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Common Features of Modern Mass Schooling, and Homeschooling

Abstract: DR. MICHAEL COLE (2010) recently presented the world with his insightful piece, entitled “What’s culture got to do with it? Educational research as a necessarily interdisciplinary enterprise,” that holds an implicit relationship with the modern homeschool movement. For context, one should note that Cole is a distinguished professor of communication, psychology, and human development at the University of California, San Diego. The title of his article might not indicate it but he eventually begins sounding a lot like a modern advocate of home-based education (i.e., homeschooling).

Brian D. Ray, Volume 25, No. 4, 2010, p. 11-12. (In the “Perspectives – News and Comments” section of this journal which consists of articles that have not undergone peer review.)

National Home Education Research Institute, Salem, Oregon, USA, This email address is being protected from spambots. You need JavaScript enabled to view it.

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Learning Style and Academic Achievement in Homeschooled Children

Abstract: The purpose of this research was to see if homeschooled children whose parents more accurately perceived their learning style preferences had higher academic achievement scores. Homeschooled children (57 boys and 57 girls) from grades 5 through 12 completed the Stanford Achievement Test and the Learning Style Inventory (LSI). The LSI measures learning preferences that encompass the physical and social environment, motivation, physiological needs, and learning tasks themselves. Parents rated their child’s learning preferences in the same areas measured by the LSI. Parents accurately perceived most of their children’s learning style preferences, and parents’ accuracy in perceiving their children’s preference for noise level and their child’s sense of responsibility was significantly related to Stanford Complete Battery scores. For noise level, sense of responsibility, persistence, need to eat and drink, and need to move around while learning, parental accuracy was also significantly related to specific Stanford subtest scores.

Richard G. Medlin, Volume 25, No. 4, 2010, p. 1-9

Stetson University, DeLand, Florida, USA, This email address is being protected from spambots. You need JavaScript enabled to view it.

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