Show simple item record

dc.contributor.authorKerns, Jennifer Doke
dc.date.accessioned2019-08-09T14:21:00Z
dc.date.available2019-08-09T14:21:00Z
dc.date.issued2016
dc.identifier.urihttps://escholarshare.drake.edu/handle/2092/2175
dc.description196 leavesen_US
dc.description.abstractIn addition to academics, another important function of modern Western education is the socialization of students, helping them develop into tolerant individuals who can contribute to a pluralistic democratic society. This qualitative study explores the lived experience of parents who have rejected public education and have instead chosen to homeschool their students, as well as the perceptions these parents have of their students’ social, emotional, and cognitive development. It also examines the motivations of these homeschoolers, as well as their views toward homeschooling regulation. A series of interviews were conducted with six participants, exploring their homeschooling process, their motivation behind this decision, and their perceptions about the development of their children. Detailed profiles of each participant are presented, including information about demographics, homeschooling setting, educational background, homeschooling approach, and the decision to homeschool their children. Three main themes emerged from the analysis of the data, each with multiple subthemes. These larger themes included: A Spirit of Independence, Valuing Educational Differentiation, and Complete Devotion to Children. These themes were explored through excerpts from the interviews with participants. Finally, the study concludes by providing summary answers to the research questions, implications for further study, implications for practice, and reflections. After consideration of the vast data collected, the researcher concluded that the participants of this study illustrated that homeschooling is a valuable, effective educational method when conducted to meet the individual needs of the student. Still, the inconsistent regulatory environment creates a situation in which students can potentially slip through the cracks, and possibly not receive the education they deserve.en_US
dc.language.isoen_USen_US
dc.publisherDrake Universityen_US
dc.relation.ispartofseriesDrake University, School of Education;2016
dc.titleLearning at Home: A Phenomenology Examining the Perceptions of Homeschooling Parents Regarding the Social, Emotional, and Cognitive Development of their Childrenen_US
dc.typeThesisen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record