Excellent decision! We agree that parents should have more say in their child’s education than the government. While public schools provide an important blanketing of information dispersement, it has been proven that children who are given better attention have a higher success rate. But where should you begin?
First, know your rights and the laws surrounding your child’s private education. The site below is a good starting point for parents who are thinking of homeschooling their children in Colorado. Take a look, and feel free to ask questions or leave a comment after you’ve read everything. Or, if you’ve been homeschooling for a while and have learned a thing or two, please do share.
Posted in Focus on Homeschooling, The Educator
Tagged colorado, Curriculum, education, homeschool, K through 12, pdpsedu, Private school, Religious, school, State school
Albert Einstein said, “The only thing that interferes with my learning is my education.” We don’t want that to be the case for your child. As a parent, I’m sure you’ve heard the question, “But why,” so many times. “Why is algebra, chemistry or art appreciation important for my life, and when will I ever use it?” You probably know that sometimes the truthful answer may be, “Probably never,” but you shrug off the question with, “Go do your homework.” Yet, you’re left wondering if good parents should force their kids to learn something they don’t want to learn.
Hopefully, these articles will serve as an encouragement to you, and provide some fresh ideas on how to spark a fire for learning in your child. Enjoy and feel free to comment on whether the post was helpful or not. You are also welcome to make article suggestions, so we can better serve you.
The Shifting Paradigm: Who Is the Intellectual of the 21st Century?
Farahani, Alireza Jalali
International Education Journal, v6 n4 p512-515 Sep 2005
|The world is in a constant state of flux and as a consequence, definitions and perceptions of the word “intellectual” are subject to change. This paper undertakes a succinct historical review regarding this notion by considering two paradigms, which are called here the “Lake Paradigm” and the “Well Paradigm”. It is argued that these two paradigms fail to educate the intellectual of 21st century. Then a new paradigm, the “Valley Paradigm,” is put forward, which is thought to be capable of educating a new generation of intellectuals. (Contains 3 figures.)|
Download the Full Text Article here:
When I was growing up, you had to fight for the right to homeschool your kids. People thought you just wanted to pull your children out of school and let them run around the neighborhood all day, or involve them in some weird activities that would be frowned upon in a public setting. Back then you felt alone in your world, but now there are hundreds of thousands of homeschoolers across the country. In fact, the U. S. Department of Education filed a report in 2007 that claimed there were 1.5 million kids being pulled out of public schools and educated by their parents!
Here is the full article:
“In 2007, the number of homeschooled students was about 1.5 million, an increase from 850,000 in 1999 and 1.1 million in 2003. The percentage of the school-age population that was homeschooled increased from 1.7 percent in 1999 to 2.9 percent in 2007. The increase in the percentage of homeschooled students from 1999 to 2007 represents a 74 percent relative increase over the 8-year period and a 36 percent relative increase since 2003. In 2007, the majority of homeschooled students received all of their education at home (84 percent), but some attended school up to 25 hours per week. Eleven percent of homeschooled students were enrolled in school less than 9 hours per week, and 5 percent were enrolled between 9 and 25 hours per week.
More White students were homeschooled than Black or Hispanic students or students from other racial/ethnic groups, and White students constituted the majority of homeschooled students (77 percent). White students (3.9 percent) had a higher homeschooling rate than Blacks (0.8 percent) and Hispanics (1.5 percent), but were notmeasurably different from students from other racial/ethnic groups (3.4 percent). Students in two-parent households made up 89 percent of the homeschooled population, and those in two-parent households with one parent in the labor force made up 54 percent of the homeschooled population. The latter group of students had a higher homeschooling rate than their peers: 7 percent, compared with 1 to 2 percent of students in other family circumstances. In 2007, students in households earning between $25,001 and $75,000 per year had higher rates of homeschooling than their peers from families earning $25,000 or less a year.
Parents give many different reasons for homeschooling their children. In 2007, the most common reason parents gave as the most important was a desire to provide religious or moral instruction (36 percent of students). This reason was followed by a concern about the school environment (such as safety, drugs, or negative peer pressure) (21 percent), dissatisfaction with academic instruction (17 percent), and “other reasons” including family time, finances, travel, and distance (14 percent). Parents of about 7 percent of home-schooled students cited the desire to provide their child with a nontraditional approach to education as the most important reason for homeschooling, and the parents of another 6 percent of students cited a child’s health problems or special needs.”
“The article reports phase 2 of a two-year study, dubbed the Smart Information Use project, the focus of which was appropriate seeking and use of information by students at various stages of their high school education, along with the avoidance of plagiarism. In four Australian high schools, teacher librarians and classroom teachers developed and trailed strategies to teach students how to avoid plagiarism. Each school used action research and one of two pedagogical approaches, referred to as “instructional practice” and “inquiry learning.” University researchers undertook evaluation using an interpretivist/constructivist framework. Students, teachers, and teacher librarians were interviewed, mostly in focus groups. The strategies used in both approaches are described, along with the findings of the evaluation. Both approaches were found to help students to avoid plagiarism. The discussion section includes student and teacher predictions about changes in future practice, the importance of student engagement with topics, and assessment issues. The conclusion discusses the lessons learned, focusing particularly on the need for a whole-school policy if plagiarism is to be counteracted. Good collaboration between teachers and teacher librarians is crucial. The two pedagogical approaches, taken together, provide a powerful repertoire of ideas that can be implemented over time in any secondary school anywhere.”
This article is written by these two scholars:
Kirsty Williamson, Director, Information and Telecommunications Needs Research, Caulfield School of Information Technology, Monash University and, School of Information Studies, Charles Sturt University
Joy McGregor retired senior lecturer and current adjunct senior lecturer, School of Information Studies, Charles Sturt University
The full article can be downloaded here: