‘More than one way to learn’ : home educated students’ transitions between home and school
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Home schooling is a growing phenomenon in many countries throughout the world. Despite this, little attention has been paid to the relationship between home schooling and mainstream educational institutions. In this study, parents and home educated children who had moved into and/or out of mainstream educational institutions, and educational professionals who had been involved in such transitions were interviewed. This data was analysed using perspectives from historical sociocultural, critical and identity theories. Participant groups discussed common experiences from different perspectives. Students fell into four ability groups – gifted, advanced learners, average and students with learning and/or health difficulties. Less than a quarter of the students interviewed in this study were identified as average students. Parents fell into two groups – those who moved children out of mainstream institutions and those who moved children from home education into mainstream institutions. Professionals, both administrators and teachers, described mostly positive academic and social transition experiences of home educated students. Children who had moved out of mainstream institutions in primary school frequently described their frustration with institutional practices they felt discriminated them from their peers. Students who entered or returned to secondary school appreciated access to expert knowledge, peer mediation, inclusive professionals and socialisation experiences with peers. Themes arising from the data included learning opportunities at home and in mainstream educational institutions, student autonomy, the development of student identity in the culturally different environments of home and mainstream educational institutions, socialisation, professional practices and institutional structures. Recommendations for future practice and policy direction, and areas for further research were identified. In conclusion, home educated students are moving into and out of mainstream educational institutions and benefiting academically, socially and through personal development from their transition experiences in both directions.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.007 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it