rather than leaving it to a school. (It’s not the same as when a school child is ill for a long time and the Council provides a tutor, although this is confusingly also known as “home education”.) Useful contacts and further information Nottingham City Council EMHE Yahoo group https://groups.yahoo. EHE Department com/neo/groups/emhe/info Elective Home Education On Facebook, there are a couple of Access and Inclusion Nottingham/Nottinghamshire groups Children & Adults, sharing info similar to EMHE - but the Loxley House LH Box 6, Facebook groups are invitation-only, so Station Street, EMHE is a good place to start. Nottingham NG2 3NG Non-School Nottingham website: Gives Tel: 0115 876 4685/876 5946 overview of local meet-ups and can be seen without “joining” or “subscribing to” Email: electivehomeeducation@ anything. Some groups welcome visiting nottinghamcity.gov.uk parents who are still making up their minds. Web: www.nottinghamcity.gov.uk/ehe www.non-school-nottingham.org.uk Local, online Local, by phone East Midlands Home Education (EMHE) Education Otherwise email list: Local parents swap information https://educationotherwise.org has a on meet-ups, events and resources, helpline on 0845 478 6345. They should share advice and support, organise be able to put you in touch with a parent group discounts, etc. Open to all home volunteer in the Nottingham area who is educating parents and those beginning happy to chat on the phone about home to consider it. -
THE HOLISTIC EDUCATOR Editors' Notes Gary Babiuk and Susan A
Fall 2018 Volume 29, Issue 1 THE HOLISTIC EDUCATOR Editors' Notes Gary Babiuk and Susan A. Schiller In This Issue Feature Articles Preface - International Handbook of Holistic Education Page 2 Where the Mind is without Fear by Anne Adams Page 6 Reflections upon Narrative Writing and the Contemplative Life by G. Rossini Page 12 On Exhibit: Kees Boeke’s Holistic Education Vision of Head, Hart, and Hands by Krystyna Henke Page 16 Welcome to the fall edition of the Holistic Educator. The Ecotherapy in education and life above photo is a reminder that as the newsletter is issued by E.D. Woodford Page 19 many of us have just enjoyed the Thanksgiving holiday season Announcements Page 24 and are transitioning from fall to winter. This issue is a mixed collection of unique and interesting articles. We begin with providing the “Preface” of the newly published International Handbook of Holistic Education, which provides an excellent overview of holistic education and features chapters by a host of influential writers and educators in the field of holistic education. The next article is by Anne Adams and outlines a systemic, integral model for education, followed by an article by Giovanni Rossini who takes us on a reflective and contemplative journey into narrative writing. The last two articles include Krystyna Henke’s review of a not so well known early 20th century Dutch reform pedagogue Kees Boeke, and to round out this issue we have some musings about how to integrate some “Ecotherapy” into our teaching and lives. As usual, we end with our Announcement section, which includes some book reviews, interesting conferences, online resources and our submission guidelines. -
The Gateless Gate of Home Education Discovery
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by OpenGrey Repository THE GATELESS GATE OF HOME EDUCATION DISCOVERY: WHAT HAPPENS TO THE SELF OF ADULTS UPON DISCOVERY OF THE POSSIBILITY AND POSSIBILITIES OF AN EDUCATIONAL ALTERNATIVE? By HELEN E. LEES A thesis submitted to The University of Birmingham for the degree of DOCTOR OF PHILOSOPHY Department of Education College of Social Sciences The University of Birmingham October 2010 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. ABSTRACT This thesis investigates the moment of discovery of educational alternatives and in particular contemporary discovery of elective home education by parents and other adults in England. The discussion highlights an empirical and theoretical context for this discovery. Questions involve whether there is a moment of ontological conversion in the self of people discovering another way of educating from mainstream authoritarian schooling. The research data presented suggests that a moment of ‘gestalt switch’ conversion exists between what can be called different ‘worlds’ of education, following Thomas S. Kuhn’s framework of scientific discovery. -
Humanistic School Culture and Social 21St Century Skills
Humanistic School Culture and Social 21st Century Skills THESIS Presented in Partial Fulfillment of the Requirements for the Degree Master of Arts in the Graduate School of The Ohio State University By Nicole Leach Graduate Program in Education The Ohio State University 2012 Master's Examination Committee: Lynley Anderman, Advisor Sebnem Cilesiz Copyrighted by Nicole Leach 2012 Abstract At their core, the essence of the Humanism movement and the 21st century skills movement share the same goal – both are concerned with promoting the education of people to be critically thinking and socially conscious citizens (Aloni, 2002; Balot, 2001; Kane, Berryman, Goslin, & Meltzer, 1990; Knapp, 1964; Lemke, 2002; Powell, 1988). Given the strong similarities in the fundamental objectives of the Humanism movement and the 21st century skills movement, it seems appropriate to question if a humanistic school culture is an appropriate environment to develop Social 21st century skills in students. Therefore, this study examines a school whose self-description is congruent with humanistic school culture and (1) describes how humanistic intentions manifest themselves in the school‟s culture, and (2) examines connections between found humanistic school culture characteristics and 21st century skills. Five humanistic school culture characteristics were found: personal student-teacher relationships, community, trust, respect, and consciousness. All humanistic school culture characteristics were found to have relationships with 21st century skills: personal student-teacher relationships and Foundational 21st century skills, community and collaboration, community and sociability, community and communication, trust and decision-making, respect and collaboration, and consciousness and social responsibility. The significance of this study is in its‟ ability to combine the two literatures in a manner that informs both while creating an unexplored line of thought. -
Holistic Approaches to Art Education: a Case Study of Choice-Based
HOLISTIC APPROACHES TO ART EDUCATION: A CASE STUDY OF CHOICE-BASED ART EDUCATION A thesis submitted to the College of the Arts of Kent State University in partial fulfillment of the requirements for the degree of Master of Arts by Lauren J. Lutkus August 2019 Thesis written by Lauren J. Lutkus B.A., Kent State University, 2012 M.A. Kent State University, 2019 Approved by ______________________________________ Linda Hoeptner-Poling, Ph.D., Advisor, Associate Professor, School of Art ______________________________________ Marie Bukowski, MFA, Director, School of Art ______________________________________ John R. Crawford-Spinelli, Ed.D., Dean, College of the Arts TABLE OF CONTENTS Page LIST OF FIGURES ........................................................................................................................v ACKNOWLEDGMENTS ............................................................................................................. vi CHAPTER I. INTRODUCTION 1 Topic Development.......................................................................................................2 Significance..................................................................................................................3 Purpose and Justification..............................................................................................4 Research Questions...…………………………………………...………………….....7 Definitions………………………………………………………………………........7 Assumptions and Limitations…………………………………………………...........9 II. REVIEW OF RELATED LITERATURE……………………...………………..…...16 -
Home Education: Globalization Otherwise?
Home Education: Globalization Otherwise? Christian W. Beck Home Education seems to be a successful way to educate. Academic results and socialization processes in home education are promising. Already home education is global, home educators everywhere educate their children themselves without schools. They develop new forms of local and international co-operation. Is home education an impulse to a renewing of modern education? Is home education globalization oth- erwise? Key Words: home education, globalization, educational politics, pedagogy jel Classification: i21, i28 Introduction Education is expanding through formal schooling and more people are gaining new possibilities. At the same time throughout the modern world we observe contours of new school problems. Assessments (oecd 2004), show that quality of education in the modern school is under pressure. Schools also have new problems with violence and bullying. In the middle of school-expanding some leave the lowest and most es- tablished level of the educational system, primary and lower secondary school, and give their children education themselves at home. Home ed- ucation is developing in most modern countries. At its strongest, home education is practised in leading modern countries like the usa and Great Britain (Bauman 2002;Rothermal2003). Is home education coun- terworking or renewing future education and schools? No matter what the answer to this question is, it is necessary to discuss home education in relation to ongoing globalization. Globalization and Modern Schooling There is an economical and technological development towards a more united world, which cannot be reversed. The ideology that follows this kind of processes is called globalism. International capitalism operates on world wide markets. -
Home Education: Exploring the Views of Parents, Children and Young People
Home Education: Exploring the views of parents, children and young people By Jeanette Nelson ESRC 1+3 Studentship A thesis submitted to The University of Birmingham for the degree of Doctor of Philosophy Academic Supervisor Professor Gary Thomas Department of Education College of Social Sciences The University of Birmingham 2013 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. Abstract This study explores the views and experiences of home educators, children and young people with regard to elective home education (EHE) practice and learning and its position in society. The outcomes of this provision are also examined. This study is topical due to the anecdotal evidence which suggests that home education or home schooling is growing in the UK and worldwide, and there is a resurgence of interest in home education in political and media discourse in the UK. Moreover, this study is also timely due to home education being an under-researched area generally, with children and young people’s views rarely elicited. The study found that the practices and activities pursued by EHE families were diverse, whether they were focused in the home or other environments.