Home School Research Articles

The Current Situation and Investigation and Analysis of Home School Cooperation in the Connect between Kindergarten and Primary Education under the "Double Reduction" Policy

After the implementation of the "Double Reduction" policy, there are more standardized and scientific requirements for the connect between Kindergarten and primary education. Various regions have begun to implement policy requirements and vigorously promote the connect between primary and secondary education. However, carrying out home school cooperation during the connect from kindergarten to primary school still faces practical difficulties and challenges.Therefore, this study mainly adopts questionnaire survey and interview methods to investigate and analyze the current situation of home school cooperation in the connect from kindergarten to primary school under the influence of the "Double Reduction" policy, in order to establish a synergistic effect between kindergartens and families and achieve a smooth transition from kindergarten to primary school.

Urban heterogeneity of the trade-offs between exposure to greenery and walking distance in children's home–school routes

Greenery fosters sustainable outdoor environments and promotes walking and healthy lifestyles. Greening children's home–school routes can be seen as an environmentally sustainable solution that enhances their daily interaction with nature. However, the uneven distribution of greenery and route networks within cities results in varied opportunities for pedestrians, including children, to experience greenery.This study evaluates the urban heterogeneity of trade-offs between exposure to greenery and route length. We focus on the shortest and greenest hypothetical home–school routes for all children in the city. For this purpose, we conducted a spatial analysis using multiple spatially explicit data sets on primary schoolchildren, pedestrian street networks, and high-resolution urban green space maps, with Łódź (Poland) as the case study city.Children who opt for the greenest hypothetical routes instead of the shortest could increase their exposure to greenery by 18%. However, maximizing exposure to greenery requires choosing routes 9.5% (46 m) longer than the shortest alternative. The trade-off between the shortest and greenest home–school routes is more pronounced for children in the urban core area compared to other city zones. This urban heterogeneity should be considered when allocating new greenery to support active transportation.

Children’s Guerrilla Play and Dirt Jumps: Parkland as Contested Space During the Covid-19 Pandemic in Australia

AbstractIn 2020-21 the Victorian state government in Australia imposed 262 days of sustained lockdown on Melbourne’s population in a bid to contain the COVID pandemic. These lockdowns, among the longest in the world, affected young people especially. Children were subjected to months of curfews, home schooling using digital platforms and severe travel. Nonetheless some children engaged repeatedly in autonomous and well co-ordinated efforts to construct dirt jumps and ride their bikes in urban public parklands in eastern Melbourne. This article is mindful of a long tradition of scholarly work tracing the ways young people have used public space, and contested ‘adultist’ representations of them and regulations affecting the use of public space. We address three questions: Why and how did children design, construct and use dirt bike jumps during the COVID pandemic in public parklands? How did Victorian local councils and others like police, older residents and mainstream media respond to children’s construction of DIY dirt jumps? How were these spontaneous DIY dirt jumps understood by Victorian local councils? Adopting a composite case study method and employing a relational perspective, we draw on images, participant observation, field notes, documents and webpage analysis to answer the research questions. We document how children used urban parklands to hang out, to onstruct and use bike jumps during the lockdowns. We show how they challenged adult representations of themselves and public space which depicted their bike riding and the jump making as anti-social and illegal. Meanwhile local governments continued through the COVID-19 pandemic to proclaim the value of ‘youth participation.’ When that youth participation involved young people initiating and managing projects themselves, their conduct was deemed unlawful as councils continued denying them any meaningful opportunities to exercise autonomy, or have say in important policy decisions. In the final section of the article say why providing insider accounts of what happens is useful for good policy-making and professional practice.

Dmitry Nikolaevich Anuchin (1843-1923): becoming a scientist

Introduction. In 2023, Russian science celebrated the 140th anniversary of the birth of D.N. Anuchin, a scientist-encyclopedist and prominent specialist in the fields of anthropology, ethnology, geography, archaeology, and a promoter and popularizer of science. Materials and methods. Literary sources were used. Analytical and chronological research methods were applied in the study. Results and discussion. The section "Childhood and Youth" provides information about the scientist's life, his parents, wife, and children. D.N. received a good home education and entered the second grade of a gymnasium. In 1860, he enrolled in the Faculty of History and Philology at St. Petersburg University. Due to illness in 1861, he had to interrupt his studies and travel abroad for treatment. In 1863, Anuchin entered the Natural Sciences Department of the Faculty of Physics and Mathematics at Moscow University, specializing in zoology. The section "Young Specialist" is dedicated to Anuchin's life in the first years after graduating from university. It was only in 1871 that Anuchin was elected to the position of scientific secretary of the Society for the Acclimatization of Animals and Plants. This period marks the first scientific publications by Anuchin in the collections "Nature." In 1876, his first major anthropological monograph on the Ainu people was published. In late 1876, D.N. was sent abroad by the university to prepare for the establishment of a new chair in anthropology. The section "Formation of Scientific Interests" shows how Anuchin's scientific interests were shaped, as the author of about 600 works on ethnic anthropology, anthropogenesis, paleontology, ethnography, primitive archaeology, physical geography, country studies, and the history of science. In the next article, the authors plan to examine D.N. Anuchin's scientific and organizational activities.

Parental Stress in Home Education: A Case in the Philippines

Parental Stress in Home Education: A Case in the Philippines

A study on translanguaging between Malaysia and China primary schools’ students in ESL writing classroom

This research investigates the efficacy of translanguaging on writing ability and the attitudes of students from Malaysia and China in English lessons. Writing ability, a combination of various skills, is explored through a mixed-method approach with a purposive sampling of 20 students—10 from Malaysia and 10 from China. Interviews were conducted with two teachers and three students from a Malaysian sub-urban school, and a teacher and two students from a primary school in China to gather qualitative data. The study also used a pre-experimental design, employing pre- and post-tests to assess the quantitative aspect. The findings suggest that classroom culture plays a crucial role in fostering positive attitudes toward multilingualism and second language acquisition. Translanguaging allowed students to bridge the gap between their home language (L1) and school language (L2), resulting in improved writing outcomes, particularly for students with low proficiency. It also led to more authentic, well-constructed work. However, some teachers expressed concerns about the influence of translanguaging on students' writing, particularly the risk of substituting L1 strategies for English ones. Despite these concerns, the research demonstrates that translanguaging can be a valuable tool for enhancing writing ability and building positive attitudes towards language learning.

Extensivist: improving the delivery of enhanced health in older people’s care homes

BackgroundOlder people living in care homes are often frail and clinically complex. The Enhanced Health in Care Homes (EHCH) framework supports organisational and clinical strategies to deliver good care, promoting...

Making school home: A therapeutic design for students with intellectual disabilities

Abstract Inclusive school design is urgent not only to provide students with disabilities with environment that allows equal access to education but also to facilitate them with a supportive environment to help their healing process and to avoid psychological trauma. This article discusses the application of therapeutic design in a school for students with intellectual disabilities. The design follows therapeutic criteria consisting of: care in community, design for domesticity, social valorization, and integration with nature. Schools are designed as cluster systems using centralized circulation to improve spatial connectivity and to allow more social interaction. Additionally, the integration with nature is implemented through the use of more openings and inner courtyard. This article is in response to Sustainable Development Goals number 4: Quality Education.

Effectiveness of Computer Application in Improving Reading Skills in Chinese Language and Towards Post-Attitudes as Home-based Learning

Background: As technology continues to advance, language acquisition methodologies have increasingly been integrated into computer-assisted language learning (CALL) systems. In the context of Chinese language acquisition, characters are structured in three phases: the overall character, its components, and its strokes. Proficiency in identifying and distinguishing individual characters hinges upon understanding their structural composition. Objective: This study aims to explore the impact of a computer application on Chinese language reading skills and students' perceptions regarding the utilization of computer applications for home-based learning. Method: A total of 60 students engaged in home-based learning using a designated computer application were involved in the study. Employing a quantitative approach with a quasi-experimental design, the study assessed the effects of the intervention. Results and Conclusion: Following one month of home-based learning through computer applications, participants exhibited higher gain scores in reading skill tests, albeit the differences were not statistically significant. Students expressed a preference for and perceived greater ease in acquiring reading skills through computer applications compared to traditional methods. Furthermore, the integration of computer applications in teaching and learning processes demonstrated the potential to enhance students' motivation, interest, and confidence in language acquisition, albeit without a notable impact on attention levels. The study underscores the pedagogical promise of Computer-Assisted Language Learning (CALL) and advocates for further research endeavors in this domain.

Home-School Connection: Investigating Parental Involvement in the Academic Learning of PrimarySchool Students

The objectives of the study were to analyze the perspective of parents about their involvement in the academic learning of their children studying at the primary school level. A quantitative research design was used to conduct this study. A descriptive survey method was used to collect the data. The population of the study was parents of the students of government primary schools of tehsil Rajanpur. It included male and female primary schools in rural and urban areas in this tehsil. Disproportionate stratified random sampling technique was used to select 648 parents of primary school children. Self-developed research instrument, i.e., a five-point scale, was used for data collection. The data were analyzed through descriptive and inferential statistical techniques. The study found that parents were highly involved in parenting and home-based learning activities. However, their involvement in the community-related activities and decision-making was relatively low. It is suggested that parents participate in classroom, school, and co-curricular activities. Training sessions may be conducted for teachers and parents on various ways of collaboration in the educational settings in order to better understand and improve the student's learning progress.

Students’, parents’ and teachers’ perspectives on comprehensive school-based sleep promotion

Objective: Sleep deprivation is common among children and schools are ideal settings in which to influence children’s sleep. Children spend a significant amount of time at school during key developmental periods, and programmes that influence students’ well-being also benefit academic achievement. Comprehensive School Health (CSH) is an approach that prioritises school, home and community partnerships by supporting the development of health behaviours. However, sleep is often unaddressed in the school environment. The objective of this study was to integrate multiple partner perspectives to inform how to strengthen school-based sleep promotion using a CSH approach. Design: A secondary qualitative analysis of student aged 9–11 ( n = 45), parent/guardian ( n = 24) and teacher ( n = 19) interviews from participants representing elementary (Kindergarten – Grade 6) schools and communities in Alberta, Canada was conducted. Data were examined using an a priori framework in alignment with the four components of the CSH approach: social and physical environment, teaching and learning, policy and partnerships and services. Inductive content analysis was used to develop categories followed by subthemes within each CSH component. Results: Subthemes identified within each component were as follows: social and physical environment (culture of healthy sleep habits; students influence each other); teaching and learning (formally integrate sleep-specific learning into curricula; school, teacher and parents/guardian collaboration); policy (sleep-positive classroom policies) and partnerships and services (community partnerships; school–home collaboration). Conclusion: This research identifies recommendations from student, parent/guardian and teacher interviews to inform and strengthen school-based sleep promotion when taking a CSH approach. Findings can support school partner efforts to foster a school culture (or ethos) of healthy sleep habits leading to improvements in student sleep behaviours.

The Construction of High-Risk Student Leave and Return-to-School Process from the Perspective of Home-School Collaborative Education

Psychological crisis management is a critical component of school mental health education today. In recent years, psychological crises on campus have become increasingly prominent. However, the existing "home-school collaboration" intervention system is still lacking in comprehensive processes and systems, which can lead to issues such as unclear responsibilities, incomplete systems, vague procedures, and disconnection between home and school education when addressing psychological crises from the perspective of home-school collaboration. Therefore, this paper analyzes a student psychological crisis intervention case at our school and explores in detail the construction of a system for managing the leave and return-to-school process for high-risk students from the perspective of home-school collaborative education. It aims to provide institutional support for frontline teachers dealing with students facing psychological issues and offers suggestions for improving the management of high-risk students in schools.

Exploring the Lived Experiences of Home-Educating Families with Young Children in the UK: The Untold Stories.

Recent trends indicate a significant increase in the number of families opting for home education in the UK, yet research dedicated to this area remains limited. Moreover, there is a notable scarcity of studies focusing on the lived experiences of home-educating families of young children. Amidst this context, a new conceptual framework was developed combining the portraiture approach and the life course theory to study five families with young children in the UK. Semi-structured interviews, observations, and curriculum document analysis were used to gain insights into these families' experiences. The study revealed diverse motivations driving parents to choose home education, including concerns about the traditional education system, a preference for personalized learning, and personal lifestyle choices and ideologies. The research data presented suggests that participants had diverse and dynamic daily routines shaped by their unique educational philosophies. In general, parents consistently sought beneficial opportunities to foster their children's social development. Challenges participants faced included curriculum suitability, financial burdens, and managing dual roles within the home. However, participants viewed these challenges as worthwhile because their main aim of educating their children in a purposeful manner was being met. In line with the theme of parental autonomy in education, parents shared their belief in the freedom for families to educate their children outside traditional schools. They supported flexi-schooling, advocated for accessible resources, the inclusion of home-educated children in assessments, and government funding provision.

Kompetencja leksykalna nastoletnich użytkowników języka polskiego jako odziedziczonego i ojczystego w ujęciu komparatywnym

Lexical competence of teenage heritage and native users of Polish has never been the subject of a comprehensive comparison. The first extensive empirical data were gathered by the Jagiellonian University research team in the project Heritage and native language – a comparison of language competences of teenage Polish and heritage learners. In the first stage of the present study, vocabulary tests of the two groups were analyzed. The results showed few differences in receptive knowledge, but in productive knowledge heritage users lagged behind. Therefore, in the second stage, selected essays were compared in terms of their vocabulary profiles. It was found that native and heritage language users’ lexical profiles differ markedly, to the considerable disadvantage of heritage users. Polish educators responsible for the schooling of migrant children must be aware of this, as too often heritage speakers who enter home schools after (re)immigration are treated as if there were native users. This however, as this research has clearly shown, is by no means the case.

Validation of the Spanish form of a multidimensional assessment of family engagement for early childhood programs

AbstractThe purpose of this study was to validate the Spanish version of the Family Involvement Questionnaire‐Short Form (FIQ‐SF) for use with Spanish‐speaking families of children enrolled in early childhood education programs. This study examined the factor structure of the FIQ‐SF and established criterion validity for the resulting FIQ‐SF dimension scores. Results from exploratory and confirmatory factor analyses replicated the three dimensions of the English FIQ: Home Engagement, School Engagement, and home–school Conferencing. Mean differences across family demographics were examined. Criterion‐related validity for the three FIQ‐SF dimensions was established by examining correlations with scores on measures of parent‐reported satisfaction with educational experiences, program records of family engagement, direct assessments of child language skills and teacher‐reported approaches to learning. Future directions and practice implications for the use of the Spanish FIQ‐SF to inform program policy and interventions are discussed.

Misunderstood, marginalised, or embraced? Examining the place of home education in the Christian community

ABSTRACT How do UK Christian home educators feel about their role and function in wider Christian society? An online survey of Christian home educators (n = 462) was analysed thematically and examined through the lens of a theology of belonging. Findings revealed respondents feeling more positively viewed by the Christian community than they are by wider society. However, less than half felt supported by their local church or wider Christian community. Strong feelings of isolation and judgment conveyed UK Christian home educators feeling excluded and misunderstood. The local church and wider Christian community need to intentionally counter these experiences and improve inclusion.

Home–school interactions relating to students with disability: a document analysis of Australian policy and guidelines

PurposeThe present study explored the extent to which home–school interactions for students with disability are addressed within Australian Federal, and State and Territory government and Catholic education department policies and guidelines.Design/methodology/approachUtilising a framework adapted from Trezona et al.’s (2018a, b) Organisational Health Literacy Responsiveness self-assessment tool, a document analysis of pertinent policies and guidelines provided an opportunity to understand the prominence of home–school interactions within these guiding documents, the prioritisation of home–school interactions, as well as stipulated actions, implementation resources and monitoring processes.FindingsThe findings of this analysis indicate that there are varying approaches to identifying and articulating home–school interactions and associated processes, as well as the roles and responsibilities assigned to stakeholders across the education system(s). Recommendations for increasing in-school and in-classroom translation of documented priorities and objectives are presented.Originality/valueThe article concludes with a broad conceptualisation of home–school interactions for students with disability as established within the analysed documents, as well as considerations for policymakers and researchers involved in policy and guideline development and implementation.

Home–school connection framework: Elevating multilingual familial engagement capital to build bridges

AbstractSchool readiness research points to familial assets as tools for enriching home–literacy and home–school partnerships. This research informs an urgent call for reimagining educator preparedness relative to bridging students' lived experiences at home and school. Developing a multidimensional approach to effectively partnering with multilingual families that centers families as knowledge holders has potential to interrupt persistent opportunity gaps for ethnoracially and linguistically diverse learners. This conceptual paper presents a reconceptualizing of educator preparedness through what we call a home–school connection framework. This framework situates seven principal tenets—asset‐based culturally sustaining foundations, bilingual and bicultural mirrors, authentic cariño (Curry, 2021; Kwon, 2020; Martínez‐Álvarez, 2020; Valenzuela, 1999), reciprocal collaboration, anti‐bias awareness, community valuing of multicultural literature, and familial capital. This framework is applied in practice across each tenet. Preliminary findings suggest the importance of shifting dispositional stance away from educators serving families and toward educators purposefully partnering with families honoring familial engagement capital to inform multilingual multiliteracies in educational spaces.

Parental role and responsibilities in preschool distance learning environment

This study explored the lived experiences of parents in the home schooling of their preschool children during the Covid-19 pandemic. It focused on the parental roles and responsibilities as parent-teachers, and the support they received from the school. Purposive sampling was used in this qualitative study in order to choose participants who had firsthand experience with preschool distance learning during the pandemic. Twenty parents from a range of socioeconomic backgrounds made up the sample, ensuring a thorough comprehension of diverse viewpoints. Based on the findings, parents played an active role in the learning process during the distance learning approach, facilitating and guiding their children through the modular lessons. To promote children’s safe attachment, social-emotional competence, and cognitive development, they were expected to exhibit more positive emotions and greater levels of professional competence while doing remote learning. On the other hand, parents encountered variety of difficulties with distance learning, including the virtual environment, instruction delivery, unsatisfactory learning outcomes, challenges with the use and accessibility of technology, personal issues with health, stress, and their child’s learning style. To ensure parents receive the resources they need, there must be strong collaboration and open communication between the school and parents. The results imply that planning for blended learning models in the long run should assist and ready parents to work as co-teachers.

2022 개정 가정과 교육과정에 따른 시민성 함양을 위한 디지털 미디어 리터러시 교육의 탐색

Objectives This study aims to present a proposal for the application of media literacy education by considering the characteristics and curriculum characteristics of the 2022 revised curriculum, centering on the framework of the 2020 Evaluation Institute study, Application to the Curriculum. Methods This study analyzed prior research on the use of curriculum for digital media literacy education and analyzed the achievement standards and teaching and learning methods based on the content elements for digital media literacy education in elementary and middle school home economics-related content. Results Specific reflection standards were presented for home economics class activities, such as cultivating a critical perspective centered on media cases and utilizing media literacy capabilities to solve problems and practice them. Conclusions This study can provide guidelines to facilitate the application of the 2022 revised home economics curriculum in the field and contribute to the systematization of future curricular digital media literacy education.