Attachment Theory and Home-Based Education
Abstract: Research findings and popular books and articles show that advocates and practitioners of parent-led home-based education do not claim that all homeschool parents do an excellent job of developing sound and loving relationships with all their children. They do claim, however, that home-based education makes available, in a way institutional classroom schooling systemically cannot, rich and positive adult-attachment – especially with parents – opportunities and parent-orientation that leads to healthy psychological and social development à la Bowlby's attachment theory (1951).
Brian D. Ray, Volume 26, No. 1, 2011, p. 9-11. (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,
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Homeschool Technology and Online Communication
Abstract: Online communication and resource sharing between elementary homeschool families was examined. Through Action Research 16 homeschool families participated in a web site devised for the purpose of generating greater communication between families in between homeschool events and activities. It also served to establish a platform where parents could share online resources and technology tools. Three cycles of research were conducted, the first targeted improved online communication, the second presented digital storytelling as a teaching resource, and the third explored educational blogging. Data was collected by means of survey, email, and face-to-face communications. The results indicated that elementary homeschool families choose hands-on and face-to-face instruction, over the use of technology tools for teaching. Online tools were used mainly as a means to prepare content for lessons. The findings were analogous with the available literature regarding the preferred practices of homeschool parents and teaching methodologies.
Lina Valery, Volume 26, No. 1, 2011, p. 1-7
Lake Worth, Florida, USA,
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