Abstract
This chapter examines both the history and practice of homeschooling. The author first focuses on the foundational philosophy and historical foundations of homeschooling. The chapter first addresses the practice of homeschooling among the early American settlers. Then the nation’s industrialization and the movement away from homeschooling becomes the focus. John Dewey argued that industrialization should naturally cause the parent’s role to decrease and the teacher’s importance to surge. Many Evangelical Christians and other believers felt uncomfortable with Dewey’s emphasis on the role of the teacher at the expense of the prominence of the parent in training children. With the removal of the Bible and voluntary prayer out of the public schools in 1962 and 1963, Evangelical Christians increasingly looked to alternatives to the public schools. The author examines how key individuals and books by these people contributed to the growth of the homeschool movement. Among these are included Kohl’s book The Open School, and the works of John Holt, and Raymond and Dorothy Moore. The author also examines research that indicates that homeschooled children test at two grade levels ahead of their public school counterparts and are generally as psychologically well adjusted as these students. The chapter also examines what is probably the most interesting aspect of homeschooling, that is unlike any other schooling practice, the academic achievement of these children appears unrelated to their socioeconomic status. This relationship is ideal and has gained the attention of a myriad of social scientists.
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Jeynes, W. (2012). The Rise of Homeschooling as a Modern Educational Phenomenon in American Protestant Education. In: Jeynes, W., Robinson, D. (eds) International Handbook of Protestant Education. International Handbooks of Religion and Education, vol 6. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2387-0_5
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