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Posts Tagged ‘unschooling’

Record: Peter Gray and Gina Riley, “Grown Unschoolers’ Evaluations of Their Unschooling Experiences: Report I on a Survey of 75 Unschooled Adults” in Journal of Unschooling and Alternative Learning 4, no. 2 (2015): 8-32. [Abstract]

Summary: Gray is a professor of psychology at Boston College, and Riley is an educational psychologist who teaches courses at Hunter College and Mercy College. This post will review the first report of their two part series about unschoolers’ evaluations of their unschooling experiences. In Report I they review previous research on unschooling, describe their methodology, and present the unschoolers’ experiences and evaluations of these experiences. In Report II they address the participants’ experiences with higher education and careers. This study is largely a response to their 2013 survey of unschooling parents.

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Record: Peter Gray and Gina Riley, “Grown Unschoolers’ Evaluations of Their Unschooling Experiences: Report II on a Survey of 75 Unschooled Adults” in Journal of Unschooling and Alternative Learning 4, no. 2 (2015): 8-32. [Abstract]

Summary: Gray is a professor of psychology at Boston College, and Riley is an educational psychologist who teaches courses at Hunter College and Mercy College. This post will review the second report of their two part series about unschoolers’ evaluations of their unschooling experiences. In Report I they performed a literature review, discussed their methodology, and described some general findings about their sample’s unschooling experiences. In Report II they address the participants’ experiences with higher education and careers.

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Record: Peter Gray and Gina Riley, “The Challenges and Benefits of Unschooling, According to 232 Families Who Have Chosen that Route” in Journal of Unschooling and Alternative Learning 7, no. 14 (2013): 1-27. [Article]

Summary: Gray is a professor of psychology at Boston College, and Riley is an educational psychologist who teaches courses at Hunter College and Mercy College. Here they discuss the results from a survey they conducted with 232 unschooling families. (more…)

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Record: Rebecca English, “Use Your Freedom of Choice: Reasons for Choosing Homeschool in Australia” in Journal of Unschooling and Alternative Learning 9, no. 17 (2015): 1-18. [Avaliable Here]

Summary: English, a Lecturer in Education at Queensland University of Technology in Australia, here presents a portion of a larger qualitative study of a group of attachment parenting mothers in Queensland, all of whom are part of the same unschooling support group.  English reveals in the article that she herself is a practitioner of attachment parenting and contributes articles for a movement magazine.  She also publishes journalistic articles on this and related topics online, and maintains her own blog on the same themes. (more…)

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Record: Emily Matchar, Homeward Bound: Why Women Are Embracing the New Domesticity, (New York: Simon and Schuster, 2013).

Matchar is a freelance journalist who has written for many prominent publications.  This is her first book.

Summary:

Matchar’s book is a lively look at several trends among mostly middle class, white, politically progressive young women in the United States.  These trends, which range from cooking from scratch with local, organic food, to handicrafts, to at-home businesses, to homeschooling, are all illustrative of a larger movement among these young women toward what Matchar calls “the New Domesticity.” (more…)

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Record:

Alan Thomas and Harriet Pattison, “Informal Home Education: Philosophical Aspirations Put Into Practice” in Studies in Philosophy and Education 32(2): 141-154 (2013) [Available Here]

British researchers Thomas and Pattison are frequent collaborators, most significantly on the 2008 revision of Thomas’ book How Children Learn at Home.  In this article they draw on some of their earlier empirical research to make several normative claims about informal home-based learning.

Summary:

Thomas and Pattison begin by noting that all children start out as informal, or what they call “osmotic” learners, mastering such complex tasks as learning to understand and speak language and to interpret social cues without any sort of formal, structured curriculum.  Many children go on to learn to read this way as well. (more…)

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This post reviews Philip Brand, The Neighbor’s Kid: A Cross-Country Journey in Search of What Education Means to Americans (Capital Research Center, 2010).

Brand, a young staffer at the Capital Research Center, a conservative non-profit best known for its opposition to labor unions and environmentalists, here recounts his experiences during the 2008-2009 school year when he and his brother took a road trip that led them across the entire United States four times.  In route he visited dozens of different kinds of schools, including several homeschools. (more…)

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