Making the transition from traditional to home schooling: Home school family motivations

Authors

  • Kenneth Vance Anthony Mississippi State University
  • Susie Burroughs Mississippi State University

Keywords:

Home Education, Home Schooling, Motivations, Parental Control, Flexibility, Curriculum

Abstract

This study examined the motivations of families that operate home schools. Four intact, religiously conservative families were interviewed and observed over one year. Findings showed that families were motivated by multiple factors to leave traditional schooling and begin home schooling. Additionally, the motivations to home school influenced the familiesâ instructional practices. Finally, results indicated that the decision to home school was a positive decision for the families, not an outright rejection of traditional schooling. This study reveals the complex motivations to home school and may assist administrators, teachers, and policymakers in traditional schools induct and retain families considering home schooling.

Author Biographies

Kenneth Vance Anthony, Mississippi State University

Assistant Professor of Military Science Department of Military Science Mississippi State University Adjunct Faculty University of Maryland University College- Europe

Susie Burroughs, Mississippi State University

Associate Professor of Education and Interim Department Head Department of Curriculum, Instruction and Special Education College of Education

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Published

2010-10-15

How to Cite

Anthony, K. V., & Burroughs, S. (2010). Making the transition from traditional to home schooling: Home school family motivations. Current Issues in Education, 13(4). Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/view/414

Issue

Vol. 13 No. 4 (2010)

Section

Articles

License

Authors retain copyright without restrictions. Unless otherwise indicated, from 2021 all articles are published under the Creative Commons CC-BY-SA license. For more information visit https://creativecommons.org/licenses/by-sa/4.0/. Articles published prior to 2021 used a CC-BY-NC-SA license.