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JIGSAW GROUP (KREAGER: Homeschooling (POTENTIAL THREATS TO HOMESCHOOLING…

- - - - INNER CITY SCHOOLS
        
        “In some inner-city schools, the IB has been used as a means of desegregating the school, a mission that appears entirely consistent with the founders’ goal of promoting intercultural dialogue and exchange.”
        
        “A dilemma faced by urban schools implementing the IB concerns which students to allow into the program. If the program was introduced as a magnet to attract a certain demographic to the school, should it only be offered to those students, or should it be extended to the other students attending the school as well?” (Conner, 337)
        
        “Although there is some debate within the IB community as to its effectiveness, the Middle Years Program (MYP) may be one way of preparing students for the demands of the Diploma Program (Caffyn & Cambridge, 2005; Reimers, 2004).” (Conner, 339)
      - AMERICAN SCHOOLS
        
        “The IB could offer an antidote to the flaws of the current American education system, not only because it would challenge students academically, but also because it presented a way of measuring American students against international competitors.” (332)
        
        “Even in a country as diverse as the United States, some communities resist the notion that “other people with their differences can also be right”
        
        AGREE: Learning differently and knowing different ways to do things does not always mean you are wrong.
    - - Students should appreciate the influence of distinctive disciplinary traditions on knowledge production and should have an understanding of paradigmatic examples in various disciplines.( connor 2008.pg 36)
      - “In what follows, I consider how these four first principles are enacted in two key aspects of the program: its assessment system and its emphasis on developing intercultural competence. I argue that each of these first principles is enacted in the IB assessment system and that the last two of the principles articulated above are also reflected in the program’s attention to developing students’ intercultural awareness.” (Conner, 2008, p. 326, 327)
      - Students should be able not just to apply knowledge but also to evaluate and to create it. ( connor, 2008, pg. 36)
        
        AGREE: Knowledge is not just applying it, it is also important to know how to create it and evaluate.
      - Schools should promote student development in aesthetic, athletic, and moral domains, and in intellectual domains.( connor, 2008, pg. 36)
      - Students should strive to understand and respect those who are different from them and their different ways of knowing. ( Connor, 2008, pg. 36)
        
        AGREE: Students should understand that everyone learns differently.
    - - “The IB Diploma Program also requires students to study a second language so that they are brought “into contact with ways of thought which might differ from their own” (IBO, 2002, p. 10).” (Conner, 2008, p. 341)
        
        “In addition to seeing it as a valuable life skill for their globally mobile population of students and an important intellectual virtue, the founders also recognized the ethical dimensions of this capacity to tolerate and respect other perspectives.” (Conner, 2008, p. 342)
      - "Whether a student receives the IB diploma depends on his or her satisfactory completion of 150 hours of creativity, action, or service, known as CAS.” (Conner, 2008, p. 328)
    - - “ Schools that wish to join the IB network must go through a rigorous application process that can span 18 months to 3 years and that entails self-assessment, site visits, and extensive staff training (Nugent & Karnes, 2002). The IBO regional offices support these schools to develop curricula through both consulting work and the provision of detailed written curricular guides.” (Conner, 325)
      - 2 year curriculum designed for ages 16-19 years old
        
        “To assess students’ thinking skills, the IB exams allow opportunities for students to write, to explain, and to illustrate their problem-solving strategies” (330).
      - The program allows schools to choose which courses to offer, but it requires that they offer courses in six subject areas: Language A (the student’s primary language), Language B (a second language), Individuals and Societies, Experimental Sciences, Mathematics and Computer Science, and the Arts.
        
        "In addition to taking these six courses, which culminate in written exams, IB diploma candidates must complete a 4,000-word original research project known as the Extended Essay, 150 hours of work on projects involving creativity, action, or service (CAS), and an epistemology course known as the Theory of Knowledge. Students choose their own Extended Essay topic and CAS projects” (325).
    - - they don't offer sports and clubs because they don't have the funding
    - - they are extremely competitive schools to try to set them apart from other students
        
        DISAGREE: I do not think students should be competing in education. They should all be working for the same goal.
    - - “By introducing the IB Diploma Program, such schools could demonstrate their commitment to maintaining high standards, thereby retaining or reattracting students who would otherwise attend private schools.” (Conner, 2008, p. 335)
    - - The IB exams ask students to demonstrate what they know and are able to do. According to one IB history teacher, the curriculum promotes “the development of thinking skills rather than an accumulation of facts” (Godsey, 1990, p. 385). (Conner, pg. 327)
      - “Finally, whether a student receives the IB diploma depends on his or her satisfactory completion of 150 hours of creativity, action, or service, known as CAS.” (Conner, 2008, p. 328)
- - - - Conclusions and Recommendations
        
        "Additionally, the findings suggest that misconceptions and concerns about VS are likely to change as the experience and practice of VS becomes more widespread and as more proficient users of technology emerge" (Compton, 2010, p. 50).
        
        Loss of jobs was a concern for teachers when VS was introduced.
        
        AGREE: With online schooling more teachers will be out of a job.
      - Depending on the subject in school, some teachers don't mind online schooling.
        
        "While both groups expressed the importance of aural–oral activities such as read-aloud and choral repetition in English or pronunciation exercises in Spanish, more pre-service teachers of Spanish were open to the use of technology and the modification of the tasks for a VS course" (Compton, 2010, p. 43).
      - Academic Issues: Cheating & Equity
        
        Cheating is harder to detect with online schooling.
        
        Teachers have been trying to reduce cheating by providing opportunities such as proctored tests and open book assessments.
        
        getting someone to do it
        
        collaborating with someone else
        
        downloading and saving the quiz in the first attempt, completing the quiz with the help of resources, either books or other people, then entering answers on the second attempt
        
        Not having an equal access to the technology could have been an issue because of the cost, but that was not discussed
      - Pedagogical Issues
        
        Harder to reach a teacher with online academics whereas in a traditional classroom, they can talk to the teacher in person.
        
        "When exploring the exemplary VS course, some participants perceived limited interaction, while others saw high levels of interaction among students and between teacher and students" (Compton, 2010, p. 46).
        
        Some teachers feared that online classes cannot recreate the genuine experiences in a traditional classroom.
        
        They also felt they needed to have the social and political skills developed in school, and it can't be replicated on a computer
        
        The level of interaction could be high depending on the type of opportunities that are offered.
        
        Loss of human interaction and socialization.
        
        "Most of the participants without experience commented in their initial posts that VS would lead to the loss of ‘socialization,’ ‘human connection,’ and ‘personal contact'..." (Compton, 2010, p. 46).
        
        AGREE: Online schooling eliminates socialization between students.
      - Career
        
        Teachers felted VS might lead to job loss
        
        After working with VS, teachers realized it wasn't 'teacher-less' and incorporating VS into their lessons could be effective
        
        “In their initial journals, participants in the early stages of their teacher education program expressed fears that VS would lead to cuts in teacher employment, meaning career threat was identified as a concern.” (Compton & Correla 2010, p. 42)
    - - Barbour and Reeves described five challenges of k-12 online learning.
        
        1) "high start-up costs associated with virtual schools"
        
        2) "access issues surrounding with digital divide"
        
        3) "approval or accreditation of virtual schools"
        
        4) "student readiness issues"
        
        5) "retention issues"
      - Role of the Schools as an Agent for Socialization
        
        "Durkin defined socialization as, 'the process whereby people acquire the rules of behavior and systems of beliefs and attitudes that equip a person to function effectively as a member of a particular society'."
        
        "Giddens, Duneier, and Appelbaum defined socialization as, 'the process by which, through contact with other human beings, one becomes a self-aware, knowledgeable human being, skilled in the ways of a given culture and environment'."
        
        "In many instances, it is the K-12 school environment that is the primary 'agency responsible for socializing groups of young people in particular skills and values in our society'."
      - Interaction in an online school through social networking
        
        "The staff-led and student-led interactions can be grouped in two ways: pedagogical and social
        
        Pedagogical interaction
        
        "As a hybrid school, OCHS requires students to be on campus for four hours one day a week."
        
        "Beyond those four house, there no opportunity for face-to-face time between students and teachers or students and other students. During the four hours each week when the students are on campus, most of them work the entire time and there us often little interaction."
        
        "The social network offered an opportunity for students to make connections to peers in an otherwise isolated learning environment."
        
        Social Interaction
        
        "In a traditional school environment, students often have the opportunity to become involved in ca variety of extracurricular activities."
      - Most important aspect of running a social network for any school is safety.
        
        "The reason OCHS decided to use a NING social network for their pilot program, and later their main school network, was because it gave the administrators the ability to operate a walled garden." (Barbour, J.D. (2009) p.8)
        
        This means that no one could join the network that was not invited to join.
      - Student Opinions
        
        Students felt that the social network provided a more relaxed environment to work with teachers and somewhere that they were already spending significant time for social reasons.
        
        Students responded well to the freedom of open discussion and idea sharing.
      - Limitations
        
        There is no easy way for students to meet each other or work together with students outside their individual courses.
        
        "Another issue was the publishing of offensive and inappropriate material." (Barbour, J.D. (2009) p.9)
        
        The school was not able to control what students saw or heard while usuing those networks.
        
        In online schooling, students cannot participate in extracurricular activities and sports.
        
        AGREE: With online schooling there is not extracurricular activities for students to participate in.
        
        Teachers and students cannot build relationships when working online and at home.
        
        AGREE: Students and teachers could not build relationships together through online schooling.
    - - There is now K-12 online learning in all 50 states.
- - - - “The Homeschool Legal Defense Association, perhaps the most influential homeschooling advocate group, recently released an article, stating that “[they] have consistently warned that this treaty could be the vehicle opponents of home education could use to effectively ban or severely regulate homeschooling.” (Kreager Jr., R. p.250)
  - - - Parents have the right to choose how their child is educated.
        
        AGREE: I agree with this as long as the student is still reciveing the education required.
    - - Parental interests v Social interests
        
        Safety of student is priority over 1st Amendment rights
    - - Compulsory attendance of strictly public/private schools is unconstitutional. Parents have the right to home school.
  - - - If the child did want to go to a schooling that was not homeschooling they were not allowed because the parent had full control over their education
    - - private school laws
        
        "states using these laws regulate homeschooling as an arm of the private school system." (p. 234)
        
        EX: California
      - equivalency laws
        
        "These laws exempt children from compulsory attendance laws so long as they receive equivalent instruction elsewhere
        
        EX: Connecticut, Massachusetts, New Jersey
        
        Connecticut's Equivalency Law
        
        do not require parents to notify school officials of intent to homeschool
        
        "Parents wishing to homeschool must participate in an annual portfolio review with school officials to ensure the provision of equivalent instruction." (p. 237).
        
        Teacher qualification requirements or standardized test requirements do not apply
        
        increased protection to parents who homeschool kids for religious reasons
        
        New Jersey's Equivalency Law
        
        "“Upon a showing of equivalent instruction, the burden shifts to the state to prove beyond a reasonable doubt that the parent did not provide equivalent instruction” (Kreager Jr., R. p.240)
        
        Massachusetts’s Equivalency Law
        
        “Like Connecticut, Massachusetts utilizes equivalency laws to regulate homeschooling.134 Parents wishing to homeschool their children in Massachusetts must obtain approval from the local school superintendent or school committee.135 In Care and Protection of Charles, the Supreme Judicial Court of Massachusetts interpreted the Massachusetts private schooling statute as providing the same standard for approving both home schools and private schools” (Kreager, 2010, p. 238)
    - - “States utilizing home education laws use statutes that directly regulate homeschooling” (Kreager Jr., R. p.240)
      - Iowa’s Homeschooling Statute
        
        “only a licensed instructor or the child’s parent or guardian may provide instruction under Iowa’s homeschool statute” (Kreager Jr., R. p.243)
        
        Ohio’s Homeschooling Statute
        
        “parents must provide extensive information to the superintendent, including notification that the parents wish to homeschool their children; assurance that parents will teach certain subjects; an outline of the intended curriculum; and assurance of the parent’s qualifications to teach the children” (Kreager Jr., R. p.240)
        
        "parents must provide extensive information to the superintendent including notification that the parents wish to homeschool their children; assurance that parents will teach certain subjects; an outline of the intended curriculum, and assurance of the parent's qualification to teach the children" (p.240).
        
        "require parents to send the child's "academic assessment report" for the prior school year to the superintendent." (p. 240).
        
        children may receive home education by a person qualified to teach the branches in which instruction is required
- - - - Intersecting how many graduates went to college after schooling
        
        • “Our question asking graduates to explain why they did or did not go to college revealed that those who went did so to pursue a particular career and/or for less specific reasons generally having to do with a desire to broaden themselves.
        
        AGREE: College is typically for students who want to major in a specific career.
      - Students who did not go said it was because college was not important to their career
        
        Most of those who did not go to college indicated that they felt college was unnecessary to pursue their career interests or to further their own learning.
        
        AGREE: I do not think that college is for everyone and is not needed for every career.
    - - Most students went off to jobs that they enjoyed and learned about in their schooling
      - Many High level careers
        
        “Of the six of these in the college subgroup, one was completing a bachelor's degree with a double major in music (piano) and mathematics, ... a doctoral degree in mathematics; another, who had completed a bachelor's degree in psychology, was working as a quality control manager in a large business; another was working as program director of a residence for the mentally ill while completing graduate work in clinical psychology; another, a male, was a nurse working in a hospital; and ...” (Gray, 1986, p. 203)
        
        Very diverse occupations that the graduates went off to
    - - Student and teacher lead programs for students
        
        Community votes on issues and problems that affect the school: Everyone has a voice
        
        • “The school is a working democracy. It has developed ways for children and adults to function together so that the older members can make use of their experience and wisdom while the younger ones are protected from unwarranted intervention in their work and play” (Gray, 1986, p.189).
      - Students choose out what they wanted to do and choose out their own days
        
        “At a time when educators are no longer focusing much on the fundamental question of student autonomy in education but rather are debating such issues as the number of years of math or language that should be required, we feel it would be useful to step back and take a look at what happens when nothing is required, if only to put some perspective on the current debate” (185).
        
        In traditional schooling, there is a lot of focus on the core subjects. Students are placed in courses that will become irrelevant as soon as a student passes said class. This different type of schooling could open up the possibility of changing this outcome and allow students to study to learn instead of studying to pass.
        
        DISAGREE: Students should be independent but should also not plan out their own lessons or eliminate tests.
      - No tests or formal classes
        
        In terms of its approach to learning, the school's most conspicuous feature is the complete absence of a curriculum. There are no academic requirements of any kind, not reading or other basic skills at the lower end or vocational or college preparatory courses at the upper end. Instead, the initiative for learning is expected to come entirely from the students. Students have no schedules and are assigned to no groups. The school simply leaves them alone to organize their own time and associate with each other and with the staff as they will. (Gray, Chanoff, 1986, p. 186)
    - - Students were very self motivated
      - Surprised that the US doesn't do these more types of schools because of the positive outcome
      - To receive a high school diploma at SVS, there is one requirement. The student must defend a graduation thesis at a meeting open to all members of the school's Assembly, which includes students, staff, trustees, parents, and elected public members. Essentially, the thesis is that the candidate is ready to take responsibility for himself or herself in the society at large. (Gray, Chanoff, 1986, p. 188)