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Abstract: Homeschooling was the original method of educating children. However, in the early 1800s Americans started sending their children to public school, until it became the accepted norm. The 1960s brought about a resurgence of homeschooling led by John Holt, the Moores, and others. This study uses a qualitative ethnographic approach to give an inside look into eight educational methods and homeschooling families who use them. Of the 23 participants surveyed, four were interviewed, and three interviewees were observed. In addition, one homeschooling group was observed. Five factors were found important in choosing an educational method: Regulations, Religious Compatibility, Lifestyle Compatibility, Child’s Needs, and Other Homeschooling Goals. Homeschooling parents were friendly, and knowledgeable about current research and educational resources. Moreover, they desired the best for their children, and defended their decision to homeschool. Main Thesis INTRODUCTION Education is an important topic for society and parents today. Though public schooling is the accepted norm, some parents are looking for alternatives. Homeschooling is quickly becoming a viable option for an increasing number of families. They are taking responsibility for the education of their own children and forming educational philosophies on which to base methods and curriculum choices. Some parents initially feel inadequate to choose the best method or curriculum for their children. Most will undertake abundant research regarding educational methods and resources by talking with educational specialists and teachers ; by attending meetings, seminars and curriculum fairs; and by reading current literature. This paper provides a compilation of diverse information, in the hope of providing a glimpse into the lives of families currently using various homeschooling methods. I hope it will serve as a guide to parents who are trying to choose an educational method to best fit their philosophy. History Many notable American figures were in whole or in part homeschooled. The list is extensive, from George Washington to Margaret Mead. Natives, as well as immigrants homeschooled their children, teaching them the necessities of life, including science, language and math. Children so educated, later became salesmen, tradesmen, naturalists, scientists, farmers, and inventors. Homeschooling "is not a new phenomenon, but a very old one. In Colonial days, families, … educated their children at home, combining the efforts of parents, tutors, and older children" (Hill, 2000 p.20). Horace Mann introduced public schooling in 1837, and in 1905 John Dewey brought about progressive education. It was at this point that many parents felt that God and parental involvement were no longer welcome in the school (Ballmann, 1987). In the 1870s, compulsory public and private schooling became the norm. The 1960s ushered in a resurgence of homeschooling. In 1980, homeschooling remained illegal in 30 states. However, by 1993 homeschooling was legal in all states (Biddlecome, 2002c). According to Basham (2001), the majority of homeschoolers in the 60s were liberal "ex-hippie" types; but by the 1980s most homeschoolers were conservative Christians. It is difficult to determine exactly how many homeschoolers there are in America. A 1999 survey by the U.S. Department of Education reported there were approximately 850,000 homeschooled students (cited in "Estimated", 1999). The Homeschooling Legal Defense Association (HSLDA) on the other hand found an estimated "1.725 to 2.185 million homeschoolers" in 2001 (Ray, 1997b). Regardless, homeschooling is becoming a well-known social movement, growing up to 15 % a year (Ray, 2002). The majority of homeschoolers are white, middleclass, and married with large families. In addition, according to Livini, approximately 75% claim Christianity as their professed religion (cited in Cai, Johnmarshall, Robinson, 2000). Cai et al. (2000) noted homeschoolers have high socioeconomic and educational levels compared to general society. Yet, homeschoolers come from every race, religion, family type and economic status distinction, and that diversity is growing (Cai et al., 2000; Paulson, 2000b; Ray, 2002). Mothers are usually the primary teacher, however fathers often help, and there is at least one well known single homeschooling father . Occasionally children are homeschooled by neighbors or extended family. Most homeschoolers, including the Moores' who created The Moore Formula, are not critical of public school teachers, and some homeschooling parents have taught in the public school themselves . They see teachers as being handicapped by curriculum, regulations, high ratios, and a lack of parental involvement (Moore, 1991). Some homeschoolers have very negative opinions of public schooling, equating it to a jail that desires ultimate control (Llewellyn, 1998). Others like Stanton (personal communication, December 10, 2002) and Marlin (personal communication, July 1, 2002) sent some of their children to public or private school full or part time. Moore (1991) said parents should take charge of their child's education. There are many reasons why parents choose to homeschool their children. According to the National Center for Education Statistics (cited in Holland, 2001) the top 10 reasons parents gave for homeschooling were: (percentages may not add up as parents were allowed to choose more than one) · Can give child better education at home 48.9 percent · Religious reasons 38.4 percent · Poor learning environment at school 25.6 percent · Family reasons 16.8 percent · To develop character/morality 15.1 percent · Object to what school teaches 12.1 percent · School does not challenge child 11.6 percent · Other problems with available schools 11.5 percent · Student behavior problems at school 9.0 percent · Child has special needs/disability 8.2 percent. (cited in Holland 2001) Romanowski (2002) explained there are two main types of people who choose to homeschool; ideologues and pedagogues. Journals discussed that ideologues homeschool to strengthen relationships with their children. They disagree with what is being taught in public school, and their argument is primarily religious, or ethnic in nature (Hill, 2000; Holland, 2001; Romanowski, 2002; Schumm, 1994). Many view their child's education as a God given responsibility (Bendt, 1994). In adopting the terminology of ideologues and pedagogues, I found 13 participants in my study were ideologues . Their primary reasons for homeschooling included religion (n=4) , relationships (n=3), felt responsibility for their child's education (n=1), freedom (n=2), child above grade level academically (n=3), and thought it would be best for their children (n=1). For more information regarding these reasons for homeschooling, see Appendix II. Pedagogues believe public schools are inept, and that they can do a better job educating their child at home. They may note schools have discipline problems, low standards, and unsafe conditions (Cai et al., 2000; Hill, 2000; Holland, 2001; Romanowski, 2002). Allen lives in the inner-city of Manitoba Canada. She pulled her children out of public school primarily because of violence, and said, "We found even though public schools in our area say there is a zero tolerance to violence. It was not being practiced" (Allen, personal communication, March 18, 2003). Five homeschoolers I surveyed could be labeled pedagogues. They cited public school inept to teach (n= 2), violence (n= 1), low academic standards (n= 1), and inappropriate discipline (n= 1) as their main reasons for homeschooling. Howard from North Carolina, had a teacher recommend homeschooling to her, and got her access to curriculum and materials (personal communication, November 8, 2002). The teacher recommended it because her daughter could read too well, and was getting into discipline problems because of it. The teacher told Howard her daughter had been disciplined for reading to a 4th grader instead of the 4th grader reading to her at reading time. The teacher said, "Well, its bad for self-esteem of the other children as Mary is the only one who reads well…" (Howard, 2002, pc). All homeschoolers I surveyed thought they could do a better job educating their children than the public school. However, homeschoolers do not think homeschooling is for everyone (Holland, 2001). Public schooling represents the norm (Abdullah, 2000), and will probably remain the norm (Hill, 2000). Homeschooling will not take over public schooling, but discovering alternative educational methods, and studying their academic achievement rates, may lead to ideas for overall educational improvement (Hill, 2000). METHODOLOGY A qualitative ethnographic methodology was best suited for my research design. This methodology focuses on the feelings of the participants, in the micro rather than the macro sense, and uses qualitative techniques like interviews and observations, rather than mass surveying. There was some small-scale surveying, which primarily contained open-ended questions focused on educational philosophies and methodologies. Research Methods To provide triangulation, I chose the following research methods: a) preliminary surveys, b) interviews, c) observations, and d) document analysis. Surveys I surveyed 23 homeschooling families, from all over the U.S. and Canada: Oregon (n=4), Washington (n=9), South Carolina (n=2), Tennessee (n=1), Kentucky (n=1), North Carolina (n=1), Louisiana (n=1), South Dakota (n=1), Canada (n=2). Surveys were done as part of the interview process (n=4), via email (n=12), via regular mail (n=1), and written on handed out surveys at the XYZ homeschooling meeting I observed (n=6). For the most part, I knew the participants were homeschooling and that they were willing to participate in the survey (n=17). The only participants I did not know previously were from XYZ (n=6). Of the 16 surveys handed out at the meeting, six were returned. In addition, one homeschooler I asked to fill out the survey declined. Therefore, my total participation rate was 23 out of 40, 57 %. Of those surveys, I asked follow up questions of eight, including the four who were interviewed. In surveying, I tried to find homeschoolers from each educational method presented in the Homeschooling Methods section, but was unsuccessful, as some methods do not have many participants, others are not easily located or are unwilling to participate in studies. A copy of the survey is in the Appendix. Statistics regarding method choice are in the Homeschooling Methods section. Interviews I interviewed four homeschooling mothers. Three I interviewed at their homes during observation. Over the telephone I conducted a follow up interview (n=1) and a pre-observation interview (n=1). The final homeschooling mother I interviewed via telephone only (though I had observed her homeschool on a personal level). With participants' permission, two in home interviews were audiotaped, the phone interviews and one in-person interview were physically noted. Immediately before and after each interview I recorded on audiotape or physically noted my impressions, and ideas. Observations I observed three homeschooling families (McGee, Sampson and Blair) during interviews (recorded as previously noted). I also observed XYZ, where I took physical notes, and audiotaped my thoughts before and after the meeting. Analysis of Documents In doing my literature search, I found a plethora of material, including; websites (n=117), online articles (n=100), emails (n= too numerous), journal articles (n=22), magazine articles (n=10), newspaper articles (n=16), books (n=41), brochures (n=2) radio programs (n=2), dissertations (n=3), handbooks (n=2), and unpublished manuscripts (n=8). Much of my reading followed recommendations from homeschoolers. In general homeschooling documents were very opinionated whether pro or anti-homeschooling. I focused more on the pro homeschooling documents as I desired to see how homeschoolers thought and felt. The anti-homeschooling documents did let me know how society at large views homeschoolers, and were helpful in seeing the anti-homeschooling bias. Focus of this study The focus of this study was to investigate homeschooling educational methods and how they are implemented, who uses which method, and why they chose the method. The homeschooling community is interested in educational methods because, though there is plenty written regarding some methods, others are virtually ignored. In addition, most of the information is difficult to locate, as it is not in one place. Moreover, studies regarding homeschoolers' educational method choices are scarce. Goal for project The assignment was do a sociological qualitative study and write a paper about it. However, my personal goal for this paper is for it to become a handbook that can be used by homeschoolers researching educational methods. Selection and Recruitment of Participants Participants were found locally and online. They directed me to resources, other homeschoolers and the XYZ homeschooling group. I observed those who lived closest to me. I knew all but one before observing them, and I did not know anyone in the homeschooling group, except via email correspondence with the leader of the group. Some participants may have been nervous about being a part of the study, but the majority were intrigued and curious. In fact most desire to see the final paper. In observing, I was able to get information other researchers may not be able to get because: 1) I had a personal relationship with some of them; 2) I have a natural ability with children; 3) I have documented experience working with children at daycare, preschool, and public school; 4) They knew my personal view of homeschooling was positive, and that their beliefs would not be ridiculed, passed over, or presented negatively. Selection of Sites The settings for this study included a) homes where homeschooling took place, and b) a church multipurpose room, where XYZ met. Analysis of Data In studying, reading and rereading surveys, interview transcripts, observation notes, and documents, many reasons for method choice arose. Some of them include; state regulations, religious compatibility, lifestyle compatibility, child's needs, other homeschooling goals and the quality of materials. What I did In 2001, I began investigating homeschooling. In 2002, I decided to research homeschooling methods. By using past research and previous contacts, I plotted a course for surveying, interviewing, observing, and accessing additional data. I emailed and telephoned homeschoolers I knew. I contacted additional families practicing certain methods, from websites pertaining to their method. Since the open-ended survey questions developed over time, I asked follow up questions of some participants to get additional information or clarification. Of those surveyed, I interviewed four (all contacts names, whether interviewed, surveyed or observed have been fictionalized). My first interview was with Sampson, a close friend, whom I had observed homeschooling previously. The second was with McGee. I was very nervous because I had never met her. When I get nervous I tend to talk over people, this is a hindrance to the interview process. When I transcribed the tape I realized how many times I had finished her sentences, or interpreted her thoughts before she answered a question. In future interviews I focused on letting the parent express themselves. In being more relaxed, I was able to get more information rather than simply confirming my literature review. After the first interview, I focused my questions, to answer my main questions of what educational method they chose, why they chose it, and how they implement it on a daily basis. When I contacted new participants, they provided me with additional resources to investigate regarding their methods and curriculum choices. Therefore, I read new books, journal articles and visited multiple websites. I had to end this snowball effect because every reference referred to other references. In choosing to not to contact additional participants, and to stop gathering reference material, I realized how much more there was to read and investigate. This paper is by no means a full investigation of all available resources. It is just what I found regarding homeschooling methods, taking into considerations all my limitations. EDUCATIONAL DECISIONS After deciding to homeschool, a family chooses what their educational method will be. To do this advisors noted that parents have a lot to consider including; regulations, religious compatibility, lifestyle compatibility, child's needs, and other homeschooling goals (Abdullah, 2000; "Choosing", n.d.; Colfax, 1988; Harris,1988; "How", n.d.). Regulations Regulations may determine method choice. In all states and Canadian provinces homeschooling is legal, however regulations vary widely. Most parents did not seem to have a problem working within the restrictions. They rally together in formal and informal groups to understand and overcome restrictions. The majority of my participants lived in Oregon and Washington, so I included below the regulations of those states. Canadian regulations are a bit different, so I included the regulations of two provinces. According to "Oregon" (2003), regulations for homeschooling in Oregon are as follows. There are no attendance, subject, or parental education requirements. However, written notice must be given to the education service district, when beginning homeschooling, and when entering a new district. Children are tested 18 months after withdrawal and at grades 3,5,8 and 10, by a qualified neutral party. Special needs children are evaluated according to their IEP. Oregon's regulations have loosened since I first started my project, and I anticipate other states changing regulations in the future. There were four Oregonian homeschoolers. They each used a different method Traditional, Undirected Exploration, Child-Led Unit Study, and Eclectic. Oregon's Laws are relaxed compared to other states, so they are free to choose whichever method they desire. "Washington" (2003), states homeschoolers in Washington (n=9), must school their child from 8-18 years of age. There are two options. First, operate 180 days per year with 1,000 hours per year. Children study occupational education, science, math, language, social studies, history, health, reading, writing, spelling, music and art appreciation. They must take annual state approved standardized tests, administered by a qualified person. Academic achievement must be supervised by a certified teacher, someone who has completed 25 college hours, someone having completed a home education course, or someone deemed qualified by the local superintendent. The second option is to operate as a private school. The student must be schooled 180 days per year with 1,000 hours per year. They are to study occupational education, science, math, language, social studies, history, health, reading, writing, spelling, music and art appreciation under the supervision of a certified teacher employed by the private school. The nine Washington homeschoolers used the following methods: (they will not add up to nine as some are using multiple methods) Traditional (n=1), Classical (n=1), Unit Study (n=2), Charlotte Mason (n=1), Lifestyle of Learning (n=2), Eclectic (n=3), Montessori (n=1). Not many studies have been done on Canadian homeschoolers. "Estimates for the 1993-1994 academic year indicate that 15,000 to 60,000 school-aged children were home educated in Canada" (HSLDA 2003). Homeschooling is legal in all of Canada's 10 provinces, and none require teaching certification. Of the homeschoolers I surveyed one is from Manitoba, and one is from Ontario. In Manitoba, according to "Manitoba"(2003), children must attend school from 7 till 16 years of age. Attendance days, subjects, teacher qualifications, and testing are not regulated. If questioned a field representative certifies that the child is getting an education equivalent to public school. Allen (2003, pc) homeschools in Manitoba using Charlotte Mason. She said they have to register their child at 7 years old, outline their educational method, and report two times per year. But that many do not register and the province does not seem too strict. In Ontario, according to "Ontario"(2003), children are to attend school from 6 till 16 years of age. Days and subjects, teacher qualification and testing are not regulated. Roberts the Ontario homeschooler used the Traditional Method (personal communication, February 28, 2003). Regulations used to be much stricter, often requiring certification. In other states and provinces that have more governmental intervention, parents often choose the Traditional Method, or try and adapt an alternate method to fit into the regulations. Resources for Oregon Homeschoolers Current Oregon Laws, HSLDA website http://www.hslda.org/laws/default.asp?State=OR The Oregon Christian Home Education Network http://www.oceanetwork.org/ Oregon Home Education Network http://home.teleport.com/~ohen/ Resources regarding Washington Laws Current Washington Laws according to HSLDA http://www.hslda.org/laws/default.asp?State=WA Resources for Canadian Homeschoolers HSLDA in Canada (2003) http://www.hsldacanada.org/ Manitoba http://www.hsldacanada.org/html/school/hslaws.asp?prov=mb Ontario http://www.hsldacanada.org/html/school/hslaws.asp?prov=on Religious Compatibility The majority of homeschoolers claim to be Christians. In my study 78%,(n=18), claimed to be Christian, mentioned God, Jesus or prayer in their survey response or I knew them to be Christians. This finding mirrors Livini (cited in Cai et al., 2000) who found 75% of homeschoolers claimed to be "born- again Christians". Religion was mentioned by 12 of the 23 surveyed to be an issue in choosing a method, however they chose a variety of methods (numbers add up to more than 12 because some participants choose more than one category; Traditional (n=3), Classical (n=3), Eclectic (n=4), Unit Study (n=2), Charlotte Mason (n=1), and Lifestyle of Learning (n=1). Christianity is prevalent in the homeschooling community so the majority of resources and curriculum are created for them. According to Basham (2001), Muslims are the fasted growing minority religious group within the movement. Though there are curriculums for most major religious views, there are little resources designed specifically for minority religious groups. Often non-Christian parents like Plumber (2002, pc) use a Christian based curriculum anyway, because of it's academic value. They overcome this issue by adjusting the curriculum. Moore (1994) stated a few within the homeschooling movement are using the Christian religion to create a separatist movement. This makes some "home-schoolers furious" (Cordes, 2000, 8). They try to separate themselves by requiring statements of faith for homeschooling group participants. McGee (2002, pc), an Unguided Exploration Unschooler (this educational method is described on page 50) experienced this religious separation. The so-called Christians called her an unbeliever and would not let her join their homeschooling group if she, and others did not sign the statement of faith. This rift shows itself in curriculum and groups as well as within method choices themselves, (see the discussion of The Classical Method on page 30). Moore (1994) believes this is abusive and weakens the homeschooling movement. Most Christian homeschoolers, like Moore, accept anyone regardless of religion. Lifestyle Compatibility Many think it takes lots of time or money to homeschool, and for some methods, and for some families it does. Time is most valuable for single and working parents, as they have the most to juggle. The National Education Association (NEA) found there are approximately 142,000 homeschoolers in single parent households, and there are 335,000 homeschoolers in families where all parents in the home, work (cited in Basham, 2001). Robinson (2003d) advocates a self-teaching method for parents who can not afford to have one parent stay home. He spent an average of 15 minutes per day teaching his six children, after his wife died. In addition, DC, a single mother (cited in Llewellyn, 1996) believed she and her child were much better off homeschooling than in the public school system. In my survey and observation process, I ran across two single mothers. McIntosh (personal communication, March 11, 2003), a single mother of an 8-year-old son who had just begun homeschooling, was visiting XYZ group. In her early thirties, she works and is finishing her college education. She uses a child led Eclectic approach (discussed on page 59). Marlin, a single mother of three, homeschools her autistic son (personal communication, July 1, 2002). Since her son is self-motivated, they use a child-led Unit Study method (discussed on page 34). Another option for single parents is to have another family member or homeschooling family homeschool your child. Parsons (personal communication, April 3, 2003) homeschools four children in addition to her own, using the Montessori Method (discussed on page 43). There are 262,000 homeschooled families whose income levels are below ,000 per year (Basham, 2001). Though the academic achievement is less than high-income homeschoolers, it is higher than their public school equivalents. On average, according to Basham (2001) homeschooling in America costs per child per year, private schooling costs go up from $1,000 per child per year, and public schooling, depending on location range up from ,000. The Portland School District cost analysis reports numbers from ,000 to over ,000 per child per year (Larson, 2003). Though this takes lots of tax money, homeschoolers are divided on the voucher issue. They would like the money for their own children's education, however they are worried it would come with increased government regulations. For low income, or penny pinching families there are many cost cutting measures. Morgan and Allee (1999) showed that cost does not have to be a problem. They listed subscriptions, newsletters, books, online information, online materials, and other items that one can access free. Making your own curriculum, like the Colfaxs (1988), instead of purchasing the fancy pre-made materials will save a lot of money. Many curriculums, like Abeka, have free scope and sequence charts available, from which parents can build their own curriculum, using supplies on hand, free materials, and the library. Regarding college, they suggested taking advantage of CLEP, and AP exams, to reduce the cost. Cost concerns may lead parents to a more Eclectic, or Unschooling approach. This way they can piece together a curriculum from available materials. There are many ways to homeschool on a limited income, if a parent so desires. Resources for Limited Time and Money Homeschoolers Websites Ann Zeise's Links for Single and Working Parents http://www.gomilpitas.com/homeschooling/weblinks/working.htm Free Items http://volition.com Free Books http://promo.net/pg/index.html Homeschooling Singles Group http://groups.yahoo.com/group/homeschoolingsingles/ Single Parent Homeschoolers Forum http://www.vegsource.com/homeschool/singleparent/ Single Parent Homeschoolers Group http://groups.yahoo.com/group/1Parent_hs/ Single Parent Homeschooling Group http://groups.yahoo.com/group/SingleParentHSing/ Working Parents Group http://groups.yahoo.com/group/WORKandHOMESCHOOL/ Books Morgan, Melissa and Allee, Judith Waite. Homeschooling on a Shoestring McCoy, Jonni. Miserly Moms and Frugal Families Child's Needs Socialization Activities The most recent research has found homeschoolers to be active in civic, leadership building, and other extracurricular activities. They participate in an average of 5.2 activities, with 98% of homeschoolers involved in 2 or more activities (Lines, 2000b; Farris and Woodruff, 2000; "Homeschooling FAQs", 2003; Ray, 2001). Many states allow homeschoolers to participate in school sports and music activities (Ransom, 2001; McGee, personal communication May 1, 2002). In addition, there are many leagues, community, church and private school activities, as well as paid lessons, and non-school sports such as swimming, karate and gymnastics. Mandy took tap, jazz, and lyrical technique lessons, in addition to participating in choir and ensemble at a local private school. For her church, she produced programs, and today is an internationally known music artist. The Colfaxs who were the Guided Exploration example (explored on page 48), and The Moore Formula (discussed on page 36) advocated extracurricular activities, including internships, and volunteer work where students would be socializing with people of various ages, races, and religions. Homeschoolers can be involved in many activities with a variety of people due to the flexibility of their schedules (Crowson 2000; Medlin, 2000; Paulson, 2000b). However, those with more rigid educational methods may not be as flexible as Unschooling (see pages 39-52) or Eclectic approaches (see page 59). Blair (personal communication, November 4, 2002) who uses an Eclectic method (discussed on page 59) has three children. They are involved in weekly church activities, and swim lessons. Blair mentioned there are not many girls her daughter's age where they live now, and Blair's daughter said she would like more friends by where she lives. Shirkey's study (cited in Medlin 2000), found that homeschooling children missed their friends and felt left out. However, Mullins (cited in Medlin 2000), showed that they were happy with their socialization and a teen homeschooler (cited in Llewellyn 1998) felt that she is getting a better education, and is putting childish things behind her. I found homeschoolers to be involved in the homeschooling movement and local groups. Lyman's research (cited in Basham, 2001) found 85 percent of homeschoolers either belong to a homeschooling group or plan to join one. There were over 50 participants, including children at the XYZ group. Farris and Woodruff (2000) found homeschoolers rely on their groups. Moreover, nearly half (n=11) of those surveyed in my study participate in homeschooling groups. Social Skills Parents wish to teach their children appropriate social skills, by offering positive socialization. According to Sampson (personal communication, December 1, 2001) and other homeschoolers, public schools offer negative socialization, characterized by peer pressure, and poor self-esteem. This negative socialization is leading to violence in the schools. Allen (2003, pc) pulled her children out of an urban public school because she felt it was too dangerous. Possitive socialization helps the child to grow and develop and be able to interact with all ages, and races and classes of people, in a correct social and moral way (Robinson, 1994a). Current studies showed homeschoolers succeed in interacting with a variety of people (Medlin, 2000; Ray, 2001; "Montessori Homeschooling" 2003; Paulson 2000b). Shyers found that problem behavior is over eight times more likely in children attending traditional schools than homeschooled children (cited in Medlin 2000). Other research concurred saying homeschoolers are usually better at communicating, and have higher social maturity with higher self concepts (Smedley cited in Medlin 2000; Taylor cited in Ray,2001). I only ran across three children, all boys who were not exemplary models of good behavior. Two were observed at the XYZ meeting and the third was observed in his home. The first, age 8, was visiting the homeschooling meeting for the first time. About 30 minutes into the program he tried to flick his mother, kicked his feet and asked when it would be over. The mother commented to her son that he looked tired and had a fever. They ended up leaving the meeting early. The second boy, age 4, was wiggling around, talking, waving and smiling during the XYZ meeting. Finally, the one at home, age 6 was very active, did not want to sit still and did multiple activities while I was there. Having spent a considerable amount of time with children, I found their behavior quite normal. Television Research showed 94% of homeschoolers watch less than 3 hours of television per day (including videos) where 62% of public schoolers watch over 3 hours per day (Ray, 1997a). My findings confirmed this research. Those desiring to eliminate secular society from their homes were less likely to allow their children to watch television or even to have access to television shows. Sampson (2001, pc) only uses the television to play videos, Blair (2002, pc) has an antenna and uses the television on weekends when the children have finished all their work, or when she feels like a nap. Others, such as McGee (2002, pc), the Unguided Exploration Unschooler (discussed on page 50), was spiritual but did not find secular society offensive and so allowed her children to watch television when they pleased. However, while I was there they had no desire to, and McGee mentioned they only watch a handful of programs. The Constructionist Method (mentioned on page 51) for which I did not find a homeschooler to survey, actually advocates technology use, completely opposite from the Robinson (see page 56), Montessori (see page 43) and Waldorf methods (see page 39), which state the computer and television should not be used. According to Medlin (2000) school is just one of many influences that effect socialization. However, education and socialization have become closely linked, people assume "traditional schooling offers essential socialization experiences that home schooling cannot" (Medlin, 2000, p.108). Parents placing a high value on interpersonal skills may enjoy The Moore Formula (refer to page 36) or an Unschooling approach (see pages 38-52). Though more studies may be needed regarding the multifaceted topic of socialization, past research and my own indicated homeschoolers participate in many social activities, have good social skills, and spend little time watching television. Special needs Some special needs children, both gifted, mental challenged, and physically challenged, can and do benefit from homeschooling (Crowson, 2000). Gifted children are often bored in school, which can lead to adverse behavior and being labelled. (Llewellyn, 1996) Occasionally teachers or specialists recommend homeschooling to parents. For mentally challenged children homeschooling offers the opportunity to teach much-needed life skills within the context of their Individual Education Program (IEP). In my two years working with public schooled special needs children I found the special needs classroom of the local public school to be a hodge podge of various needs thrown together. Often times the needs contradicted each other, for example a child prone to tantrums was in a room with a child who was noise sensitive (Biddlecome, 2002e). In addition, the Council for Exceptional Children (cited in Snell, 2002 p.43) found not much one on one time is available for public schooled special needs students. Homeschooling offers a specialized educational setting where physically challenged children are not having to constantly overcome their difficulty, and can focus on academics. "Homeschooling is ideal for children with hearing deficits, learning disabilities or visual impairments which require a particular educational setting"(Abdullah, 2000 4). "Although there are difficulties for the child when put into public school, there are also difficulties when homeschooling"(Biddlecome, 2002e p.4). Burn out is a common problem for special needs homeschoolers, and their parents (Marlin, personal communication, July 1, 2002). Parents with special needs children are very child focused the two homeschoolers I found with special needs both choose child-directed approaches, one with Unit Study, the other with Unguided Exploration Unschooling. Special needs homeschoolers seem to have quite a bit of resources available, but very few studies done on them. Homeschooling is good for children who are not normal, and do not "fit" into the school environment (Hayes, 2002). Duvall, (as cited in Jefferson, 1997), found homeschooled special needs children did better on standardized tests than their public schooled counterparts. Finally, in homeschooling special needs children parents should take into consideration their other children, oftentimes the other children will resent the child and they will not get the needed education (Dowty & Cowlishaw, 2002). Resources for Special Needs Homeschoolers Website Resources for Dyslexia and other Learning Disabilities http://www.audiblox2000.com/ Special Needs Resources http://www.balametrics.com/ TEACCH Home Page: Treatment and Education of Autistic and Related Communication Handicapped http://www.members.tripod.com/~Maaja/teacch.htm Online Articles Bowman, J. Ten Steps to Successfully Homeschooling Children with Special Needs. http://www.brightword.com/homeschooling-special-needs.html Glaser, T. Teaching Autistic Children: Who Aut to Be Home! http://www.homeschoolzone.com/add/autism.htm H.O.U.S.E Homeschooling the Special Needs Child http://www.illinoishouse.org/a13.htm Jefferson, R. Children With Learning Disabilities Do Better in Home Schools than in Special Needs Programs at Public Schools http://www.hslda.org/docs/news/hslda/199709040.asp Klicka, C.J. Home Schooling and Special Needs Children. http://www.hslda.org/docs/news/hslda/200112280.asp Books Hayes, Lenore. Homeschooling the Child with ADD (or other special needs): Your complete guide to successfully homeschooling the child with learning differences. Dowty and Cowlishaw. Home education our autistic spectrum children Paths are made by walking. Mills and Mills. The IEP Manual For the Homeschooling Handicapped Student. Academics The most recent studies found homeschoolers place, above their public schooled peers on standardized academic achievement tests (Ray, 2002; Hill, 2000), with 24.5 percent performing above grade level (Ray cited in Basham, 2001). Though not all homeschoolers are the perfect models of academia, in a study by Galloway (cited in Medlin, 2000) college students who have homeschooled lead their peers in five developmental categories: academic, cognitive, social, spiritual, and psychomotor. Crawford (personal communication, November 8, 2002) and Howard (2002, pc) all have children placing above grade level. Marlin's child placed 99% on his last CAT test, Crawford's skipped two grades, and Howard's is above grade level. Parents prepare their children for life after homeschooling in different ways. While I was observing XYZ, Smith (2003, pc) came up to me and discussed her daughter's college plans. They had visited colleges and wanted to know my opinions. McGee (2002, pc) who I observed and interviewed, made the comment that if her children did not make it academically, they could take remedial courses if they choose to attend college. Llewellyn (1998), mentioned it is not necessary to have a diploma to get into college. Colfax and Colfax (1988) had three boys attend Harvard. They did not have typical high school diploma's, so they presented the college boards with portfolio's of what they had learned while homeschooling using the Guided Exploration Method. Many homeschoolers are getting scholarships and are even skipping years of college via CLEP and AP tests (Robinson, 1994a). Leung (cited in Basham, 2001) noted "Over 700 post secondary institutions … have admitted homeschooled students," and there are universities opening specifically for homeschoolers. Not only are they being accepted to college but, "home-schooled high school students are snapping up places at elite colleges, many of them after walking away with top honors in national academic competitions" (Cordes, 2000 1). Michael Smith (cited in Allsup, 2002 p.16) stated many colleges are recruiting homeschoolers "because they are so socialized and well-rounded." More research could be done to see which methods provide children with the smoothest transition into college, and who are scoring highest academically in college. Those whose primary goal was high education tended to choose a more Traditional (see page 27) or the Classical approach (discussed on page 30) including the Principle Method (page 54). Other Homeschooling Goals According to the U.S Department of Education (cited in Basham, 2001) there are 84,000 Blacks, 77,000 Hispanics, and 49,000 other minorities homeschooling in 1999. There are few minority homeschoolers, little research regarding minority homeschoolers, and virtually no curriculum designed specifically for minorities (Robinson, 1994c; McDowell, 2000a; Holland, 2001). They often have additional goals for their homeschooling. In this limited section the focus is on Black and Native American homeschoolers. Black homeschoolers face increased stereotypes, they are seen as dropouts and their education is questioned. Because of this, they are more likely to use Traditional (discussed on page 27) educational methods (Lewellyn, 1996; McDowell, 2000a; Holland 2001). In addition to typical reasons for homeschooling Blacks mention; racial issues, lack of black history, higher labeling rate, higher drop out rate, and political issues (Llewellyn, 1996; McDowell, 2000a). Unfortunately, minorities often find homeschooling groups and curriculum just as biased as public schools on the issue of race. Because of this many Blacks choose not to homeschool because they fear "lack of acceptance" (McDowell, 2000a, p.129). There is little African American history in modern curriculum, and few Blacks grace the pages of the most well known curriculum (Glasser, 1969; Llewellyn, 1996). Holland (2001) discovered, Black homeschooling groups have been created. Two groups are the National Black Home Educators Resources Association (NBHERA), and the Network of Black Homeschoolers (NBH). NBH was founded in 1988 by a couple in Louisiana that desires to "unite, strengthen, encourage, inform, and update African-American home educators regarding issues, laws, and information in educating their children" (cited in Holland, 2001 12). The NBHERA, founded in 2000, desires to "assist black families nationwide who share the common responsibility of teaching their children at home by providing these families with resources and other materials to facilitate and maintain an efficient and effective home-school environment"(cited in Holland, 2001 13). Native Americans were the "original homeschoolers of this land" (M.Thomas, 2002). In previous research I interviewed two tribal members of The Confederated Tribes of Grand Rhonde and met others. In taking a Native Americans of Oregon course from Linfield College I read books regarding the history of Native Americans of Oregon, and those regarding the arts. In addition, my literature search led me to multiple Native artists' websites, and the Grand Rhonde tribal paper Smoke Signals. In this research I found that local tribes taught their young every survival and skill necessary for life and enjoyment in their society. Skills ranged from hunting and gathering to lodge building, beadwork and other arts. Though their homeschooling did not prepare them for the hostile nature of the whites, they were multilingual, socialized, and had various business skills (Biddlecome, 2002). During their forced education, Native Americans lost links to their culture, their multiliguistic skills and more. They were forced to only speak English, and were taught "things that OTHER people thought that they should know" (M.Thomas, 2002 p.2). Children became ignorant of their heritage and a vast amount of cultural knowledge was lost (Biddlecome, 2002c). I also found that today, Native Americans desire to regain some of their lost heritage. With homeschooling they are able to implement culture back into their children's education, by teaching valuable skills, and knowledge. They are teaching basketry, herbology, history, native languages and more. Among The Confederated Tribes of Grand Rhonde , children are learning Chinookan, which was their general trade language. Grand Rhonde elders are teaching basketry to young women, and tribal members are offering internships. Currently, these are done in the summer or after school, but some tribes are finding the benefit of teaching their own children full time. Full time homeschooling for Native Americans has not been done since their children were sent to white boarding schools, and made to learn Christianity and English. There are few references about minority homeschoolers; I could not find any printed material regarding Native American homeschoolers. All I found were two Native American homeschooling groups and their websites; the Native American Homeschool Association, and the Native Americans for Home Education, (NAHE). The Native American Homeschooling Association agrees with the Homeschooling Movement at large, that; 1.Children learn most from those they spend the most time with and in public schools that often means their own peers rather than grownups and family members. 2. Violence in public schools is not conducive to learning. 3. The curriculum in Public Schools is often not what we ourselves would wish for our children if we could control the curriculum. 4. WE are the best teachers of our own values, customs, and religious beliefs for our own children. (M.Thomas, 2002) The Native American Homeschooling Association and the NAHE are trying to provide Native Americans with sources and connections to enable parents to teach at home, and to protect that right. They believe, "Native American languages, religion, history, songs, dances, stories, and crafts are just as important …as a knowledge of science, math, [and] English…" (M. Thomas, 2002). Native Americans are desiring to create their own curriculum focused on their heritage. They see homeschooling as valuable for preserving and reviving heritage, saying, "If our children do not learn the old ways, it is because we have failed to teach them" (M. Thomas, 2002). Resources for Minority Homeschoolers Drinking Gourd magazine. PO Box 2557 Redmond, WA 98073 Subscription - .00 per six issues a year. Resources for Black Homeschoolers Book Llewellyn, Grace.(ed) Freedom Challenge: African American Homeschoolers. Groups National Black Home Educators Resource Association- 6943 Stoneview Avenue, Baker, Louisiana 70714. Phone: 225-778-0169. E-mail: nbhera@internet8.net No membership fee. Quarterly newsletter is a year. Network of Black Homeschoolers - P.O. Box 28325, Richmond, Virginia 23228. Phone: 804-562-2684, E-mail: NBH4@yahoo.com Membership: a year. Resources for Native American Homeschoolers Native American Homeschooling Association Website- http://expage.com/page/nahomeschool, and http://expage.com/page/nahomeschool2 Native Americans for Home Education (NAHE) - http://www.geocities.com/nuwahti/NAHE.html HOMESCHOOLING METHODS Even after considering regulations, religious and lifestyle compatibility, child's needs, and other homeschooling goals, most families use multiple methods, curriculum and materials. For example, I found homeschoolers using a Classical Unit Study Approach, and those using the Traditional method for math and Charlotte Mason for the rest. Each homeschool is unique and has different goals. There is no one method that is better than another, some parents and children may do better with one type than with another, and it may change over time (Colfax, 1988; Robinson, 1994e). According to one homeschooling mother, I have found that there are good things about most methods and philosophies. Most homeschoolers are not purists, who rigidly follow one method. Instead, we take the ideas that work for our family, and leave the ideas that don't. The trick is discovering what works best for your family. Part of this process involves defining what you want your family learning experience to be like. Many homeschoolers do "school at home". This means, that they use materials and methods that are similar to what children experience in the classroom. Other homeschoolers use a more natural approach to learning. They use library books, real life, and the natural world, along with a math curriculum. Either style works! (Rich, personal communication, October 21, 2002) The biggest problem parents face besides counteracting homeschooling critics, is burnout for them and their children. Three parents dealt with burn out by reevaluating their educational methodology, and curriculum choices (Allen, 2003 pc; Blair, 2002 pc; Marlin, 2002 pc). Hopefully this paper will save parents and children the frustration and burnout caused by selecting incompatible methods. In my research the 23 homeschooling families practiced the following methods; (as some use multiple methods the numbers will not add up to 23) Traditional (n=4), Classical (n=5), Unit Study (n=4), Unschooling (n=11), Principle Method (n=1), Eclectic (n=5), Other Methods (n=0), Did not answer (n=1). In each section there is a brief history of the method, findings, the method's philosophy, critics, my conclusion, and resources. Each method is presented from the homeschoolers' point of view that is already using that method, with current costs (as of April 2003), if available. Traditional The Traditional Method has been used in public and private schools since their conception, and is used in the majority of them today (Harris, 1988). In this method parents purchase text and workbooks and the child works through them systematically with the parent correcting them and giving grades, this information may be sent to an umbrella school, or local authorities. This method values repetition, memorization and testing, and uses a predesigned scope and sequence. Parents choosing this method enjoy pre-organized curriculum. Freedman (personal communication, October 21, 2002), believed memorization is an important skill that is not "hit on enough" in public schooling. She believed the Bible tells us to bury scripture in our heart, so we need memorization. A typical day at her home entails: 7am wake up get dressed. Read. We have a boy over that I watch before school because his mother works, for an hour of play. [Anna] usually has breakfast during this time. 9:00 school starts not just curriculum, we do life skills also, including working in the garden. It builds self-esteem because [Anna] can see the plants grow, sees a result from her work. 12:00 school is over. More practically, they read twice every day for fifteen minutes. Anna read to her mom in the morning and to her dad in the evening. They had spelling tests every week and a half. They reviewed Abeka words using word searches, and speed drills. They also read the Bible, and were learning sign language. For social studies Freedman has Anna study a different country every month, since Abeka does not teach Social Studies till the 2nd grade. And on Wednesday and Friday they have test days. Those I surveyed used Abeka (n=3), a Christian curriculum, affiliated with Pensacola Christian College, and Christian Liberty Press (n=1). Christians (n=3) as well as non-Christians (n=1) use Christian based curriculum. To get around Abeka's religious view, Plumber substituted where needed (personal communication, November 18, 2002). Three families had been homeschooling only 1-2 years, with Roberts (2003, pc) homeschooling four years. The majority of children were just starting school. Only Roberts had older children. These mothers had the lowest average education of all the methods. However, all but one had some college, and one had a Bachelors degree. Other homeschoolers were quite critical of this method which is understandable since it most represents the public school model of education. Crawford (2002, pc) mentioned "I think that a traditional textbook approach does not encourage a child to think, only to find answers." Each curriculum has a scope and sequence. A scope and sequence is a group of information each child needs to learn and is usually divided into 12 grades with daily assignments (Bluedorn, 1994; Ransom, 2001). Abeka has free scope and sequence charts from Nursery to 12th grade. Parents can choose materials individually or purchase a complete curriculum. To use solely Abeka curriculum expect to spend approximately per child per year in highschool, less for the lower grades. Holland (2001) said Abeka provides for phonics, language arts, cursive writing, poetry, arithmetic, science, and other basics. For Christian Liberty Press, parents can buy individual curriculum, or purchase grade level kits, from - per child per year. They also have addition services including a full service homeschool program. Homeschooling experts advised checking out the program's scope and sequence before purchasing to see if it fits one's families philosophy, desires, as well as your child's learning style (Moore, 2003; Robinson, 1994a). In addition, Zeise (1997) said to examine their research and experience because mistakes could be expensive. Often materials can be borrowed from other homeschoolers or local schools (Zeise, 1997). Rupp (2000) mentioned looking for used curriculum, which could save money. In addition students may be in one grade for one subject and another grade level for another subject (Rupp, 2000). Parents often can purchase separate grade levels, however it is usually cheaper to buy the entire grade level package. Resources for Traditional Method Websites Abeka curriculum website http://www.abeka.com Christian Liberty Press curriculum website http://www.christianlibertypress.com Books Pride, Mary. The Big Book of Home Learning. Rupp, Rebecca. The complete home learning source book: the essential resource guide for homeschoolers, parents, and educators. Covering every subject from arithmetic to zoology. Classical Experts noted, The Classical Method was created in ancient Greece and Rome, reaching the western world in the 1500s. The majority of America's founders and 10th-19th century leaders were educated using this method, and it is the oldest method discussed in this paper (Bluedorn, 1994; Foundations, 2003; Wilson, 1994). In 1947, Christian writer, teacher and Oxford graduate Dorothy Sayers brought back the Classical Method when she presented her essay The Lost Tools of Learning at Oxford. Classical education aims to give children the tools of learning by studying language, logic and tangible fact, rather than on mastering multiple subjects. It applies the tools of learning to every subject. It advocates learning Latin and Greek, studying the great thinkers and philosophers and exploring the history of Western Civilization. The end goal is to teach children "to learn for themselves" (Sayers, 1947 last). Classical education is divided into two parts; The Trivium and the Quadrivium (Bluedorn 1994 ; Harris,1988; "How?", n.d.; Sayers, 1947 ; Foundations, 2003; Wilson, 1991). Since the Quadrivium typically deals with post highschool education this paper only discusses the Trivium, as it will be the section used in homeschooling through highschool. The Trivium contains three natural learning stages: Grammar, the teaching of facts, Logic the giving of tools to use facts, and Rhetoric the perfecting of the ability to relate those facts to others. After gaining these three tools students should be able to teach themselves (Bluedorn, 1994, "How?", n.d., Foundations 2003, Wilson, 1994). Experts explained, the Grammar stage begins after learning to read and write lasting till about eleven years old. Children learn about language, the world, and focus on self-discipline. Observation and memory are prevalent and remembering facts and information at this stage is more important than fully understanding them (Bluedorn, 1994; Sayers, 1947; Wilson, 1991). The Logic stage, sources mentioned, begins when the child is most prone to argue lasting till around age 14. Children learn to organize and develop arguments, as well as logically evaluate others' arguments. They learn how facts interact, and the rules and history of language. They also begin reading essays rather than narratives, move into algebra and geometry, and continue with the history of theology (Sayers, 1947; "Why", n.d.; Wilson, 1991; Wilson, 1994). References stated Rhetoric, the art of communication, starts about age 15. Students learn to express what they think by using knowledge gained in the Grammar stage and the organizational skills learned in the Logic stage. Toward the end of this stage they start specializing in a field of study which demands some freedom in curriculum (Sayers, 1947, Foundations, 2003; "Why" n.d.; Wilson, 1991). I found four types of Classical education, secular (the one just described), Christian, Christian (Hebrew), and Ignatian. The secular classical education, according to critics is Greek in it's approach, teaches humanism, evolution, and social studies. In addition, it promotes reading Greek and Roman literature. Christian Classical education written about by Wilson (1991) advocates parental responsibility, uses the Trivium and focuses on the Bible as an educational basis. The Christian (Hebrew) method claims to be Bible centered. It does not use the Trivium, but instead returns to the "three main orders of Israel, consisting of religious education, occupational skills, and military training" ("Classical", 2001 chart). Finally, according to two authors, the Ignatian, Catholic, Classical education was developed by St. Ignatius of Loyola and contains his spiritual exercise. It was developed over 450 years ago, and has since been perfected and refined. It focuses on creating responsible Christians who desire to "Instaurare Omnia in Christo" (To Restore All Things in Christ), by training students how to speak, write and act (Crotty, 1998; "How?"n.d.). Two sources mentioned that critics see The Classical Method as too difficult, out of date, or extreme. Proponents argue it is based on your individual child and natural tendencies and it is actually enjoyable for all children, regardless of IQ (Bluedorn, 1994; Wilson, 1991). The five homeschoolers that used this method ranged all over the U.S. They were all married, with education ranging from highschool graduate to master's degree. A total of 18 children, with some too young to be formally schooled up to age 15 were involved with Classical Education. Parents had been homeschooling 3-11 years, with an average of six years experience. Most used the classical education in a Unit Study Approach. Crawford (2002, pc) used the Tapestry of Grace Unit Study curriculum, and Lawman (personal communication, March 14, 2003) used it with The Charlotte Mason method saying "each child in my family is different and sometimes different curriculums and methods must be used." For the Mission family a normal day went as follows, "Chores, breakfast, chores, worship & spiritual training time, English/Reading, math, lunch, Reading, Rest time, (Science, History Culture, Sewing, Playtime.- alternate days throughout week)" (personal communication, March 11, 2003). Howard (2002, pc) on the other hand mentioned, There is no typical day. They have set tasks ("You must do some math, history reading, science work every day") but not specific schedules. If you'd rather read in the morning, or late at night with a flashlight under your covers, that's a-okay with me. My goal is to get it done - and have it stick - and make it something enjoyable, not dreaded." Mission's children were 5 and 7 where Howard's were 12, and 15. The looser schedule may come with the Howard children being older, and able to "self-school … most of the day" (Howard, 2002 pc). A wide variety of curriculum can be used in this method. Tapestry of Grace contains about ¾ of a total curriculum and is about for the year. Parents can also choose other pre-made curriculum or piece together a curriculum from various sources such as Pathway Readers, Rob and Staff, Singapore, Math-U-See, Apologia, Bob Jones University Press, Shurley Method, and Saxon. Classical education is not the best method for everyone, but according to Wilson (1991) it is well suited for teaching future leaders. Crawford (2002, pc) said she chose this method because, "I want my children to have lots of choices for college, and not be limited by an average education. If they choose to go to Harvard or a local junior college, I want them to be ready. I believe that a classical education is the best route to go for this…for *our* family." There are curriculums available for each type of Classical education. Predesigned curriculum may help avoid the critic's complaint of Classical Education being too difficult, out of date or extreme, by teaching Latin and other "extreme" subjects in fun and interesting ways. Don't forget that parents can adjust any curriculum, as Mission (2003, pc) said " We continue to make adjustments to better serve our children." Resources for Classical Homeschoolers Websites A Well Trained Mind http://www.welltrainedmind.com Apologia http://www.highschoolscience.com/ Bob Jones University Press http://www.bjup.com/ Classical Christian Homeschooling http://www.classicalhomeschooling.org Classical Christian Homeschooling Newsletter http://home.att.net/~MikeJaqua/news/index.html Classical Homeschooling http://www.triviumpursuit.com Classical Unit Study http://www.tapestryofgrace.com Ignatian Homeschoolers, and Ignatian Dayschool http://www.kolbe.org Lost Tools of Learning by Dorothy Sayer http://www.gbt.org/text/sayers.html Math-U-See www.mathusee.com Nature Study http://www.geocities.com/uhomeschool/naturestudy.html Pathway Readers www.anabaptists.org/places/pathway.html Rob and Staff http://anabaptists.org/ras/ Saxon www.saxonpub.com/ Shurley Method www.shurley.com Singapore Math Review and to purchase http://www.sonlight.com/math/singapore/ Books Crotty, Francis Implementation of Ignatian Education in the Home Lewis, C.S. The Abolition of Man Wilson, Douglas Recovering the Lost Tools of Learning Wilson, Douglas The Case for Classical Christian Education Wise, Jessie & Wise, Susan Bauer The Well Trained Mind: A Guide to Classical Education at Home.

Unit Study Unit Study takes a topic and includes it in as many subjects as possible (Bluedorn, 1994). It is "derived from the concept that all knowledge is interrelated and is learned more easily and remembered if presented in a related way" ("How" n.d.). In my limited study there were four Unit Study homeschoolers. Three were in the Northwest of the United States, with the fourth in TN. They were all white three were married, with one engaged. All had over two years of college, and one was a former teacher. Their homeschooling experience ranged from 2- 11 years. Most of the children were over 10 years old. Two of the children had placed well above grade level, with one in the 99% tile on his last achievement test (Marlin, 2002, pc). There were 6 boys and 2 girls. Unit Studies can be student, curriculum or parent directed. It can also be combined with other methods. The Marlin family (2002, pc) used the student directed Unit Study. Their child made up a list of subjects to explore, then Marlin got information and resources regarding the topics. Progress was monitored by journaling. Marlin made sure her child got enough social and independence building activities. He is autistic, so they were important for him to learn. The Rienhearts (personal communication, March 11, 2003) used a "Relaxed Unit Study", in conjunction with The Lifestyle of Learning Approach, for their three children. The Unit Study Method can also be parent directed, where the parent chooses units for students to study. Parents have control and responsibility for the curriculum. Haines (personal communication, March 25, 2002) implemented it by typing daily schedules for each boy. Usually they spend 3 hours a day doing "book work", and "lots and lots of time during every day…reading to the kids about different topics and lots of hands on home school." She lets "each child choose one subject per month", then she chooses one. Curriculum directed unit studies can be bought per topic or for the whole year. There are units designed around many subjects. Konos which as of April 2003 runs per year per family up to per unit focuses on personal character. Whereas Alta Vista revolves around scientific interests and the cost varies. Finally Weaver is built around history and ranges -+ per year per family (Bluedorn, 1994). Blair (2002, pc) was using "Five in a Row" for her son Matthew. They were on a section that said to read Madeline. Matthew, age 6, did not want to read a story about a girl. Parents should not feel controlled by the curriculum. There are secular as well as religiously based Unit Study curriculum. Some parents are worried their children will not gain grade level skills. However, scope and sequence checklists and other resources are available for tracking. Unit Study Curriculum can be purchased or it can be found free online, in the library, or created by using materials and resources at home. The Unit Study Method is good for large families. All the children can study the same topic, yet be learning and developing new skills. Resources for Unit Study approach Websites Alta Vista http://altavistaseattle.com/ Alta Vista (purchasing) www.thehomeworks.ca/page3.html Beautiful Feet Books http://www.bfbooks.com/ Classical Unit Study Education Approach, with Curriculum and Discussion board http://www.tapestryofgrace.com Core Knowledge http://www.coreknowledge.org/ Five in a Row Unit Study Curriculum http://www.fiveinarow.com KONOS Unit Study Curriculum http://www.konos.com Large list of online Unit Studies http://www.angelfire.com/mo/sassafrassgrove/homeschool/unit_studies.html The Heart of Wisdom unit studies http://homeschoolunitstudies.com Unit Study Message Board http://www.vegsource.com/homeschool/unitstudy/ Weaver (Bible Based Unit Study) http://www.aop.com/ Books Bendt, Valerie How to develop a Unit Study. Moon, Theresa How do you know what they know. Moore Formula Raymond Moore (1994), began teaching at 17, has taught for over 60 years, and worked in many education related jobs, from public school teacher and university dean to White House and Congressional consultant. From 1969-1975 Moore (1994) and his wife Dorothy, established a research base for homeschooling. They are recognized worldwide for their programs and authority on curriculum and child development. In addition, they were founders in the modern homeschooling movement ("Moore Formula", 2003; "How," n.d). Over 1,000 families have used their program. The Moore Foundation has over 300 research associates and has studies published worldwide ("Moore Formula", 2003). In the Moore Formula, the parent is to encourage exploration and set an "example in consistency, curiosity, and patience" ("Moore Formula", 2003 10). The Moores' (cited in "How", n.d. 10) felt that with even "a good basic education they [parents] can bring out the natural talents and mental abilities of their children." They believe success comes from involved loving parents, little involvement outside the family, and creative freedom under parental control. The Formula includes 3 main section; Study, Work and Service (Moore,1982; Moore, 1991; "How", n.d.; "Moore Formula", 2003). The Moore Formula supports the harmonious growth of the whole child ("How", n.d.). Sources concurred that in developing curriculum, the child's interests and learning style are taken into consideration. Curriculum should contain all needed subjects, including Bible study, character development, and other skills. They also mentioned, the easiest way to have both a complete and child focused curriculum is to use the Unit Study method. Bludorn (1994) noted, the Moores believe in delaying formal academics until the child is at least eight years old. However, two articles stated, from birth there are activities that will support future academic, work and service. Parents can read and sing to their child. They can also play learning games with them ("Moore Formula", 2003; Bluedorn, 1994). Children can help around the house and experience life by visiting in the community (Bluedorn, 1994; Moore, 1997; "Moore Formula", 2003). In postponing formal academics until at least eight years old the children will be focused on building strong relationships which will form a good foundation for future learning ("How", n.d.; "Moore Formula", 2003). Although some students learn to read early, others may not learn to read till they are 14, that is okay ("Moore Formula", 2003). After learning to read children should be allowed to read what they are interested in, using good books with substantial meaning and learning ("Moore Formula", 2003) A Moore Formula day would spend 30-180 minutes studying, 30-180 minutes working, and about one hour serving others ("Moore Formula", 2003). I was unable to survey or interview a Moore homeschooler. The Moore Formula includes Christian values and strong educational tools in a unit study approach geared toward the child's interests ("How", n.d.). There are curriculum resources available directly from the Moore Foundation website. Some of the resources the Moores suggest are; Math- It, Winston Grammar, and Alpha Omega Publications ("Moore Formula", 2003; Moore, 1982). The Moore Academy offers a Full Service Program that helps parents develop a curriculum for their homeschool. Resources for The Moore Formula Websites The Moore Foundation http://www.moorefoundation.com/ Articles on the Moores http://www.entrustedtous.com Math-It available from The Moore Foundation Website Alpha Omega http://www.home-schooling.com/ Books Moore, Raymond and Dorothy. A Practical Handbook for Teaching your Child at Home (The Moores have multiple books, videos and articles regarding their formula available.) Unschooling Homeschooling Movement leader, teacher, and author John Holt developed unschooling. Having had an abundance of public school experience, he became critical of current educational methods used in public school. He felt hindered in the classroom, and believed children needed more control over their own education. He tried to offer students real life experiences. And advocated leaving traditional schooling for what he termed Unschooling. There are many views of what unschooling is, making it unique, and hard to describe. Some unschoolers use curriculum while others leave the curriculum entirely up to the child. I divide unschooling into five types ; The Environmental Method, Guided Exploration, Unguided Exploration, Constructionism and Lifestyle of Learning. The Environmental Method According to John Holt (1981), The Environmental Model desires to provide a good learning environment, involve the child in adult experiences and surround them with resources. Parents are available to answer questions and guide the child along the path of learning. Though all three do this, they are very different in their implementation, which will be discussed in their following sections; Waldorf, Montessori, and Charlotte Mason. Waldorf Waldorf Education, as authors in "Frequently" (n.d.), "What" (2002), and Ward (2001) explained, was founded by Rudolf Steiner in 1919. After Steiner, a well-published Austrian philosopher, and scientist, lectured at a factory in Germany, the owner asked Steiner to create a school for workers' children. This led to the development of the Waldorf schools, named after the factory. Steiner desired the school be open to all children, be co-educational, be a twelve year school, and that teachers would run the school. Steiner died five years after it opened, in 1924. These schools are world wide, usually with less than 100 students (Petrash, 2002). According to one article, it composes one of the "largest, fastest growing group of independent private schools"( 2) These schools are independent of each other, sharing associations that provide resources, materials, and conferences ("Frequently", n.d.). Petrash (2002) said the Waldorf Method balances learning. Subjects are seen as equal, and children are encouraged to explore. Waldorf also desires them to overcome stereotypes, and expand their individual interests. The idea of helping the child become well balanced contradicts Unguided Exploration, which allows the child to dwell on areas they love. Waldorf believes children should be emotionally involved, not just filled with rote memorization. Two essays mentioned Waldorf educates the whole child; Head, Heart, and Hands ( "What", 2002 ; "Frequently", n.d.). The term The Head is used by Waldorf educators to mean academics. To educate the child's Head they use a whole learning method, emphasizing the arts ("What", 2002 ). Main subjects, are taught in lesson blocks of two to three hours daily for three to five weeks, using a spiral approach ("Frequently", n.d.). Two essays mentioned that during the main lessons, students create their own texts, by journaling what they have learned. And that the arts, and gardening as well as music and foreign language are central to this method of schooling ("What", 2002 ; "Frequently", n.d.). Petrash (2002) noted exams are given at the end of each block study. These exams are focused on attained knowledge not on correct answers. Children are evaluated yearly on their physical, emotional and academic accomplishments. In addition, all students are expected to "master basic skills in math and language arts" (p.16). The Heart, a term developed by Steiner, means emotional and spiritual development. Petrash (2002) said Waldorf desires for children to become connected emotionally to subjects, and for them to form a sense of self, or "I". To develop the Heart children engage in volunteering, and spiritual activity (143). The Hand is used by Waldorf to stand for the physical development of the child. Children are all expected to participate in Eurythmy, "a dance-like art form in which music or speech is expressed in bodily movement: specific movements correspond to particular notes or sounds" ("Frequently", n.d.). In addition they play an instrument, learn knitting, handwork and crafts. Experts said Stiener viewed the children as having three developmental stages, preschool, grade school, and highschool. In preschool, from birth to the changing of teeth, play is the best way to learn. Grade school, from the changing of teeth to puberty, the child is divided into primary, middle, and upper grades. In Primary, students are introduced to written language, math, stories, and gardening. Middle teaches language arts, mythology, history, visual mathematics, geography, and basic sciences. Upper is marked by creative writing, language arts, history and the world, geography, and physical sciences. Other subjects include handwork, music, art and eurythmy (Petrash, 2002; "Frequently", n.d.; Read, 2001). Highschool, from the beginning of puberty through 21 years of age, students develop critical thinking skills. After a child graduates from highschool they should be fully developed in a wide variety of areas, ie a math whiz could also be the captain of the football team (Petrash, 2002). Festivals are celebrated, as they feel festivals connect humans with nature, and the world around them ("Frequently", n.d.). Vegetarianism is the norm, though not all followers of Anthroposophy or Waldorf schools follow the diet. In addition, television viewing and computer use is discouraged, especially for the younger children. The teacher is to "receive the child in gratitude"; "educate the child with love"; and "lead the child into the true freedom" ("Frequently", n.d. sect.13). It may be helpful to attend Waldorf teacher training, which teaches the four temperaments, and Anthroposophy ("Frequently", n.d. ; "Our Concerns" n.d.; Ward, 2001). Writers explained anthroposophy, is a spiritual view that sees people as individuals with an inner core that is evolving toward self-awareness (Ward, 2001; "Our Concerns" n.d.). Prepackaged Waldorf curriculum is available from Live Education (- per child per year), Oak Meadow (+ per family) and others, or parents can create their own curriculum, following Anthroposophical ideas. Allen (2003, pc) chose to use the Oakmeadow curriculum but since it did not fit with her family's lifestyle it was a "disaster". Her six children were "off" developmental wise so the curriculum was hindering rather than helpful. A typical homeschooling day for Read (2001), went as follows, Woke, talked with children, morning prayer, ate breakfast, and they played while she cleaned. They get dressed, and she prepared the school room, and did eurhythmy. At the start of their school they sung, did circle time (where her children sat together on the floor and did group activities, either more singing, listening to a book etc.), and then did a main lesson. After the lesson they did breathing exercises, academic work, and had lunch. They had free activities after lunch, then a story and snack. After the snack they focused on handwork. When Read's husband came home, he played with the girls, then they had dinner and went to bed. People for Legal and Non-Sectarian Schools (PLANS) stated they are "a world-wide network of former Waldorf parents, teachers, students, administrators and trustees who come from a variety of backgrounds with a common goal: to educate the public about the reality behind Waldorf's facade of progressive, arts-based education" ("Welcome", 2003 1). They believe Anthroposophy is an "an occultist sect" ("Welcome", 2003 1), and mentioned that parents usually do not know much about Anthroposophical principles. In addition, teachers at Waldorf schools are indoctrinated, and are to read Rudolf Steiner's books on Reincarnation and Karma, and Occult Science. PLANS did not believe academics should be geared toward physical changes, or children kept from reading till their teeth change. In conclusion they said, "the science and history curriculum will be based on Steiner's reading of the 'Akashic Record' ("Our Concerns" n.d. section2 6). Resources for Waldorf homeschoolers. Websites Individualized homeschooling curriculum http://www.waldorfwithoutwalls.com/ Live- Education Curriculum http://www.live-education.com/ Oak Meadow Curriculum http://www.oakmeadow.com/ Outline by year and a private Waldorf School http://www.sandpoint.org Waldorf Homeschoolers http://www.waldorfhomeschoolers.com/ Waldorf Merchandise http://www.waldorfshop.net Waldorf school http://www.samfordschool.com/FAQ.htm Books Petrash, Jack Understanding Waldorf Education Teaching from the inside out. Montessori Method Sources related, Dr. Maria Montessori, the first woman MD. in Italy, was born in 1870. Her family moved to Rome for her education. She eventually went into medicine, worked with mentally handicapped children, established homes for poor children, and developed her beliefs regarding child development. After her death in 1953 her son Mario took over the Association Montessori Internationale ( Hainstock, 1968; Montessori, 1912) "There are at least 4,000 certified Montessori schools in the United States and about 7,000 worldwide" ("FAQ's" n.d. sect. 3), some of which are religious. In addition "approximately 200 public schools in the U.S. and Canada offer Montessori programs, and this number is growing every year" ("FAQ's", n.d. sect. 3). Current Montessori Methods vary a bit from original ideas. The Montessori Method, was translated into English in 1912, in which Montessori laid out her pedagogy. She created environments so children could fulfill their highest potential, focusing on the whole child; spiritually, emotionally, physically, and intellectually. She was more concerned with teaching how to observe and how to think logically rather than imparting encyclopedic knowledge. In this way, the Montessori learning environment is much different than the traditional model. The parent's role is to create the good learning environment, and to encourage independence. The environment, which Montessori (1912) said was essential to education, should be uncrowded and organized with carefully chosen materials, geared carefully to the child's development so they can research and develop a love of learning. Parsons (2003, pc) , a masters graduate, schools her three children and an additional four children using this method. She mentioned, "Only recently did I begin to believe that homeschool-or unschool-is a good, viable option." For their family a typical day looks like this, Wake at 8. Eat, dress, etc. Children play with each other while I do home or school-prep chores. I play a game or read to them or…? At 12, four other children arrive. From 12-3, the children choose what to do from shelves in the "classroom" and our living room (or from their imaginations). I give lessons and try other ways to entice them to new things. After 3, we go to lessons, appointments, errands or play. This week, during the "before school" period, my son wrote some music and played it on the piano, wrote part of a story, took notes about knights and castles, and played with his sister something having to do with seeing the President. I answered questions about Washington, D.C. My daughter "wrote" a story (she is learning to form letters and knows the sounds but does not always make words when she is writing a story.) My younger daughter played with water and objects in the kitchen sink, played "this go" (putting things away- she takes a washcloth and says "this go?" and takes it to the drawer where it belongs. She takes a bowl out of the dishwasher and puts in it the cupboard.) During school, I showed my children math activities because they have not been choosing them much on their own lately. All the children have decided to learn the states song (names the 50 states). So they practiced it together each day. From birth to age six the Montessori Method focuses on respect and control, with less than 1 1/2 hours spent with school (Hainstock, 1968; "Montessori", n.d.). Creativity is developed from age six to twelve ("Montessori", n.d.). Montessori (1912) promoted the teaching of phonetics, and distinguished between mental and aloud reading. Intellectual gymnastics are practiced, which according to Montessori (1912) prepares the brain how to learn. An article stated, after twelve years old a more traditional education is used to teach the child how to function in the real world, using books, computers, and trips in the community ("Montessori", n.d.). Critics, discussed in Montessori (1912), warned that although her methods offer a good model from which to start, it is not an all-inclusive guide to educating children. Dr. Montessori would desire current practitioners to consider all the newest scientific knowledge, as that is what she did in developing the model. To homeschool using the Montessori Method a parent should look at their home through their child's eyes, and let them participate in many home activities ("Montessori Homeschooling", 2003). Other methods such as The Principle Method and The Robinson Method, also emphasize the individual liberty and independence. Resources for the Montessori method. Websites The International Montessori Index http://www.montessori.edu Philosophy & Practice of the Montessori Method of Education http://www.michaelolaf.net/ Books Montessori, Maria. The Montessori Method Hainstock, Elizabeth. Teaching Montessori at Home: The Preschool Years. Charlotte Mason Method Charlotte Mason, a Christian teacher and educational theorist established the Charlotte Mason Method (CM). She lived in Britain, and wrote about her methods in the 1900-20s. Some authors relate that it has been used in classrooms around the world for the last hundred years. There are 20 schools in England and the US has at least 20 ("How", n.d.; Levison, 2000). Four of the surveyed families practice some form of this method. All mothers had post highschool education, with one having a Master's degree. Most of their children were in upper grade school to junior high age, with a total of 16 children. They ranged in religious preference, with two Christians (one of which was Catholic), one non-Christian, and one unknown. Though the majority of teachers are mothers, Allen (2003, pc) mentioned her husband helps with evaluating narration, and testing. Charlotte Mason seeks self-discipline through "daily routine, concentration, truthfulness, self-control, cooperation and unselfishness" (Bluedorn, 1994, sect.2). Children should be intrinsically motivated, not from external motivations such as grades, because this method desires to install a love of learning in the child and bring about self-education ("How", n.d.; Levison, 2000). Author Catherine Levison (2000) discussed, the best literature should be used for reading, not dumbed down children's books or textbooks. Students also use narration to develop concentration and understanding. Reading is taught using phonics. Charlotte Mason mentions books that are out of print now so do not be limited to only the books suggested. Mason also advocated children getting out into nature, and had them keep a nature diary. Moreover, for History she had them keep a book of the centuries, and she advocated Bible study. Parents should post a schedule, and use short lessons, less than 20 minutes for young children, keeping afternoons free. Allen's day went like this. A typical homeschool day is mom & baby get up about 6 am. Mom goes on computer and wakes up. Kids start getting up between 7-8am. By 9am we all say prayers and read aloud from a main book. The older kids do math and copywork or handwriting. Mom does reading lesson & math with ds6 [dear son age 6]. The other kids do English, science, Spanish, Canadian history, world history etc. In the morning. The all have an outside time break at 10:30am. Afternoons are field trip, art study, nature study, geography or any carpentry or other projects they like. DS 14 [dear son age 14] collects scorpions so he spends a lot of time on that. Ds 6 [dear son age 6] has swimming lessons every Monday morning 9:30am. I'm working on a community club for twice a month for an inner city homeschool group my sil [sister in law] and I are setting up. The kids will do crafts, cooking, gym etc. We have days where we do absolutely nothing too of course. If its nice out we'll make a day of the park. If moms had a bad night with baby, we are off to a slow start in the morning that's for sure. Of course we're not really doing nothing I'm fully aware of that already by now my kids are way ahead of what others in their grade level in school would be doing. (Allen, 2003, pc) As far as Charlotte Mason being a type of Unit Study method, according to two sources the Charlotte Mason Method believes, children will form their own connections between subjects. Finally, one should have a variety of resources. ( "How," n.d.; Levison, 2000) Catherine Levison's More Charlotte Mason education: a homeschooling how-to manual. (2000), gives a general homeschooling book, and supply list. Books; One well written book on: The History of art, The history of music, Collect various biographies of the poets, composers, scientists, artists, etc., One Poetry Anthology. Collect substantial amounts of: Literature, Poetry, Art prints or coffee table art books, Field guides, Quality Living books on various topics, ie countries, people, explorations. Quality Reference Books on; The Foreign Language you are studying, Religion- concordances, Each branch of science. Other reference materials; Dictionary Thesaurus A set of Encyclopedias Atlas. Curriculum; Math there is no CM method math text available, you must adapt the book to fit your philosophy, Simply Grammar is recommended. Optional Curriculum; Supplemental workbooks Supplies-Sketchbooks, Paints, Paint Brushes, Field Microscope (Brock Magiscopes), Magnifying glass, Microscope, Gardening supplies, Field coat and boots, Composition books (for copy work) Three ring binders ( for narration, pressed flowers in protective pages, memorized poems and century books). Used musical instruments, Scrap Lumber and supplies, Calculator, Computer (optional). ( p.180) Allen, a mother of six children, answered when asked about the lot of reading and writing, said that it was an issue for her boys at first. She added more activities, like field trips and hands on activities. Now her children enjoy the reading, and being read to. In "reading about Miss. Mason, her philosophy, and method", she said, "I felt as if I were free again. I totally felt that this was how I as a child had truly learned things myself" (Allen, 2003, pc). This method can be used for any child. Drawbacks may be the heavy reading and writing load and the increased parental involvement. The parent needs to be creative because learning happens wherever the child goes. Pre-made curriculum guides can aid in doing this. Children, who love to read, and explore, may be best suited for this method. Resources for Charlotte Mason Websites Ambleside Online, Free CM curriculum http://amblesideonline.homestead.com/ another nice site http://luvbooks.freeyellow.com/index3.html Charlotte Mason family with ideas for education, has discussion board http://homemade.truepath.com Charlotte Mason Private school - Ambleside School of Fredericksburg, Texas http://www.amblesideschools.com/ Charlotte Mason Research & Supply Company http://www.charlottemason.com/ Christian Charlotte Mason site http://www.christianity.com/cmason/ Harold Jacobs Math http://www.lamppostpublishing.com/MathHaroldJacobs.htm Harold Jacobs Math Review http://www.pahomeschoolers.com/jacobs.html Nature Study http://www.geocities.com/uhomeschool/naturestudy.html Penny Gardener http://members.aol.com/PennyGar/ Science and Math http://charlottemason.tripod.com/hisci.html Books Andreola, Karen. A Charlotte Mason Companion: Personal Reflections on the gentle art of learning. Gardener, Penny. Charlotte Mason Study Guide. Levison, Catherine. A charlotte mason education. Levison, Catherine. More charlotte mason education: a homeschooling how-to manual. Guided Exploration Guided Exploration is where the parent builds a curriculum around the child's interests. It can be very hands on in its approach, as it advocates real life learning. Following is how one family implemented the idea. Another family's homeschool could look drastically different, yet still follow this model. David and Micki Colfax (1988) , former teachers and educational consultants set up their homeschool as a private school due to state regulation. Their four boys helped build and care for their home. Three of their boys went to Harvard. They believed children could fully use an encyclopedia and other useful resources. In addition, they thought reading does not have to be a pleasant experience, as the child may need to be taught even when they do not want to. This idea directly opposes other types of Unschooling. The Colfax's used Sullivan Associate Workbooks, a 30 year old system, which claims to present "a logical, systematic, linguistic progression of decoding and word-attack skills" ("Sullivan's, n.d. 3). They had their children keep journals, as soon as the children could hold a crayon. In addition, they used Spectrum Mathematics a series of non-graded workbooks that costs approx. .00 per year. Finally, for English they used John E. Warriner's, English Grammar and Composition, which is available, at the time of this writing (April 2003), for approximately .50. Choosing resources individually instead of prepackaged curriculum is important to this method, it allows parents to individualize exploration and choose the best materials available. Being educational consultants the Colfaxs had seen many public school curriculums failing. They believed, "to be truly effective, homeschooling needs to encourage independence and critical thinking and this is lost when one set of authorities- public school administrators- is exchanged for another- homeschooling 'experts' and their products" (p.103). Guided Exploration Resources Websites Amazon.com (for John E. Warriner's, English Grammar and Composition) http://www.amazon.com Homeschool Connection (for Spectrum Mathematics) http://www.homeschoolconnection.com/ov_ma_spectrum.php Phoenix Learning Group (for Sullivan Associate Workbooks) http://www.phoenixlearninggroup.com/plr/programmed_reading.htm Books Colfax, David and Colfax, Miki. Homeschooling for excellence. Unguided Exploration Unguided Exploration is where students learn about themselves on their own time frame, instead of learning what other people tell them, when they tell them to. It is a way of looking at learning, it is non-instruction. Learning is unplanned, and life is the classroom. Children in this model are given responsibility for themselves and their education. Two surveyed families were Unguided Exploration Unschoolers, one of which was interviewed. They believed education started at birth. Both of the mothers were married, with some college education. They had three or more children, most in upper grade school. The parent's role in this educational method is to stay out of the way, and allow the child to learn at their own self-motivated pace. Often times since they are not motivated by external forces, they do not learn to read till later than their public school peers. However, they tend to enjoy reading more once they do according to author Carol Rice (n.d.), unschooling mother of four children. One of her children did not read until the age of 15 but once he did, he read one adult level book per week. Harris (1988) said this method removes parental responsibility for their children's education. Unguided Exploration unschoolers do not argue this, instead they say their children know best how to educate themselves. McGee (2002, pc) told me if her children do not gain needed skills for college they could be right back on track with a couple remedial courses. This method would be best for children who are very self motivated. There are some things that children do need instruction for, however, once the child is self-motivated, if the parent sees them accomplishing significant academic gains then this method would be educationally sound, without abdicating responsibility, as critics claim. Resources for Unguided Exploration Websites Unschooling Magazine - http://www.unschooling.com/ Family Unschoolers Network - http://www.unschooling.org Home Education Magazine - http://www.home-ed-magazine.com Books Brown, Teri J. Christian Unschooling: Growing Your Children in the Freedom of Christ. Holt, John. Growing without Schooling. Holt, John. Teach Your Own. Lewellyn, Grace. Teenage Liberation Handbook. Constructionism According to an MIT article (n.d.), Constructionism was devised by mathematician Dr. Seymour Papert. Born and educated in South Africa, he attended Cambridge University 1954-1958 and "then worked with Jean Piaget at the University of Geneva from 1958-1963. It was this collaboration that led him to consider using mathematics in the service of understanding how children can learn and think" (MIT, n.d. 1). In addition, they mentioned, Papert discovered using computers for teaching children in the 1960s. As a professor at MIT he worked with children and wrote Logo, a programming language. He also developed the first computerized children's toys, and started the Logo Foundation to inform and support people using Logo ("Seymour", n.d.). Murphy (1996) said Papert is a world renowned expert on using technology for learning. He participates in worldwide educational projects, and continues to "develop methods of learning that are too far ahead of the times for large-scale implementation" ("Seymour", n.d. 3). His technology supports a "wide range of intellectual styles" (Murphy, 1996 1). Papert sees schools as a major obstacle, as they think everyone should learn the same. He also disagrees with testing and segregation by age. In addition, he says teachers are not the only way children can learn. He wants schools to be more personal and to focus more on self-directed activities (Murphy, 1996). Papert's belief system is similar to Unguided Exploration. Since he is pro-technological use, this method would be a delight to many self-motivated computer lovers. Constructionism Resources Websites Seymour Papert website http://www.papert.org/ Lifestyle of Learning The Lifestyle of Learning approach was first discussed in Wisdom's Way of Learning (n.d.) by Marilyn Howshall. Howshall now writes and publishes a variety of books and articles relating to the Lifestyle of Learning, and has republished Wisdom's Way of Learning into four smaller books (Shelton, n.d.). In Howshall's The Lifestyle of Learning Approach (1998) she described the method she developed. It is fundamentally Christian, though books regarding the approach vary in spirituality. It is about following principles rather than a curriculum, with the belief that "Learning is a Lifestyle"( p.6). Since it is not a curriculum but a lifestyle, it can be used in conjunction with other methods and materials. It is not just focused on academics but rather on the whole child, which includes many aspects including academics. The parent is to be homeschooled along with their children, and to commit to increasing the quality of "the family's lifestyle activities"(p.7). They do this by evaluating them according to seven principles; "individual, delight-directed, valuably-active, productive, self-motivated, and focused" (p.17). This is done in order to create an environment rich for learning focusing on a child's individuality. There are three primary goals which lead to the final goal of "producing godly fruit" (p.8): the Science of Learning, the Art of Learning, and the Tools of Learning. The science of learning includes discipline and finding a life purpose. It revolves around the idea of service and work, encompassing internships, and family business (p.10). The art of learning includes nurturing, and develops individuality by recognizing each child's gifts and by modeling in the learning/discipline process (p.11). Finally the tools of learning include five sections; research, reason, relate, record, and rhetoric, and can be implemented formally or informally. These tools enable the student to pursue a "vital deepening learning process" (p.12). Within The Lifestyle of Learning Method, Howshall has developed two "natural learning models" (p.14). Each model has four unique learning activities. In balancing them the learning tools of research are developed automatically. The Unit-of -Life Learning Model, for children and adolescents, is a child led informal learning approach, including "reading, collecting, notebook recording, and constructing of simple-related projects" (p.16). The Life-Message Model for teens and adults, includes; reading, journaling, casual-topical bible study, and in-depth word bible study. Some daily activities should include; 15-60 minutes of Table Time, Parent directed Free Time, and Read Aloud time. Frisk (personal communication, October 21, 2002), who introduced me to this method, says her basic philosophy is to "let the Lord lead our day." She is one of two homeschoolers using this method. There are five children being educated using the Lifestyle of Learning method. Each mother had been homeschooling for about 6 years. The Rienhearts (2003, pc) who used this philosophy with a Unit Study approach have three children, ages 11,8, and five. Their normal day is, Get up by 7:30, snuggle by the fire, bible reading most days by Dad. Breakfast, kids do a.m. chores (skills) while Mom showers & has some alone time. Kids do own Bible work & math. Everyone joins for worship time. Then group work such as reading together & discussion. Lunch (kids help with kitchen cleanup). Some days kids have "recess". Music lessons or practice. P.E. at home or ballet and gymnastics. (some) Farm Animal chores. Fridays are cleaning & friend days. Kids are free to play at 3:00 or 4:00, and do play with neighbor friends a few days a week. We do field trips, either with [XYZ] group or just our family 1-2x month. (Rienheart, 2003, pc) Parents use other methods for the academics. Rienhearts used it with the Unit Study Method, and Frisk uses it with Charlotte Mason. It is difficult to compare this to other methods because, it not a curriculum, nor is it bound by one. Lifestyle of Learning Resources Websites Barbara Shelton's Hompage http://www.homeschooloasis.com Lifestyle of Learning Main Page http://www.homeschooloasis.com/lol_main_pg.htm Lifestyle of Learning curriculum http://www.notgrass.com/ The Principle Approach According to Slater (1975), Christian homeschooling ended over 100 years ago. These homeschoolers valued "Christian Liberty" (xiii). Christian leadership was, relinquished when public "government sponsored schools"(xiii) took over and the Bible was removed from education. Slater said, The Principle Approach seeks to return to a God, Bible centered approach. Rosalie Slater rediscovered The Principle Approach ("Principle", 2001). It is a historical education of the Bible, and every subject is based on God given Biblical truths or principles, focusing on self-discipline, self-education and faith. Home should prepare children for life and eternity, taking into consideration, "intellectual, moral and religious" needs (p.19). Religion should be central to homeschooling. Christian books should be used, and children should be taught how to read and study them. Writers regarding this approach said every subject should be taught in light of God's word, because God's truth is unmovable. The following seven principles are incorporated into all subjects, and are the basis for every grade; God's Principle of Individuality, The Christian Principle of Self-Government, America's Heritage of Christian Character, Conscience Is the Most Sacred of All Property, The Christian Form of Our Government, How the Seed of Self-Government Is Planted, and The Christian Principle of American Political Union. God's Principle of Individuality states everything is uniquely created by God with it's own way to reveal that God is infinite and diverse. The Christian Principle of Self-Government states man should be governed by the Holy Spirit, and needs to govern themselves before they can govern others. America's Heritage of Christian Character states one should become self-educating, productive and of good character in order to bring Christ to the world. "Conscience Is the Most Sacred of All Property" (James Madison) states we should care for God's creation including ourselves. The Christian Form of Our Government states we have God given right, should be self-governing, and that government should use the Bible as a handbook. How the Seed of Local Self-Government Is Planted states truth and righteousness should be practiced, by rulers as well as subjects. Finally, The Christian Principle of American Political Union states Christians should be united and stand firm in their faith (Slater, 1975; "Principle", 2001; "How", n.d.). The Principle Approach uses a Notebook Method, in which children are taught the four R's, Research, Reason, Relate, and Record (Bluedorn, 1994; Slater, 1975). To use the notebook, students choose and register a subject to study. Then they look it up in Webster's 1828 Dictionary and write the definition in their notebook. They then research the subject in a Bible concordance. Finally, they find how God has used the subject in Christian history. The purpose is for the child is to look beyond the work to form a "biblical world view" ("How", n.d. sect.7). Gardener (personal communication, November 8, 2002), the one surveyed homeschooling family using this method, combined it with the Classical Method. She seizes teachable moments with her children, as she is with them for a large portion of the day. She has them do serious academics in the morning, with aloud reading comprising 2 hours per day. The Principle Approach may seem limited, but curriculum is available. The approach should "be adapted to the different levels of the child's developmental ability" (Bluedorn, 1994, sect.4). The Principle Approach varies from other methods because it is based on America's Christian history. It is Biblical, classical learning in a historical framework in which students grow in their knowledge of God's Word, and Jesus Christ ("Principle", 2000). The Principle Approach Resources Websites F.A.C.E Apprenticeship Program, offering Principle Approach Training http://www.face.net The Noah Plan- complete Principle Approach program http://www.face.net/Noah_plan.html Books Hendericks and Hendericks Learning by the Book Slater, Rosalie J. Teaching and Learning America's Christian History: The Principle Approach, Hall, Verna M. The Christian History of the Constitution of the United States of America: Christian Self-Government, The Webster's 1828 Dictionary The Robinson Method The Robinson Method was developed by a scientist, Dr. Arthur Robinson , who homeschooled his six children after his wife's death. He needed to do his work so he devised a method of self-education. His program returns to the basics, without adding extra subjects, like foreign languages (A.Williams, 1997). There are about 60,000 children now self- teaching using this method. When Robinson taught his children he spent less than 15 minutes per day teaching all his six children ­ ages 6 through 18 (2003f). His method believes the child learns more while self- teaching. The student learns to teach themselves (1994e; 2003f). To begin homeschooling using the Robinson Method (2003a), remove your child from school, set aside a room for school in the home, get rid of television and sugar, purchase the Saxon math series, build a library of "literature, history and introductory science books" (sect.f) and feed the children a large breakfast. The Robinson Method contains 7 procedures; no television, no sugar, formal school work five hours every day, teach reading using phonetics, books are essential, 30 math problems first thing daily, one page essay daily, and every child does college physics and chemistry (2003f). A typical day includes a large breakfast, chores, then five hours of formal study with only bathroom breaks till dinner (only 2 meals per day) (2003f; 2003a). The five hours of formal study begin with 20 math problems, then a one page essay, "The remainder of the five hours is spent in reading history and science texts"(2003f, sect.8). They are to grade and fix any missed problems and show the parent the result (2003f). The parent is to "provide excellent books, a good study environment, a daily schedule conducive to good study habits," (1994b, 5) and a good example then get out of the child's way (1994e). If "children run into a problem" they should "skip it and come back to it later (after the rest of the lesson is done)" (2003c, sect.11). If they still have a problem with it they should separate themselves and read the problem aloud. Robinson (2003c) believes that oral learning will most likely get them over the problem. Rarely will a child need parental help in solving a problem (2003f). Some instruction is needed to teach phonics, and parents should purchase a separate curriculum for teaching reading. After the child can read they "should be encouraged to read several hours each day in books of gradually increasing difficulty in order to build reading skills and confidence" (2003a, sect.2). The Robinson Method (1994b) has the child complete math through calculus before continuing on to formal science. Before then science is left to free time. When beginning formal science, physics is introduced first, then chemistry, then biology (1994b; 1994d). The cost of the Robinson Method is .00 for 22 CD Roms, plus the Saxon Math curriculum and a phonically based reading program, if needed (A.Williams, 1997). The CD Roms contain books that need to be printed so there will be additional cost of high speed computer, printer, ink and paper. Anne Williams (1997) said this Method is controversial, and the majority of the books on the CD's are available online free. She viewed the curriculum as incomplete. "The curriculum does not provide material covering modern history such as World War II and beyond. In addition, Biology is not one of the covered sciences" (14). "The curriculum seems to value the age of the book over substance"( 17) and is "geared heavily toward boys' interests" (20). Finally "this product is basically purchased sight unseen without a return policy" (sect.8). The Robinson method is focused on reading writing and arithmetic. Viewing reading as the basis for self-learning, and math as the basis on which rational thought and scientific pursuits are based. It believes in a good study environment, regular study habits, an outlined scope and sequence, and high quality books. This Method is good in theory, but most materials and philosophy can be implemented without purchasing the CD Roms. Though for under it may be a bargain for families with access to a fast computer, and high quality printer (1994c; 2003h; A.Williams, 1997). The number of homeschoolers using this method are fairly small and I could find no way to locate them. The Robinson Method Resources Robinson Curriculum or ask questions - http://www.robinsoncurriculum.com/ Eclectic Eclectic is a combination of methods and materials. Many families use this method but do not label it as such. Each Eclectic homeschool is unique. Though they vary widely in parental control of curriculum, some term this method a type of Unschooling. There were five parents using this type of schooling. There were over 20 children in, or graduated from this method. The homeschoolers in this method had the highest average education, and longest time homeschooling. One of the mothers has a Masters in Education and 16 years of homeschooling, with her seven children. All but one lived in Oregon or Washington. They varied in being very sure, to very unsure regarding their educational choices. Bailey (personal communication, March 11, 2003), has seven children, 3 are being homeschooled. Bailey said typically, "we try to get started at 9am, I [the mother] read them a story, (Little House on the Prairie right now). Then they [the children] do workbooks. The schedule is flexible (maybe too much). [And] Dad helps them at night." Blair whom I observed did not know what method she was using. For her youngest boy, 6, she started using a Five in a Row Unit Study. Her other children, ages 11 and 7 used a variety of curriculum. They do not have a typical homeschooling day. Though the children are expected to do daily chores, every day in their home ranges in structure level. Smith (personal communication, March 11, 2003) chose this method because, As a first grade teacher I was acutely aware of my limited influence on the children in my class and the range of what each child needed to progress in their education. I began to envision learning that didn't stop or wasn't hindered by the bell at the end of the day. Their day consists of 2-4 hours of studies. They also work on the farm, do service projects, and participate in social activities like sports, music lessons, etc. Every Eclectic homeschoolers day will look different, depending on parental and child desires, and curriculum choices. Resources for Eclectic Homeschoolers (all resources recommended by participants) Websites Abeka http://www.abeca.org Alpha Omega http://www.home-schooling.com/ Eclectic Homeschool Online http://www.eho.org Elijah Company http://www.elijahco.com/help/index2.htm Greenleaf History (Purchase) http://www.lampposthomeschool.com/HistoryGreenleafPress.htm Greenleaf Press http://www.greenleafpress.com/ Home School Central, lots of Curriculum info http://www.homeschoolcentral.com/total.htm Miquon Math http://www.homeschoolconnection.com/ov_ma_miquon.php Saxon http://www.saxonmath.com Other Methods There are a few other methods that are less widely used. The computer learning method materials are CD's or online courses. They are usually in Traditional or Unit Study styles, and are available from the same curriculum sellers. The second method, is Contests. Usually homeschoolers do not base their curriculum around contests, but there are many regional, national and international competitions which homeschoolers are winning. There are contests for every age and interest, and if won result in earning scholarships. Resources for Other Methods List of Contests http://www.nhs.us/scaa/SCAA_List.cfm CONCLUSION Homeschooling has always been around. The new movement, though still not the norm for education, has been gaining popularity and legitimacy among all racial and religious groups. The freedom and high academic promise convinces many parents to homeschool. Though not every one can or desires to homeschool, the ability to individualize a child's education is drawing parents with children of every learning style, including those with special needs. Parents understand that public schools simply can not meet every child's needs, so they are taking their child's education upon themselves. In doing so, they are choosing a variety of educational methods, from Traditional Method to Unschooling. Homeschoolers I met were concerned with their children's overall development, and desired their children to reach their full potential. It impressed me how much homeschoolers love their children and desire what is best for them. Moreover, I agree with McDowell (2000b) that in general homeschoolers are friendly, and knowledgeable about current research, regulations, and resources. I found five main factors homeschoolers consider when choosing an educational method: Regulations, Religious Compatibility, Lifestyle Compatibility, Child's Needs, and Other Homeschooling Goals. Within these sections, I explored which method would most likely be used depending on which factor the parent focused. Regarding regulations, parents are often limited to the Traditional method. Religious compatibility was an important factor in choosing a method. Though multiple methods were chosen, they adapted the materials or curriculum to fit their religious views. In Lifestyle Compatibility, I explored the ideas of time and money, both of which will determine the method and implementation of the method used. Those most limited in time and money tended to choose child led approaches. The most important factor in determining which method to use is the child's needs. Method styles vary depending on the child. For example, if a child is self motivated, parents may choose a more Unschooling approach, or if the child enjoys organized curriculum, then the Traditional may be used. Parents often value one of the following three main developmental issues above the other two. Academically focused parents may choose a more systematic approach like Traditional, Classical, Principle, or Robinson. Parents valuing interpersonal skills more highly may choose The Moore Formula, Lifestyle of Learning. Parents placing intrapersonal development as the most important may choose Waldorf, Montessori, or another Unschooling Approach. Finally, in Other Homeschooling Goals, I noted that revival and preservation of cultural history was an issue some homeschooling parents value. Native American and Black homeschoolers are striving to develop curriculum that focuses on this issue. The parent's view on personal and educational development along with available resources, restrictions, and personal values determined what type of educational method they chose. Some methods placed more emphasis on one issue than another, however most methods claimed to contain well rounded curriculum. Though I started researching homeschooling in 2001, I have barely scratched the surface of this new and growing social movement. In doing this research I had four major obstacles: my location, both too much and not enough information, and lack of time. First, my location: The majority of homeschoolers in my area are white Christians. I did not find any local homeschooling minorities, though did find some that were non-Christians. To overcome this obstacle I used online chat and forums to locate homeschoolers around the nation and in Canada. My literature review included references regarding minority homeschoolers, and religious issues. Second, information: In doing this study I limited my research to homeschooling methods because there is so much information regarding homeschooling. On the other hand there was not much information regarding certain educational methods, so locating pertinent resources took extra effort. In some cases it is very obvious that more needs to be written about the method, or section of homeschooling. Third, time: This study was limited in time, as I had officially 3-6 months to complete it, within the Linfield academic calendar. I began my research early, yet having an infant at home with one on the way has been distracting. If I could have devoted more time to this study I may have come up with new or different ideas. However, it is not an all inclusive study, and research of homeschooling will continue because of the enormity of the issue, education. Despite all these obstacles, I was well accepted in the local homeschooling community. The obstacles as well as my position in the community (having worked with children and in the school, as well as knowing some participants) may have all affected the results. Since homeschooling is such a young movement, more studies are needed in every area. The most needed studies are on the lesser-known segments within the homeschooling movement including; single parents, special needs, and minority homeschoolers. ABOUT THE AUTHOR Regarding my personal educational experience, I attended public school, going to higher-grade classrooms, for reading, writing and arithmetic. My mother had taught me the basics at home before I started school. As I got older, school often bored me. I had to read books I had previously read. All in all I did enjoy school because I liked the teachers and had plenty of friends. While in highschool I met some homeschoolers. That was when I realized there were alternatives to public or private schools. After graduating I attended a state college, and was totally unprepared. So, I returned home to attend community college, and I began working with children. After working with young children, I became a preschool teacher, and went on to work in an elementary school. This was where I first became interested in homeschooling. In working with special needs children, I found they could be getting a more individualized education if getting one on one attention. Around that time a friend of mine was homeschooling her 5-year-old daughter. I got curious and began asking questions. Before starting this study, I had researched homeschooling for nearly two years. In this project my literature search expanded, and I met homeschoolers nationwide and in Canada. APPENDIX I Hi, My name is Rachel Biddlecome I live in Astoria Oregon. I am doing a research project regarding homeschooling methods for my senior thesis from Linfield College. Name, age, race- Location- # of children, genders, and ages- # of years homeschooling- Marital status- Occupations- Educational Levels- What is your educational philosophy? When did you choose it and why? Do you follow any specific educational method? What curriculum(s) do you use, if any, and do you have any favorite resource materials? Please describe a typical homeschooling day. This survey is OPTIONAL, results may be quoted in my research paper regarding homeschooling methods. All interactions with participants will be confidential, participants remaining anonymous. I will not use your real name, or any information that may jeopardize your privacy. You do not have to answer questions if you do not feel totally comfortable. I plan to share the final research paper with all participants, as I hope it will be beneficial. Any additional comments/concerns or ideas feel free to write on the back, or get in contact with me personally- email-biddle@pacifier.com mail 40589 Karpen's Airport Ln, Astoria OR 97103 Email is preferred. Thanks in Advance Rachel Biddlecome APPENDIX II In looking at the primary reasons for homeschooling, I found six ideological subsections: religion (n=4), relationships (n=3), responsibility (n=1), freedom (n=2), academics (n=2), and overall was best for their children (n=1). One mother said, "I am a Christian so I do not want to have my child learning evolution and humanism in school five days a week" (Sampson, 2001 pc). Three participants mentioned they wanted better relationships with their children. Bailey (2002, pc) noted she missed her children and didn't have enough time in the day to do with them what they wanted. Gardener (2002, pc) felt it was her responsibility to give her children an education, "not the state." The fourth main ideological reason for homeschooling was freedom. Homeschoolers are able to choose curriculum, materials, schedules, as well as tailor make each child's education (McGee, 2002 pc). Two homeschoolers mentioned their children benefit more academically from homeschooling. All participants felt homeschooling is superior to public schooling, for their children (Mission, 2003 pc). WORKS CITED Abdullah, M. T. (2000, September). Homeschool is cool! New Straits Times Management Times. Malaysia. Retrieved October 10, 2001 from Newspaper Source database. Distributed by World Sources, Inc. Item Number: 2W82000200009276641 Allsup, D. (2002, December). No average education: Fed up with public education, more parents are homeschooling. 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