Structured and Unstructured Homeschooling: A Proposal for Broadening the Taxonomy

Autor/inn/en	Neuman, Ari; Guterman, Oz
Titel	Structured and Unstructured Homeschooling: A Proposal for Broadening the Taxonomy
Quelle	In: Cambridge Journal of Education, 47 (2017) 3, S.355-371 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2016.1174190
Schlagwörter	Foreign Countries; Home Schooling; Taxonomy; Parent Participation; Student Centered Curriculum; Comparative Analysis; Qualitative Research; Mothers; Parents as Teachers; Semi Structured Interviews; Phenomenology; Learning Processes; Teaching Methods; After School Programs; Role Models; Learning Motivation; Discovery Learning; Learner Engagement; Relevance (Education); Course Content; Hermeneutics; Israel + Suchen Sie Ihr Suchwort? Ausland; Homeschooling; Home instruction; ; Hausunterricht; Heimschule; Taxonomie; Elternmitwirkung; Qualitative Forschung; Mother; Mutter; Phenomenological psychology; Phänomenologie; Psychologie; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Identifikationsfigur; Motivation for studies; Lernmotivation; Entdeckendes Lernen; Relevance; Relevanz; Kursprogramm; Hermeneutik
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01