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Issue 5(1), October 2010 -- Paper Abstracts
Girard  (p. 9-22)
Cooper (p. 23-32)
Kunz-Osborne (p. 33-41)
Coulmas-Law (p.42-46)
Stasio (p. 47-56)
Albert-Valette-Florence (p.57-63)
Zhang-Rauch (p. 64-70)
Alam-Yasin (p. 71-78)
Mattare-Monahan-Shah (p. 79-94)
Nonis-Hudson-Hunt (p. 95-106) 



JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE 

Qualitative Perspectives of Homeschool Parents Regarding Perceived Educational Success


Author(s): Michael W. Firmin, Felisha L. Younkin, Thomas A. Sackett, Jacqlyn Fletcher, Theresa Jones, Erik Parrish

Citation: Michael W. Firmin, Felisha L. Younkin, Thomas A. Sackett, Jacqlyn Fletcher, Theresa Jones, Erik Parrish, (2019) "Qualitative Perspectives of Homeschool Parents Regarding Perceived Educational Success",  Journal of Higher Education Theory and Practice, Vol. 19, ss. 1, pp. 44-55

Article Type: Research paper

Publisher: North American Business Press

Abstract:

A qualitative study of 15 homeschooling parents reported children’s educational success due to tailoring education to the specific needs of their children. Second, the parents indicated that significant parentchild bonding was an important outcome of the overall homeschool experience. Third, they were both keenly aware of homeschool-kid-stereotypes for lacking apt socialization—and the parents reportedly took deliberate steps in order to help foster this aspect of the children’s lives. We interpret the findings in light of active role construction for involvement and ecological systems theory, finding the parents’ high involvement in their children’s education to contribute to their academic success.