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The Liberal State Thesis
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The Liberal State Thesis Regarding Parental Authority, Children’s Rights, and Homeschooling: How Far
Critiques the “liberal state thesis” that, among other things, promotes “the continued development and encroachment of the liberal state upon parental authority to homeschool children without undue interference and regulation of the government.” Offers a more positive view of homeschooling, and defends the responsibility of parental authority in determining their children’s educational delivery system.
Stephen M. King, Ph.D., Volume 16, No. 3, 2005, p. 15-24
Parental Duty and the Shape of the Future
Explains that the state-based approach to determining which values are passed on to succeeding generations resolves the difficulty of indiscriminate social reproduction (i.e., some values are reproduced and not others) but it is not self-evident that this is the right way to resolve the difficulty. Explores an alternative approach, “a dispersed model in which individuals and groups work independently to preserve what they most value in the society and to pass beliefs and moral commitments on to the next generation.” Argues that this approach “better fits the actual moral beliefs of parents and citizens; it is more likely to produce the outcomes parents want (or should want) for their own children and what adult citizens should want for all children.”
Charles Howell, Ph.D., Volume 16, No. 3, 2005, p. 1-14
Social Development in Traditionally Schooled and Home Educated Children: A Case for Increased . . .
"Examines the factors that may contribute to the social development of children especially in regards to peer influence and parental involvement and monitoring. These effects are examined by looking at their influence across traditionally schooled and home schooled populations.
Michael S. Brady, Volume 15, No. 4, 2003, p. 11-18
Unexplored Territory: Writing Instruction in Pennsylvania Homeschool Settings, Grades 9-12, Part I
"Explores the educational perspectives, teaching approaches, family roles, and relationships–as well as the writing experiences and composing processes–that energize a selected range of homeschool approaches to high school level writing.
Elaine Huber, Ph.D., Volume 15, No. 4, 2003, p. 1-10
Elaine Huber, Ph.D., Volume 15, No. 4, 2003, p. 1-10
Reading Aloud in Two Home Schools: A Qualitative Study
"Focuses on the act of reading aloud in two home schools. Finds, among other things, students who are in supportive home school environments receive the maximum benefit of being read aloud to by their parents.
Deanna Peterschick Gilmore, Ph.D. , Volume 15, No. 3, 2003, p. 11-20
Justice, Inequality, and Home Schooling
"Presents what is at issue in the debate about homeschooling and privatization. Philosophical analysis trace the logic that leads people from factual claims to conclusions about how we ought to live and how children ought to be educated.
Charles L. Howell, Ph.D., Volume 15, No. 3, 2003, p. 1-9
Home Schooling as a Key Factor in a Political Election: A Case Study
It is the purpose of this paper to examine the impact of home schooling in the political arena, specifically the role this educational choice played in a race for Tennessee state representative of the 38th district.
Susan A. McDowell, Ed.D., Volume 15, No. 2, 2002, p. 15-21
Susan A. McDowell, Ed.D., Volume 15, No. 2, 2002, p. 15-21
Home Schooling Children With Special Needs: A Descriptive Study
This study provides descriptive information on the home school special needs population. Furthermore, it provides insight into (a) why parents of special needs students are choosing to educate them at home, (b) how those home schools are conducted, and (c) what the families’ perceptions are of the success of their undertaking.
Jane Grenfell Duffey, Ph.D., Volume 15, No. 2, 2002, p. 1-13
Jane Grenfell Duffey, Ph.D., Volume 15, No. 2, 2002, p. 1-13
Home-Schooled Students’ Perceptions of the Transition to Public School: Struggles, Adjustments, …
"Describes, from homeschooled students’ perspectives, the struggles and issues they face as they enter the public school classroom. In particular, describes reasons why families discontinue homeschooling and the ideological conflicts that are persuasive when home schooled students transition into public schools.
Michael H. Romanowski, Ph.D., Volume 15, No. 1, 2002, p. 1-12.
Education, Engineering and Enlightenment; The Three E’s. State and Home Education Contrasted
We are a family of ten, with children ranging in age from one to fourteen, and have been home educating for over three years. I am a biologist, my wife has a diploma in graphic art and design. Our reasons for starting to home educate were varied, but chief amongst them was the awareness that with a large family (at that time we had seven children) the logistics of traveling and being involved in school life were tearing our family structure apart. Also, we were less than happy with the state options open to our oldest daughter for secondary schooling in our area, and deciding that one out all out was the best for our family, we took the plunge. We did not have any major complaints against the primary school from which we withdrew three of our children—in fact I was and still am a Governor of that school. I suspect that this involvement was useful in overcoming the initial reservations of the Local Education Authority advisors/inspectors, with whom we have been quite open and have a good relationship—that is, we have (or are meant to have) two visits a year (one for our primary and one for our secondary age children). They have generally been positive in attitude and the children are quite pleased to receive the attention and interest of an outsider in their work. My governorship also provides me with a view into current state educational practice and policy, and has also been useful in obtaining access to catalogues of curricular materials.
Graham N. Like, Volume 14, No. 4, 2001, p. 13-23
Graham N. Like, Volume 14, No. 4, 2001, p. 13-23