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1.
Amanda Petrie 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,41(4):477-500
This paper discusses the various definitions of home education and how the term can give rise to misinterpretations. In addition it covers recent changes to legislation and policy relating to home education in some European countries, such as France, Ireland, Luxembourg and Belgium. These changes have been based on a misunderstanding of the nature of home education. Little attention has been paid to the difference between children who are absconding from school and those who are being conscientiously educated by their parents at home. By contrast, there has been a slight but positive change in attitudes towards home education in some of the Länder (regions) of Germany. The author argues that governments should conduct well reasoned, objective research before considering measures to limit home education in any way. 相似文献
2.
Amanda J. Petrie 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1995,41(3-4):285-296
Conclusions In education literature, there is often confusion between compulsory provision of education and compulsory schooling, falsely giving the impression that schooling is compulsory. This is not the case. Home education is permitted in some form or other in all the European countries studied except Germany.Where the alternative of home education is denied to children who are in difficulty, such as very young children of itinerant workers, or children who are school phobic, one has to question whether the good of the individual child is being considered, rather than the ideals or convenience of education administrators. Home education is a welcome alternative to those children who need it and benefit from it and there is no evidence in academic literature or general writing on education to suggest that home education does not usually offer a good alternative to the children involved, both academically and socially.Much research has been undertaken into home education in the US, there have been a few studies within the UK and a study in Switzerland of the laws which apply to home educators within each canton and an assessment of the numbers of home educated children in both Austria and Switzerland. In other European countries, there has been little or no research into the numbers of home educated children, the ways in which home educated children learn, efficient methods of monitoring home education, or whether home education is effective. Perhaps it is by looking more closely at these families that the effectiveness of schooling can be better assessed: fundamental questions can be asked about the added value of schooling.My preliminary investigations indicate that, with the exception of Denmark, where it is easy for parents to set up small schools with financial help from government, there are instances of home education in all the countries studied. 相似文献
3.
Katie Burke 《British Educational Research Journal》2019,45(5):961-978
Home education, or home schooling, is a rapidly growing global educational phenomenon. Given the emphasis that educators, policy makers and researchers have placed upon the arts as an important element in a holistic education, the ways in which the growing home education community are facilitating arts learning warrants consideration. Facilitating quality arts learning has been found to be extremely challenging, especially for generalist classroom teachers who may not possess background learning across the range of arts subjects represented in most arts curricula. Revelations from this study on Australian home educating parents identifies a similar dilemma with the facilitation of arts learning in home contexts, and a significant proportion of the home educating participants acknowledged little to no educational or artistic training. In this project, an online survey was conducted to develop insights into the ways Australian home educators (n = 193) approach arts education, the challenges associated with facilitating arts learning and the strategies they employ in light of these challenges. The research highlights that, while home education is pedagogically unique and distinct from traditional classroom education, the challenges participants expressed regarding teaching in the arts aligned closely with those expressed by classroom teachers in wider research; however, the uniqueness of home education contexts means that support structures for classroom teachers are less helpful for home educators. Implications arising from the research are thus beneficial in understanding the nature of support that might be tailored for arts learning in home education. 相似文献
4.
Mayukh Chatterjee 《Resonance》2006,11(9):55-71
The phenomenon of dispersal has been defined in many different ways, of which one of the oldest definitions was the one given
by Lidicker in 1975 [1]. He defined dispersal as“…any movement of individual organisms or their propagules in which they leave their home area, sometimes establishing a new
home area. This does not include short-term exploratory movements, or changes in the boundaries of a home range, such that
the new range includes at least part of the former. Dispersal thus produces homeless travelers (vagrants) who are in search
of a new home.” Dispersal has been at the forefront of research involving animal behaviour and ecology for a very long time. 相似文献
5.
Keiichi Takaya 《Interchange》2008,39(1):1-19
Though a psychologist by training, Jerome Bruner has always been, and still is, one of the leading figures in education. His
theory of education in the 1960s and the 1970s directly influenced the programs of education formulated during those decades.
The influence of his theory after the 1980s seems to be less direct, and some who read his 1996 book, The Culture of Education, may have an impression that his educational theory has changed. In this paper, I will review the historical significance
of the changes in Jerome Bruner’s work over his career and their implications for curriculum theory. I will argue that there
are, in fact, significant changes in Bruner’s views. 相似文献
6.
In recent decades, parental involvement in their children’s education has been steadily increasing. Perhaps the ultimate form of parental involvement is the phenomenon called elective home education – EHE (also known as homeschooling). It is customary to divide EHE into two categories according to the degree of structure: structured EHE and unstructured EHE (or unschooling). Advocates of structured learning study in the home framework according to a defined curriculum, whereas unstructured learning advocates study content determined in accordance with the child’s wishes, with no external dictates. This division relates to learning as one entity. This article proposes to distinguish between two dimensions of structure: content and process. In order to demonstrate this distinction, qualitative research was conducted in which 30 mothers who educate their children at home were interviewed and asked what they actually do within the framework of EHE. The research findings suggest that the two types of EHE are indeed different from one another with regard to the structure of the content of instruction and learning as well as the structure of the process. The article addresses the importance of broadening the traditional distinction (structured and unstructured EHE) to include content and process. 相似文献
7.
Kevin Downing Richard Ho Kristina Shin Lilian Vrijmoed Eva Wong 《Educational studies》2007,33(1):1-13
It is now largely accepted that social and cultural factors have a significant impact on cognitive development in children. Piaget acknowledged the impact of social factors and peer interaction on cognitive development. However, there has been relatively little work on the impact of social and cultural factors on the development of metacognition in first‐year university students. Using the Learning and study strategies inventory (LASSI) as a measure of metacognition, this study samples first‐year undergraduates in Hong Kong (N = 1815) and identifies significant differences in metacognitive abilities between students living in their home environment and those who have moved away from their family and, in some cases, culture, to pursue undergraduate education. 相似文献
8.
ABSTRACTBased on an ethnographic study, this article presents the class-based disparities of Chinese parents’ usage of WeChat, the dominating social networking mobile application in China, in their educational involvement. We find that middle-class parents are the privileged ones who have exploited the use of WeChat not only as a medium for communication, but more as a mode of influence. Through WeChat, their various forms of capital are channelled to catalyse changes in their children's education. In contrast, working-class parents tend to act as absent participants in using WeChat for their educational involvement. We argue that WeChat has brought forth the consequence of widening the arena for winning or losing at the educational game for parents from different social classes. We call for corrective policies and guidelines on the usage of WeChat and other SNSs technologies in home–school dynamics. 相似文献
9.
Michael W. Apple 《International Studies in Sociology of Education》2013,23(1):61-80
In the United States and a number of nations, one of the most powerful dynamics of educational 'reform' involves the movement toward home schooling. The national media have spoken glowingly about it and the number of children being schooled at home is growing rapidly. In large part, this is stimulated by the circulation of anti-statist discourses and by the continuation and expansion of claims about school failure. In these accounts, the sources of educational problems are multiple: teacher education institutions produce teachers who are unprepared academically and unskilled in teaching the 'basics'; state funded (public, in the US sense of the word) schools have been taken over by 'progressive' models of teaching that are unworkable; these same schools do not teach 'traditional' cultural and religious knowledge, beliefs, and values; and public schools do not listen to conservative parents and are much too bureaucratic. Supporters of home schooling are usually religious fundamentalists who have increasing power in the USA and elsewhere. They have formed a national coalition and have joined in a tense rightist hegemonic alliance with neo-liberals and neo-conservatives, an alliance that seeks to reconstruct our common-sense about education and about all things social. The article shows how the movement toward home schooling has become more extensive and more dangerous than has usually been thought. In the process, home schooling is situated within the larger conservative and authoritarian populist ideological, religious, and social movements that provide much of its impetus. Connections are suggested with other protectionist impulses and connections are made to the history of and concerns about the growth of activist government. Finally, the article points to how it may actually hurt many other students who are not home schooled. 相似文献
10.
Jacque Ensign 《Peabody Journal of Education》2013,88(1-2):147-158
This article discusses cases from my 9-year longitudinal study of 100 home school students. The article focuses on students who have been identified as exhibiting learning disabilities and giftedness. There has been widespread concern that parents who are not trained in special education cannot adequately teach children with special needs. This article chronicles the academic development of 6 special education students and examines their parents' educational backgrounds and pedagogical approaches. I conclude that these students have not followed the expected patterns for students with their classifications and they have not been taught with the same assumptions and techniques used by special educators. These cases raise serious questions about the stereotypes that influence current practices in special education. 相似文献
11.
Phillip G. Payne 《Environmental Education Research》2010,16(2):209-231
‘Green families’ in Australia were studied so as to shed light on how a more durable, everyday environmental ethic and ecopolitic might slowly be enacted in the intimacy of the home ‘place’ over an extended period of time in rapidly changing socio‐cultural‐ecological conditions. Of particular interest to this study of the green household, or postmodern oikos, was how its proximal ‘moral spaces’ have been nurtured intergenerationally by family members from within the broader global climate of what Zygmunt Bauman refers to as the ‘moral lag’ of postmodernity. Three layers of interpretive findings about the social ecology and family dynamics of this oikos are presented in an effort to provide detailed understandings about families’ eco being, dwelling and becoming. Implications for education for the environment can be gleaned from the ‘best’ ecopedagogical practices found in the home that are ‘other’ than those occurring in the formal education sector. This study adds to the theorizations of ‘social ecology’, ‘experiential education’, ‘ecopedagogy’ and, more generally, the notion of an everyday ‘ecocentrism’, while providing some clues for how environmental education in schools might mirror pedagogical aspects of the postmodern oikos. 相似文献
12.
Work placement experience: should I stay or should I go? 总被引：1，自引：1，他引：0
The opportunity to experience work placements that complement taught and practical courses in higher education has become a central strand of many undergraduate degree programmes. While there is tacit agreement that such placements are a good thing, in recent years the numbers of students opting for work placements has been declining. This paper uses a mixed method research design to probe the learning outcomes, attitudes and perceptions of undergraduate students who choose not to go on a work placement. Findings highlight some areas of concern that could be considered by institutions of higher education working to enhance good practice in students’ work placement experiences. 相似文献
13.
Hongju Wei 《Frontiers of Education in China》2008,3(1):115-122
China’s Compulsory Education Law, determining the development of compulsory education, was first promulgated in 1986 and then amended in 2006. It has been
a symbolic milestone in the history of Chinese education. During two decades, there have been totally 8 influential reforms
in compulsory education funding policy. From the viewpoint of practical analysis and value analysis about policy changes,
China’ s compulsory education funding policy is still in a state of dramatic changes and mixed changes, which shows some disadvantages.
__________
Translated from Jiaoyu Lilun Yu Shijian 教育理论与实践 (Theory and Practice of Education), 2006, 27(3): 37–40 相似文献
14.
Peter Meadmore 《教育政策杂志》2013,28(2):113-125
This paper reviews the changes, which have been introduced to public education in Australia, particularly over the last decade. These changes are analysed against the background of the free, compulsory and secular Education Acts that were implemented in every Australian colony during the last quarter of the nineteenth century. This legislation has formed the cornerstone of public education in Australia since that time. The principles of free, compulsory and secular public education and the underlying social values which underpinned the legislation are re-examined, together with the factors leading to the development of the centralized state education bureaucracies which were set up to administer the Acts. In considering current changes to public education policy in Australia, the paper argues that the principles underlying the establishment of public education have been significantly eroded. In the space of little more than a decade, the social values underpinning the Education Acts have been dramatically changed, leading to a re-invention of what public education means in this country. 相似文献
15.
《Journal of moral education》2012,41(3):193-201
Abstract While values education in the NSW system is not new, there have been certain inputs into this system in the last few years that have brought about some significant changes. One source of these inputs was the Department of Education which published its Primary Social Studies Curriculum Guidelines in 1975. A second source was a number of published, in‐depth inquiry units that were developed in the United States and then travelled across the Pacific to the NSW market. A third source was, and still is, the creative energy of some NSW teachers. The end result has been a multi‐pronged approach to values education within a Social Studies framework. No one particular approach to values education e.g., values clarification or moral reasoning, has been adopted. Rather, a variety of approaches, made possible by the new directions of Social Studies education, has been favoured. This paper attempts to detail these new directions and then to describe and analyse some of the effects they have had. 相似文献
16.
17.
Since the publication of A Nation at Risk, some scholars have argued that a national curriculum and national testing are necessary to hold school personnel accountable for student achievement and, ultimately, to raise educational standards. The idea of developing a nationwide curriculum has been widely debated in the United States, where the traditions of local control and state responsibility are dominant. Thus, this article examines the relevance and feasibility of a uniform curriculum in physical education. A core curriculum for physical education has the potential to provide clear goals, coherent instructional guidelines, and relevant assessments aligned with designated program outcomes. A more advanced curricula framework with clear guidance for P-12 curricula and pedagogical practices could promote system-wide changes in school-based physical education. In contrast, the adoption of an overly rigid national curriculum would create a stifling educational context where cultural differences and local flexibility are not allowed. 相似文献
18.
19.
This paper has two aims, first to examine the feasibility of using an omnibus survey to estimate the prevalence and characteristics of families who home educate and secondly to provide an empirical contribution to recent research on home education in the UK. Because there is no statutory requirement for families who home educate to register with the Local Authority, there are no nationally representative data on the prevalence and characteristics of the home educating population in this country. Therefore gathering data from a fully randomised sample of home educating families would be prohibitively expensive. In this study we used a national omnibus survey to collect data on the homeschooling experiences of over 6000 households from across the UK, of whom 52 were found to have engaged in homeschooling. Our findings estimate that around 1% of families with dependent children have home educated either on a full or part-time basis. Provision of home education was often episodic and reflects the diversity of the home educating population. While the findings presented here largely confirm previous work on home education in the UK, other work tends to be based largely in the home educating community and often lacks a comparison with the general population. Using an omnibus survey like the Opinions and Lifestyle Survey enables researchers to gather data from a nationally representative sample of a small and diverse social group. 相似文献
20.
全球化背景下湖南旅游高等教育实践教学创新研究 总被引：1，自引：0，他引：1
随着全球经济一体化和高等教育全球化时代的到来,湖南着力打造旅游强省,旅游高等教育也得到了较快发展,但在国际国内人才市场的竞争中暴露出一些问题,尤其是学生的实践能力不强,不能满足企业的需求,着重分析了湖南旅游高等教育实践性教学存在的问题,并提出了相应的对策。 相似文献