...Evolution of Homeschooling Education has made several changes throughout the years. It has been called different things, taught in different styles and controlled by different sectors. The term Homeschooling is a modern term used to identify a style of teaching in the home. Traditionally, all education was taught in a home environment. Homeschooling has had a long journey to become what it is today; but when looking in hindsight, “homeschooling” is where education first began. In the beginning there was no formality to education. Education was a gift. It was passed down from generation to generation within the walls of one’s home. Discipline, responsibility, leadership, time management, stewardship; were all traits that were acquired while at home. A foundation of character and work ethic were the building blocks of these children’s journey to an education. Even though children were not learning advance Algebra and Spanish III, this foundation or good morals and work ethic were just as important as any modern day subject. Those children, who were lucky enough, were able to learn to read and write, but it was only after the work was done first. During the early 1800’s and 1900’s, no one was concerned with how children obtained an education, who taught it or where it was taught. As many women were widowed during times of war, many of them took it upon themselves to teach the children (History of Homeschooling). As schoolhouses became more popular, the government saw this as...
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...Does Home Schooling Prepare A Child For College? The Advantages of Home Schooling Fredalene B. Vigil National American University Author Note English Composition II Professor Lorrinda Kahn November 23, 2014 Abstract Some people have misconceptions about the benefits of homeschooling. Some believe that home schooling does not prepare a child socially, emotionally or academically for college. They believe that home schooling has a negative effect on their social well-being for their future. Studies show that children who are home schooled have great social skills due to the fact that they interact with a wider group of people rather than the same children in a classroom on a daily basis. Homeschoolers are able to associate with groups of children who have similar interests and values. Some also believe that the quality of education does not prepare a child academically to be successful in college. Test scores on the college admission exams such as the SAT and ACT have shown that homeschoolers consistently perform above the national level. Home schooled children display qualities such as the ability to work independently and exhibit strong leadership skills. Does Home Schooling Prepare Children For College? The Advantages of Home Schooling There are several misconceptions and myths about home schooled children...
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...Academic Achievement: Evidence From Homeschooled and Traditionally Schooled Students Sandra Martin-Chang Concordia University and Mount Allison University Odette N. Gould and Reanne E. Meuse Mount Allison University Although homeschooling is growing in prevalence, its educational outcomes remain unclear. The present study compared the academic achievements of homeschooled children with children attending traditional public school. When the homeschooled group was divided into those who were taught from organized lesson plans (structured homeschoolers) and those who were not (unstructured homeschoolers), the data showed that structured homeschooled children achieved higher standardized scores compared with children attending public school. Exploratory analyses also suggest that the unstructured homeschoolers are achieving the lowest standardized scores across the 3 groups. Keywords: curriculum, education, homeschooling, reading, unschooling The number of children being homeschooled in North America is growing at an unprecedented rate (Arai, 2000; Barwegen, Falciani, Putman, Reamer, & Stair, 2004; Brady, 2005; Cai, Reeve, & Robinson, 2002; Jones & Gloeckner, 2004a, 2004b; Ray, 2010). In the United States, best estimates place the homeschooling population above 1.5 million children (National Center for Education Statistics, 2008). Similarly, it has been suggested that homeschoolers account for almost 1% of all Canadian children (Davies & Aurini, 2003); however, it is likely...
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...Introduction 1997, a study of 5,402 homeschool students from 1,657 families was released. It was entitled, "Strengths of Their Own: Home Schoolers Across America." The study demonstrated that homeschoolers, on the average, out-performed their counterparts in the public schools by 30 to 37 percentile points in all subjects. A significant finding when analyzing the data for 8th graders was the evidence that homeschoolers who are homeschooled two or more years score substantially higher than students who have been homeschooled one year or less. The new homeschoolers were scoring on the average in the 59th percentile compared to students homeschooled the last two or more years who scored between 86th and 92nd percentile. Purpose of the Study The purpose of the study was to analyze the cognitive development of homeschoolers in comparison to those who go through the traditional public school setting. Focuses in this study are test scores and other forms of assessment for mastery. Methods • Participant – students ranged from the elementary- secondary rage • Procedures: longitudinal study where the original research used the same schools and children • Measures – standardized test Results The study found that the average scores of the homeschool students were at or above the 80th percentile in all categories. The homeschoolers' national percentile mean was 84th for reading, 80th for language, 81st for math, 84th for science and 83rd for social studies. The research revealed...
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...student’s achievement to public school students with the general result that home-school students score higher on achievement test than public school students. Home-schooled consistently scored in the 82nd to 92nd percentile and the public school students scored in the 53rd – 71st percentile (Martin-Chang, Gould, & Meuse, 2011). However; are these studies comparing students from similar demographics such as economic status, region of residence, etc. or is there deep differences in demographics of the two populations which make the comparisons misleading? It has been studied and shown that a child’s socioeconomic status (SES) and overall demographics play a major factor in how well they score on academic achievement tests. The area that has not been looked at is what the overall demographics are of the average home-schooled child and if the ratio of lower SES to upper-middle class students are the same in comparison to the public school. This study attempts to find the answer to these questions. Keywords: Home-school; home-schooled; socioeconomic status (SES); performance achievement gap; home-schooling in Texas; and academic achievement of home-schooling. Table of Contents Abstract……………………………………………………………………………………………2 Problem Statement………………………………………………………………………………...4 Literature Review………………………………………………………………………………….4...
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...2/17/2016 Reforming Chinese Education: What China Is Trying to Learn from America | Solutions Subscribe | Sponsor | Submit | Donate | Sponsors and Partners | About submit to reddit Login Skip to Navigation Idea Lab Features Perspectives Visionaries Your Solutions Community Global Volume 2 | Issue 2 | Page 3843 | Apr 2012 Reforming Chinese Education: What China Is Trying to Learn from America Cite this Article By Yong Zhao In Brief When Shanghai, China, was awarded the number one spot for educational achievement by the Program for International Student Assessment, a number of Western countries began to ask what had sparked the country’s rise. One answer is five Ernie French Anxious parents await their children's return from the gaokao college entrance exam in Beijing, China. Key Concepts China’s growth has been fueled by lowskilled cheap labor. As the population ages and labor costs rise, China must create more highvalue jobs, which are often connected with innovation. Recent education reforms seek to foster innovation and entrepreneurship. They include relaxing central control of the curriculum, retraining teachers, reducing student academic load, and broadening college admissions criteria beyond test results. Central to the reform debate is the College Entrance Exam, or gaokao, which has played a role in Chinese culture for centuries. Some educators have started to experiment but reforming the gaokao will require a deeper shift in Chinese attitudes...
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...Opposition by American Conservatives, extremists and presidential candidates The resistance and opposition of CCSS by American Conservatives include indoctrination, data mining, and legal opinion for State rights. Further, their rationales differ in trying to protect education as a state run exclusive right because of historical legacies and funding. In the article “Common Core Education Standards: Why they’re contested left and right;” Amanda Paulson describes the adverse reaction in which politicians and the general public have in regards to current education reform as a whole. The backlash is coming from both sides of the political spectrum. Among Republicans, supporting Common Core (aka “Obamacore”) has become particularly toxic,...
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...THE RELATIONSHIP OF OPEN HIGH SCHOOL PROGRAM TO PERFORMANCE OF PRIVATE AND PUBLIC SECONDARY SCHOOLS IN THE DIVISION OF QUEZON A Dissertation Proposal Presented to The Faculty of the Graduate School Polytechnic University of the Philippines Sta. Mesa, Manila In Partial Fulfillment of the Requirements for the Course RSH 710 - Seminar in Dissertation Writing 2 By Mark Anthony R. Malonzo May 2015 CHAPTER 1 THE PROBLEM AND ITS BACKGROUND Introduction The global education agendum is EDUCATION FOR ALL. In the Philippines, it has been a struggle from the time when formal education was first introduced. The 3 major concerns always revolve around the three issues of ACCESS, QUALITY AND EQUITY. Asking how these three are addressed by the Government is a never-ending endeavor for all the education service-providers and stakeholders. One of the major socio-economic and political milestones in the history of Philippine Educational System is the advent of ASEAN Integration 2015. As brought about by this Economic Integration, the enhancements that the educational system in the country has been undergoing, primarily aim to refine quality, improve access and maintain equity in education. Still, the major concerns that the education sector faces is the low participation rate and increasing dropout rate specifically in the secondary level of education. The data also support that there is 46,404 ES and 12,878 HS ratio...
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...Standard 1: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. The effective administrator: 1.1 Uses research about best professional practice. Cooperative Learning "Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other's learning." WHAT IS IT? Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. WHY USE IT? Documented results include improved academic achievement, improved behavior and attendance, increased self-confidence and motivation, and increased liking of school and classmates. Cooperative learning is also relatively easy to implement and is inexpensive. HOW DOES IT WORK? Here are some typical strategies that can be used with any subject, in almost any grade, and without a special curriculum: Group Investigations are structured to emphasize higher-order thinking skills such as analysis and evaluation. Students work to produce a group project, which they may have a hand...
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...1 CHAPTER OUTLINE Ranking Groups Types of Groups Listen to Our Voices Problem of the Color Line Does Race Matter? Biracial and Multiracial Identity: Who Am I? Research Focus Multiracial Identity Sociology and the Study of Race and Ethnicity The Creation of Subordinate-Group Status The Consequences of Subordinate-Group Status Resistance and Change WHAT WILL YOU LEARN? How Does Society Rank Different Groups? What Are the Four Types of Groups? Does Race Still Matter? How is Biracial and Multiracial Identity Defined? How Is Sociology Applied to the Study of Race and Ethnicity? What Leads to the Creation of Subordinate-Group Status? What Are the Consequences of Subordinate-Group Status? How Does Change Occur in Race Relations? ISBN 1-256-48952-2 2 Racial and Ethnic Groups, Thirteenth edition, by Richard T. Schaefer. Published by Merrill Prentice Hall. Copyright © 2012 by Pearson Education, Inc. Exploring Race and Ethnicity Minority groups are subordinated in terms of power and privilege to the majority, or dominant group. A minority is defined not by being outnumbered but by five characteristics: unequal treatment, distinguishing physical or cultural traits, involuntary membership, awareness of subordination, and ingroup marriage. Subordinate groups are classified in terms of race, ethnicity, religion, and gender. The social importance of race is derived from a process of racial formation; any biological significance is relatively unimportant to society...
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...Consumer Information Guide 2015–2016 August 2015 Table of Contents Consumer Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 About University of Phoenix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Accreditation, Licensures, Reviews and Approvals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Federal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Regional Accreditation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 State and International Licensures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Program Accreditation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 School of Business/Business Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 College of Health Professions: School of Nursing . . . . . . . . . . . . . . . . . . . . . . . ...
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...OFFICIAL CATALOG This Catalog contains information, policies, procedures, regulations and requirements that were correct at the time of publication and are subject to the terms and conditions of the Enrollment Agreement entered into between the Student and ECPI University. In keeping with the educational mission of the University, the information, policies, procedures, regulations and requirements contained herein are continually being reviewed, changed and updated. Consequently, this document cannot be considered binding. Students are responsible for keeping informed of official policies and meeting all relevant requirements. When required changes to the Catalog occur, they will be communicated through catalog inserts and other means until a revised edition of the Catalog is published. The policies in this Catalog have been approved under the authority of the ECPI University Board of Trustees and, therefore, constitute official University policy. Students should become familiar with the policies in this Catalog. These policies outline both student rights and student responsibilities. The University reserves the right and authority at any time to alter any or all of the statements contained herein, to modify the requirements for admission and graduation, to change or discontinue programs of study, to amend any regulation or policy affecting the student body, to increase tuition and fees, to deny admission, to revoke an offer of admission and to dismiss from the...
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...Table of Contents: Item Topic ….. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Government . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Economy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Industry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Educational System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Famous Historical Germans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Landshut . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....
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...INSTITUTE OF LANGUAGES NAME: HUSSAIN NIZZAMI SESSION: 2012-2013 SUBMITTED TO: MAM MARIA MALDONADO TOPIC: GERMANY HISTORY & CULTURE UNIVERSITY OF THE PUNJAB Table of Contents: Item Topic Page Geography 3 History 5 Government 10 Economy 12 Industry 15 Educational System 20 Famous Historical Germans 23 Culture ...
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...Resources for Teaching Prepared by Lynette Ledoux Copyright © 2007 by Bedford/St. Martin’s All rights reserved. Manufactured in the United States of America. 2 1 f e 0 9 d c 8 7 b a For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 (617-399-4000) ISBN-10: 0–312–44705–1 ISBN-13: 978–0–312–44705–2 Instructors who have adopted Rereading America, Seventh Edition, as a textbook for a course are authorized to duplicate portions of this manual for their students. Preface This isn’t really a teacher’s manual, not, at least, in the sense of a catechism of questions and correct answers and interpretations. Because the questions provided after each selection in Rereading America are meant to stimulate dialogue and debate — to generate rather than terminate discourse — they rarely lend themselves to a single appropriate response. So, while we’ll try to clarify what we had in mind when framing a few of the knottier questions, we won’t be offering you a list of “right” answers. Instead, regard this manual as your personal support group. Since the publication of the first edition, we’ve had the chance to learn from the experiences of hundreds of instructors nationwide, and we’d like to use this manual as a forum where we can share some of their concerns, suggestions, experiments, and hints. We’ll begin with a roundtable on issues you’ll probably want to address before you meet your class. In the first section of this manual, we’ll discuss approaches to...
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