Exploring Learners' Learning Experience: How to Read in the Self-Guided Learning Environment
Pages: 1-33
abstract
Unschooling is a form of homeschooling in which learning is not done by following established curricula but real life experiences. Non-compulsory parents do not try to replicate the school or school-like activities at home. Instead, children are responsible for their own upbringing, and this education is usually a natural fit with their own motivations, preferences, and learning styles. This is very different from what we see or experience in public school classes, where the curriculum is strictly adhered to and a student's learning is assessed through testing. This study examines how and when students learn to read without a set curriculum. 28 non-educated adults (18 years and older) were interviewed and asked to remember their experiences of reading and reading. Through these interviews, the author sought to find out how reading can be learned naturally without adult intervention. and how this may affect later motivation for reading, writing and other academic purposes.
Gina Riley
v12241
The experiences of progressive students
Pages: 34-61
abstract
Progressive schools have shown remarkable resilience in recent decades and continue to function as an alternative to the public school system. This study draws on interviews with graduates from a small progressive school in New York State to examine how their school attendance affects their later lives. The alumni were asked to describe their scholastic experiences and the pros and cons they had throughout their lives. The comments of the former students were mostly positive. Here are four benefits described: Community, Small Setting, Freedom and Trust and two disadvantages – Limited extracurricular opportunities and limited socialization. The author relies on the work of Mollie Gambone and her: "Trusted to Teach: An Ethnographic Account & # 39; Artisanal Teachers & # 39; in a Progressive High School "to outline the results. Connections are made between their work and the interviews with these alumni.
Dean Kloss
v12242
Thinking skills, academic intrinsic motivation, academic self-image and academic independence among preschool children
Pages: 62-90
abstract
The purpose of this study was to examine thinking skills, academic intrinsic motivation, academic self-image and academic independence in homeschooled children. Homeschooled children aged 6-12 years (N = 46) completed the Test of Problem Solving 3: Elementary (TOPS), which measured the following thinking skills: inferring, sequencing, answering negative questions, problem solving, predicting, and determining Causes . The Homeschool Motivation Scale measured academic intrinsic motivation, academic self-image, and academic independence. The parents have completed a short questionnaire. The results showed that the TOPS scores of children at school were significantly higher than those of the test standardization sample for all six subscales and for the overall test. There were significant positive correlations between overall TOPS results and both academic intrinsic motivation and academic self-concept outcomes. The overall TOPS results were not consistent with parenting techniques. This study suggests that children's thinking skills are higher at school than from children attending public schools.
Richard G. MEDLIN and Jessica L. Butler
v12243
Unexpected way to free-range learning
Pages: 91-108
abstract
This is a short version of an interview with Laura Grace Weldon, author of Free Range Learning: How Homeschooling Changes Everything, by Rebecca Bohnman in the podcast "The Luminous Mind." Weldon talks about relocating her family from school to school at home to school. It also describes the use of research to shake off a conventional school mindset, the benefits of diversity in homeschooling / unschooling groups, the recognition of knowledge networks and much more.
Laura Grace WELDON
v12244
Note: We are not the author of this content. For the Authentic and complete version,
Check its Original Source
