(Page 1 of 20) - Between Classes: Educational Beliefs and Practices of Home School Parents who Educate Their Children Through State-Sponsored Programs authored by Bredder, Charlene.

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Between Classes: Educational Beliefs and Practices of Home School Parents who Educate Their Children Through State-Sponsored Programs

Unformatted Document Text: 1 Title: Between classes: educational beliefs and practices of home school parents who educate their children through state-sponsored programs Abstract Education in the U.S. is traditionally seen as a public good, one that not only benefits society by promoting the most able to the most challenging positions, but also by providing all citizens with basic skills necessary to participate in society and public life. Schools have struggled with providing both excellence and equity and many criticize schools for failing to meet either. Some parents have chosen to educate their children outside the public school system to address their childrens’ academic needs. As home schooling grows, an examination of educational practices and beliefs reveals tensions between excellence and equity that reflect public school dilemmas. How do home schooling parents understand the goal of education, and how do their practices reflect and contradict their beliefs about school and education? This paper addresses beliefs about education, school, and community, and examines the tensions between beliefs and practices. This research suggests that parents, teachers, and the state view education and school differently. This clash of beliefs and practices currently impacts parents more than the state’s actions. However, as parents become more savvy consumers of school and curriculum, the state’s definition of education may also have to change to keep parents involved in its programs. Objectives This research aims to address the tensions between individual and community needs, and democratic ideals and actual educational practices. Traditionally, education has been seen as contributing to establishing an appreciation for democracy and ensuring a common culture that will enable democracy to function. In addition, schools should enable individuals to reach their potential and to equip students with skills that will enable them to be productive members of society. Schools have struggled with the implications of serving both community and individual needs. Movements towards

Authors: Bredder, Charlene.

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Title: Between classes: educational beliefs and practices of home school parents who

educate their children through state-sponsored programs

Abstract

Education in the U.S. is traditionally seen as a public good, one that not only benefits

society by promoting the most able to the most challenging positions, but also by

providing all citizens with basic skills necessary to participate in society and public life.

Schools have struggled with providing both excellence and equity and many criticize

schools for failing to meet either. Some parents have chosen to educate their children

outside the public school system to address their childrens’ academic needs. As home

schooling grows, an examination of educational practices and beliefs reveals tensions

between excellence and equity that reflect public school dilemmas. How do home

schooling parents understand the goal of education, and how do their practices reflect and

contradict their beliefs about school and education? This paper addresses beliefs about

education, school, and community, and examines the tensions between beliefs and

practices. This research suggests that parents, teachers, and the state view education and

school differently. This clash of beliefs and practices currently impacts parents more than

the state’s actions. However, as parents become more savvy consumers of school and

curriculum, the state’s definition of education may also have to change to keep parents

involved in its programs.

Objectives

This research aims to address the tensions between individual and community

needs, and democratic ideals and actual educational practices. Traditionally, education

has been seen as contributing to establishing an appreciation for democracy and ensuring

a common culture that will enable democracy to function. In addition, schools should

enable individuals to reach their potential and to equip students with skills that will

enable them to be productive members of society. Schools have struggled with the

implications of serving both community and individual needs. Movements towards

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