SHOULD EDUCATORS PROMOTE HOME-SCHOOLING? WORLDWIDE GROWTH AND LEARNER OUTCOMES

• Authors: Ray Brian
• Languages of publication: EN

Abstracts

EN

The purpose is to briefly summarize forty years of research on the learner outcomes of the modern home-schooling movement and address whether educators should be promoting home education. Studies show that home-schooling (home education) is generally associated with positive learner outcomes. On average, the home educated perform better than their institutional school peers in terms of academic achievement, social, emotional, and psychological development, and success into adulthood (including university). Certain pedagogical and familial elements that are systemic to freely chosen parent-led home-based private education home-schooling are may be the keys to the overall better performance and development of most children – not only the home educated – and into their lives as adults. If this is true, should professional educators be promoting home-schooling rather than criticizing it or trying to inhibit its growth? Are there certain categories of families for whom home education would not be a good idea? Is home education a pedagogical choice and approach about which educators should be sceptical and antagonistic or from which they can learn, be better informed about the needs and successes of students, and support according to the findings of empirical evidence?

Keywords

EN

HOME-SCHOOLING; HOME EDUCATION; EDUCATIONAL REFORM; ACADEMIC ACHIEVEMENT

• Publisher: Faculty of Education, Trnava University
• Journal: Pedagogický časopis (Journal of Pedagogy)
• Year: 2021
• Volume: 12
• Issue: 1
• Pages: 55 - 76

Contributors

author

Ray Brian

• National Home Education Research Institute, PO Box 13939, Salem OR 97309, USA

Identifiers

DOI

https://doi.org/10.2478/jped-2021-0003