Investigating Secondary Home Education Student Academic Preparation for Postsecondary Education: A Multiple-Case Study
Notice bibliographique
Résumé
This multiple-case study considered the experiences and perspectives offered by four postsecondary students who were home-educated during their secondary years of education in Alberta, Canada. I aimed to discover what secondary home education students do to help them prepare for postsecondary studies. I conducted two semi-structured interviews with each participant or case, analyzed transcription data for each individual case, and cross-analyzed the four cases before interpreting the findings. Important key findings from the four cases in this study include the following: 1. Home education appears to foster effective self-directed, independent learning, which could aid home education students with managing their time and studies as they transition to the postsecondary education setting. 2. The home education environment appears to lead students to desire to learn alone and to discourage collaborative learning. 3. Students who experience secondary home education without emphasizing grades and testing are not necessarily disadvantaged as they enter postsecondary education. 4. Home education students could be limited in what they know about how their academic progress compares with their peers, and they could experience less anxiety about their learning progress if they increase their exposure to students in other learning settings. 5. Home education students could benefit from improving communication with their parents about postsecondary academic preparation and planning for postsecondary life more deliberately, specifically by conducting more research on postsecondary institutions, learning more about admittance requirements and courses, and visiting campuses and classes. This study revealed that there are various ways to adequately prepare for postsecondary education through secondary home education. Also, learning from the views and perceptions of students who were home-educated in secondary education provided specific examples of how secondary education students might prepare academically for postsecondary studies. Home education parents, students, and families who are considering alternatives to traditional public schools could benefit from this study because it solicited the views and experiences of students who were home-educated during secondary education and gives readers an intimate look at specific situations where students’ education happened outside of traditional school. Additionally, this research could be relevant for postsecondary admissions officers and administrators because it could help increase their understanding of the needs of incoming home education students.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,002 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».