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Parental choice to home educate children who are gifted In Australia

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thesis
posted on 29.03.2022, 00:57 by Amy M. Thomas
Families who home educate their gifted children have received scant research attention. Participants (N = 42) were Australian parents of children identified as gifted or high ability who had experienced both school and home education environments. An online survey assessed factors contributing to the decision to home educate and measured parent perceptions of their child's engagement and access to gifted education practices in school and in home education. The most common factor in the decision to home educate was parents' dissatisfaction with school, which included their child's affective responses, school or teacher failure to meet gifted learning needs, and absence of challenge. Paired-samples t-tests indicated significantly greater parent-perceived emotional engagement (p < .001) and cognitive engagement (p < .001) in home education compared to school. In home education settings parents reported children were supported, engaged and motivated, and curriculum was delivered at the required pace and challenge level. Parent perceptions were useful indicators of engagement and access to gifted practices, which suggests a need to address the cognitive and emotional needs of children who are gifted in school.

History

Table of Contents

Introduction --Literature review -- Methodology -- Results -- Discussion -- Reference list -- Appendix.

Notes

Theoretical thesis. Bibliography: pages 67-83

Awarding Institution

Macquarie University

Degree Type

Thesis MRes

Degree

MRes, Macquarie University, Faculty of Human Sciences, Department of Educational Studies

Department, Centre or School

Department of Educational Studies

Year of Award

2017

Principal Supervisor

Anne McMaugh

Additional Supervisor 1

Kerry Hodge

Rights

Copyright Amy M. Thomas 2017. Copyright disclaimer: http://mq.edu.au/library/copyright

Language

English

Jurisdiction

Australia

Extent

1 online resource (ix, 123 pages) tables

Former Identifiers

mq:71203 http://hdl.handle.net/1959.14/1271920