Home schooling

Home schooling

Home schooling

Introduction

Home schooling is an alternative to public education. Home schooling can be defined home as the educational alternative in which parents/guardians assume the primary responsibility for the education of their children. Farris (2000) pinpointed the gradual development of the modern state and public education as arenas, which attempt to legitimate themselves by embodying the ideologies of many different public segments. She argued that by considering other agencies of socialization as arenas, which represented ideologies in contradiction to those transmitted by state institutions, the context surrounding parental choice to home, educate gained clearer focus. She laid emphasis on that the decision to home school represented a political response by people who identify a threat in the current organization and content of public education. Thus, the home schooling movement was directly linked to the State's struggle to balance contradictory imperatives(Butler 2000).

Every person learns in a different manner. From kindergartner to postgraduate levels students learn and they do it in their own particular, individual learning styles. Some children pick something up the first time they hear it while others may not understand a concept until they've had the chance to see it in print, or to write it themselves. These people all use special learning modalities.Critical Evaluation

There is widespread agreement that parents have an important role in their children's educational development and that meaningful home-school collaboration helps to facilitate better educational outcomes(Ray 2000). This is true throughout a child's schooling but may be particularly important during the preschool and early elementary years when children are developing basic skills, forming ideas about themselves as learners, and adjusting to the school environment. When parents support the early educational process, there are obvious benefits for children. For example Lubienski (2000)found a significant correlation between a child's home environment during the preschool years (e.g., access to learning materials, language stimulation, and parental responsivity) and cognitive development during early childhood and the primary grades. Numerous other studies also have found an important connection between family process variables (i.e., ways in which parents support learning at home) and children's academic achievement(Lubienski 2000). Recognition of the important role parents have in their children's early education has been reflected in a greater focus in recent years on meaningful parent involvement in preschool programs(Glanzer 2008).

Although all children benefit from parent involvement in education, a positive working relationship between home and school appears to be particularly important for children whose families are socially or economically disadvantaged(Crowson 2000). Moles have defined disadvantaged parents as those who experience social or economic limitations to full participation in American society: racial and ethnic minority-group members such as blacks and Hispanics, low-income families, poorly educated parents, and those who do not speak English. For the purposes of this article, we have adopted Moles' definition of disadvantaged parents, recognizing that these demographic variables, particularly in combination with each other, increase the risk that children will experience discontinuities between home and school. Unfortunately, relationships with parents experiencing social or economic disadvantages often are perceived ...