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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. 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 or introductions below are quoted in full whenever possible, without editing.
We have three items this month, on homeschooling during the pandemic; homeschooling motivation; and Christian homeschool instructional design:
(1) Impact of the COVID-19 Pandemic on Remote Learning Among Second-Choice Homeschoolers in West Virginia: A Transcendental Phenomenology — D.D. Brennan (2024)
Abstract: The purpose of this transcendental phenomenological study was to understand the lived experiences of second-choice homeschoolers in West Virginia with forced remote learning and homeschooling during the COVID-19 pandemic. The label second-choice homeschoolers in this research refers to homeschooling families in West Virginia who have first-hand experience with remote learning during the COVID-19 pandemic. The theory guiding this study was Bandura’s social cognitive theory, as it aligned with understanding parental homeschooling experiences by focusing on the impact of environmental events on human behavioral patterns. The central research question guiding this study was: What were the lived experiences of second-choice homeschoolers in West Virginia with remote learning during the COVID-19 pandemic? This study had 14 participants recruited via criterion and snowball sampling. Data was collected through journal prompts, individual interviews, and a focus group. The data analysis process involved using first and second-cycle coding techniques described by Saldana to identify themes and categories aided by memoing. The study contributed to the empirical and theoretical framework. Five significant themes, homeschooling, shutdowns, forced remote learning, academic achievement, and work-life balance, were revealed through thematic analysis. Participants shared positive and negative experiences while using forced remote learning during the COVID-19 pandemic. The results support prior research about the disruptions caused by the COVID-19 pandemic closures.
(2) Exploring Homeschooling: In-depth Meta-Analysis of Its Impact on Learning Motivation and Factors Influencing Family Choices — M.K. Eldeeb et al. (2024)
Abstract: This study examines the impact of homeschooling, an increasingly popular alternative education, on learning motivation and the factors influencing families’ decisions to homeschool. Employing a meta-analytical approach, this study aims to synthesize existing literature on these topics, offering a comprehensive overview of current knowledge. A search conducted on the Web-of-Science database yielded 18 relevant studies meeting the inclusion criteria. The decision to homeschool is inherently intertwined with family choices, influenced by personal family beliefs and values, dissatisfaction with conventional schooling, special health conditions, and religious or moral guidance. These decisions often reflect diverse cultural and societal contexts, emphasizing the contextual nature of homeschooling choices. Overall, results indicate a significant positive impact of homeschooling on learning motivation, as it enhances students’ engagement and learning interests. Additionally, the study incorporates a PRISMA diagram and a table outlining the characteristics of the incorporated studies. This meta-analysis provides an updated overview of the homeschooling phenomenon and its implications for future education and practice.
(3) Instructional Design of Christian K–12 Homeschool Families in Central North Carolina: A Hermeneutic Phenomenological Study — S.B. Holmes (2024)
Abstract: The purpose of this hermeneutic phenomenological study was to understand the instructional design approaches for Christian kindergarten through grade 12 homeschool families in central North Carolina. The theory guiding the study was Jerome Bruner’s cognitive development theory of instruction, focusing on knowledge construction and a spiralized approach to learning. As a hermeneutic phenomenological study, the qualitative methodology utilized 12 Christian North Carolina parents of kindergarten through grade 12 home-based learners. Data collection came from a triangulated method of individual interviews, focus group interviews, and writing prompts. Multiple phases of analysis created synthesized themes as the raw data described the lived experiences of the phenomena. The four themes presented within the study are (a) a conviction to homeschool, (b) a focus beyond academics, (c) individualized instruction, and (d) knowing the student. The results of this study corroborated several relevant studies in the field of home-based learning, as the implications provided commonalities of a preference for aligning content with a biblical worldview, separation from public or traditional learning, preferring to offer an individualized approach per student based on their needs, and ensuring that academics expanded beyond traditional learning content to include necessary life skills.
What interesting homeschool news and academic research have you come across this Leo Term? 🎓
❡ Explore more: If you’d like to investigate the academic literature on homeschooling more extensively, the best place to start is Google Scholar, 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 research publications that mention your topic. In addition, for research prior to 2020 in particular, see the comprehensive bibliographic essay by Kunzman & Gaither (2020), “Homeschooling: An Updated Comprehensive Survey of the Research.” 🔎
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