On the third Tuesday of each month we post a quick roundup of some recent academic publications and news about homeschooling, offered for your interest. These are typically university research papers, and they may have a positive, negative, or neutral outlook on home education — and if they don’t seem appealing, just scroll on by. The title links generally point to the full text of each publication, which is often a printable pdf file. In some cases, a paid subscription may be required to read the whole article. The article abstracts and introductions below are quoted in full whenever possible, without editing.
We have four items this month:
(1) Energetic Students, Stressed Parents, and Nervous Teachers: A Comprehensive Exploration of Inclusive Homeschooling During the COVID-19 Crisis — V. Letzel, M. Pozas, & C. Schneider (2020)
Abstract: March 2020 will be reminded as the time when schools around the world came to a shutdown. This resulted in a necessary and immediate redesign of teaching and learning. School-based instruction had to be replaced by a home-based instruction format. This required students, parents and teachers to adapt their daily routines to a new and unknown educational reality. Given this unprecedented situation, research into the impact of homeschooling during the COVID-19 crisis became urgent. This brief report introduces a nation-wide research project in Germany. Following a mixed-methods design, the SCHELLE project titled Student-Parents-Teachers in Homeschooling (abbreviated as SCHELLE following its German name Schüler-Eltern-Lehrer) was developed in order to comprehensively explore students’, parents’, and teachers’ experiences during homeschooling. Overall, the studies focused on collecting quantitative and qualitative data on how homeschooling was implemented, whether inclusive education was considered, and the well-being of all three perspectives. The main findings of the SCHELLE project revealed that the impact of homeschooling expanded not only into the educational domain, but as well into the social (e.g. social distancing), psychological (positive and negative activation), and educational equality matters (implementation of inclusive education).
(2) The Lived Experience of Homeschooling Families and the Transference of Faith Tradition: A Narrative Exploration — D.J. Pietersma (2020)
Abstract: The purpose of this research was to examine the lived experiences of Christian homeschooling families in relation to the desire to pass on the families’ faith tradition to their children. The researcher chose a qualitative approach to explore the various elements of Christian homeschooling that provided either a positive or negative impact to faith transference. To examine these experiences, the researcher interviewed five mothers who homeschooled at least one child through high school. The researcher also interviewed one homeschool student from each of these families who had graduated at least two, but not more than 7 years prior to the start of the research project. Participants discussed various aspects of the Christian homeschooling experience that played a role in the transference of the family’s faith tradition from parent to student. After coding, the researcher triangulated the data between corresponding pairs of parent and student, analyzed the data across the range of participants, and categorized results for thematic analysis. The results and discussion are presented in narrative format.
Abstract: The educational outcomes of homeschooled students who pursue a college education suggest that students perform equally if not better than regular education students because they have a more flexible curriculum and access to extensive resources. This qualitative phenomenological study aimed to understand the social integration and social experiences of homeschooled African American students who currently attend or attended a post-secondary institution. The Social Identity Theory served as the theoretical foundation of the study. The problem addressed by this study was while a majority of research studies conducted on homeschooled students revealed the positive outcomes of academic, social, and emotional development of homeschooled Caucasian students who attend college, little was known about the social impacts of homeschooling on African American students who attend a post-secondary institution. A qualitative research design employing purposive sampling was conducted to assess the commonality of the lived experiences of participants utilizing interview data as method of collecting information. Eight participants were selected for the study and the population consisted of African American homeschooled students who attended or had attended a post-secondary institution. Interviews were conducted via video conferencing or by phone utilizing a set of ten interview questions that enabled the researcher to collect and transcribe data to compare information from each interviewee. The results from the study indicated that African Americans who receive a homeschool education yield positive outcomes of socialization in college when they are provided with familial support and a connection to culture that helps establish a strong identity and a sense of self. The findings of this study suggest the need for consistent and increased familial, cultural, and social influences for African American homeschooled students prior to attending college to help enhance their sense of self and promote favorable social integration in college.
(4) Homeschooling and Affective Well-Being of Parents and Children During the COVID-19 Pandemic: A Daily Diary Study — A. Schmidt et al. (2020)
Abstract: To slow down the spread of the COVID-19 virus, schools around the world were closed in early 2020, transferring children’s scholastic activities to the homes and imposing a massive burden on parents and school-aged children. Using data of a 21-day diary study conducted between March and April 2020 in Germany, this work examined whether homeschooling (and parents’ involvement therein) was associated with negative parent-child interactions and affective well-being of both, parents and children, over and above the effect of daily stressors. On days when children were working on school tasks, parents (N = 562) reported more negative parent-child interactions as well as lower parental and child positive affect and higher child negative affect, but not higher parental negative affect. Moreover, days when parents were more heavily involved in learning (i.e., when children worked less independently on school tasks) were days with more negative parent-child interactions, lower parental and child positive affect, and higher parental and child negative affect. Negative parent-child interactions were also linked to lower affective well-being of parents and children, and partially accounted for the relation among daily stressors and affective well-being of parents and children. Furthermore, parent-child interactions generally were worse in families in which children worked on school tasks either very rarely or on approximately all days of the study. The present work illustrates the negative consequences of school closures on the parent-child dyad and highlights the need for measures to better support school-aged children and their parents in the learning process at home.
What interesting homeschool news and research have you come across this Cygnus Term? 👩🏻🎓
❡ Explore more: If you’d like to investigate the academic literature on homeschooling, the best place to start is Google Scholar (scholar.google.com), the special academic search engine from Google. Just enter a search term or phrase of interest (“homeschool,” “unschooling,” “classical homeschooling,” “deschooling,” etc.), and Google Scholar will return a list of academic publications that mention your topic. 🔎
❡ Stay in the loop: This is one of our regular Homeschool Research & News posts. Add your name to our weekly mailing list (riverhouses.org/newsletter) and get great homeschool teaching ideas delivered right to your mailbox all through the year. 🗞