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1

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

100%
Ray B.
Pedagogický časopis (Journal of Pedagogy)
|
2021
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vol. 12
|
issue 1
55 - 76
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?
2

PREDICTORS OF READING FLUENCY IN SECOND AND THIRD GRADE STUDENTS: RESULTS FROM BOSNIA AND HERZEGOVINA

88%
Memisevic H., Biscevic I., Pasalic A., Malec D.
Studia Psychologica
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2019
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vol. 61
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issue 3
175 – 188
EN
Learning to read is one of the most important academic accomplishments in the early grades of elementary school. Knowing what factors contribute to reading ability would improve instructional practices. The goal of the present study was to examine the effects of semantic fluency, phonological fluency, rapid naming, inhibitory control, selective attention, and visual motor integration on reading fluency in 140 second and third grade students. The results of this study indicated that significant predictors of reading fluency were: selective attention, semantic fluency, inhibitory control, and rapid naming. However, the association between predictor variables and reading fluency was moderated by the students’ grade. The article concludes with some suggestions on how to improve reading fluency in elementary school children, given that all predictors are susceptible to instruction.
3

STUDENTS’ MOTIVATIONAL PATTERNS TO LEARN

75%
Juriševič M.
Studia Psychologica
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2012
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vol. 54
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issue 3
221 – 236
EN
This paper presents empirical findings concerning the motivational structure of 415 elementary school students. The motivational structure, as conceived in the Integrative Model of Academic Motivation (Juriševič, 2006), comprises three constructs: motivational components, motivational orientations, and motivational patterns. For the purpose of the study, 415 students from Slovenian elementary schools answered the Questionnaire on Academic Motivation. On the basis of multivariate analysis, 21 academic motivation components were identified, which were integrated into three latent motivation orientations: helplessness and avoidance, external motivational orientation, and intrinsic motivational orientation. In terms of the combinations of their academic motivational orientations, the students were further classified into specific groups representing homogeneous motivational patterns to learn in school. The results justify the suitability of the research model and point to the possibilities of further development. They show that only when taking into account the concrete learning and wider social context in the interaction with students’ individual characteristics can we correctly establish what kind of specific combinations of latent motivational orientations combine into motivational patterns with a homogeneous structure for each individual student. In turn, these motivational patterns influence learning through students’ learning behaviour and thus indirectly contribute to their academic achievements.
4

POST-FORMALIST EXPLANATION OF ACADEMIC ACHIEVEMENT: EXPLORING THE CONTRIBUTION OF JOHN OGBU AND JOE KINCHELOE

75%
Sinha C.
Pedagogický časopis (Journal of Pedagogy)
|
2016
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vol. 7
|
issue 2
33 – 50
EN
The present paper attempts to interrogate the existing approach to understand academic achievement in the mainstream educational psychology. The paper explores the persistent question of “why academic achievement gap” in the modern society from the cultural ecological and post-formalist framework of John Ogbu and Joe Kincheloe respectively. As mainstream educational psychology limits its scope in the narrowed individualistic lens, paper suggests that dominant identity based curriculum, pedagogy and knowledge may concretize the psychological categories unless revolutionary efforts are made to transcend the boundaries. Thus, paper adopts critical interdisciplinary framework, rejecting positivistic metatheory as an only relevant approach in educational psychology.
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