Homeschooling Proposal IRB

 

Homeschooling Proposal IRB

In this assignment, you will be provided a proposal. Click here to download the proposal.

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Read the proposal, and then, acting as a member of a college IRB asked to approve this study, identify any ethical concerns you have. Write your concerns in a report in a 1- to 2-page Microsoft Word document and make at least three suggestions to reduce the possibility of risk and harm to the participants.

Submission Details:

  • Support your responses with examples.
  • Cite any sources in APA format.

    Page 1 of 6 PSY2061 Research Methods Lab

    © 2013 South University

     

    HOMESCHOOLING TRENDS IN METRO ATLANTA Judy A. Walker

    Reinhardt College May, 2004

    A.SPECIFIC AIMS Specific Aim 1: To determine the demographics of Metro Atlanta homeschooling families

    in the year 2004. Specific Aim 2: To determine the reasons families in Metro Atlanta make the choice to

    homeschool. Specific Aim 3: To determine the different teaching methods used by homeschoolers in

    Metro Atlanta and outline the rewards and challenges of each method. Specific Aim 4: To investigate how the primary educator creates balance in his/her life.

    B. BACKGROUND AND SIGNIFICANCE

    1. Demographics This proposal is designed to determine the demographics of Metro Atlanta

    homeschooling families. Nationwide there have been few reported studies on the demographics of homeschooling families (Bauman 2002). Of those studies, the statistical report published in 1999 by Patricia Lines, a former Department of Education researcher, and the National Center for Education Statistics (Bielick 2001) are the largest and most inclusive to date. It is clear that more and more people are homeschooling and it seems that the demographics are changing. This study will add to the body of knowledge by collecting demographic information specific to the Metro Atlanta area.

    Nationwide accurate statistics have been difficult to obtain on homeschooling. Possible reasons for this difficulty are that some families are not trusting and/or willing to provide information (Lines 2000). This bias might be decreased by specifically targeting known groups and networks of homeschoolers. It is thought that this method will increase the likelihood of collecting data from a diverse group of homeschoolers.

    In the National Center for Education Statistics technical report published in 2001, it was reported that a greater number of homeschoolers as compared to nonhomeschoolers are white and non-Hispanic. Though no significant difference in household annual income, the parents of homeschoolers have a higher level of education (Bielick 2001). Furthermore, homeschoolers are more likely to be from religious, conservative, and two-parent families, with usually two children being homeschooled and another younger, non-school-age child in the family (Lines 2000).

    In Georgia, there is a paucity of demographic data on homeschooling families. The Georgia Department of Education keeps statistics only on the number of children being homeschooled in each county of the state. As of the end of the 2002-2003 school year, 31,732 children were being homeschooled in Georgia, representing a 67% increase over the 1998- 1999 figure of 21,132 homeschooled children (Ga. Dept. of Education 2004). No further demographic data are available.

     

     

     

    Page 2 of 6 PSY2061 Research Methods Lab

    © 2013 South University

     

    2. Reasons

     

    This study will also look at the reasons families choose to homeschool their children. Although there are several reasons for homeschooling, dissatisfaction with the academic quality of public schools appears to be the number one reason (Anderson 2000; Lines 2000). Encountering different standards when moving from one state to another state has been an incentive for initiating homeschooling. Aileen Dodd, in her August 2003 article in The Atlanta Journal-Constitution, relayed the story of a family moving from Virginia to Gwinnett County in Georgia. They had no choice but to homeschool because Gwinnett County, one of the most advanced school systems in the state (Dodd 2003), was not equipped to deal with their children who were multiple grades ahead. Another example of dissatisfaction with the academic quality of public schools is the case of third-grader Myles M. who begged his parents not to send him to school and wanted instead “just to read” (Anderson 2000). Myles’ teacher was pleased when his parents removed him from public school to begin homeschooling. Because the school

    curriculum was structured to teach to the 40 th

    percentile, Myles was not being challenged enough to keep his attention. This situation occurred in Massachusetts (Anderson 2000) but it is not unique to that state.

    As the trend to homeschool continues to rise, the public education system remains under attack (Anderson 2000). The 2002-2003 SAT scores released in August of 2003 showed Georgia, for the second year in a row, has the lowest scores among all states (Tofig 2003). This study will help to determine the proportion of families that are choosing to homeschool because of their belief that the Georgia school system is below par.

    Before the mid-1800 there were no public schools. Homeschooling was the norm and not the exception. Public schools came into existence as a result of political and religious influences. Besides teaching academics, the public school was an ideal forum to promote patriotism and moral values (Kleist-Tesch 1998). In the 1960 and 1970, protesters of social and religious values formed communes and homeschooling was revived. The founder of this homeschooling movement, John Holt, objected to the quality of education and emphasized child-centered education. In the 1970 and 1980, with the impact of fundamentalist Christianity and the revival of conservatism, homeschooling again gained popularity. This time it was as an objection to what was being taught (Kleist-Tesch 1998).

    Today, families choose to homeschool for one of several reasons, not only because of an objection to the quality of education or the content of what is being taught. Other reasons for homeschooling include family reasons, special needs or disability, behavioral problems, unsuitable learning environment (i.e., trailer classrooms), unsafe learning environment (i.e., drugs and violence) or because of the parents’ career choices.

    3. Teaching Methods

    The different teaching methods used by homeschooling families will also be investigated. Many people are not aware of how homeschooling families go about teaching and learning. Times have changed since the days of sitting at the kitchen table. Homeschooling methods today include, besides the traditional parent-child instruction, study groups, field trips, tutors, and Internet interaction, among others (Anderson 2000; Kleist-Tesch 1998; Lines 2000). The present study will attempt to characterize the teaching methods used by parents in the Metro Atlanta area.

     

     

     

    Page 3 of 6 PSY2061 Research Methods Lab

    © 2013 South University

    I am interested in determining the specific types of curriculum materials that families are using to teach their children. There are several avenues available for homeschooling families. Preset curriculums are available and can be strictly followed. A parent may also choose to use a mixed design, using the preset curriculum part of the day and adding study groups, tutoring, Internet interaction, or field trips to supplement the remainder of the day. An alternate method

    called “unschooling” is also popular among some homeschoolers. Unschooling is a method of learning in which there is little adult direction. The child is open to explore his own interests.

    4. Balance

    Lastly, this proposal is designed to inquire about the methods used to create balance in the parent-homeschooler’s life. There is little research in this area and for that reason alone this study is necessary.

    Burnout among homeschoolers happens quite often. Fatigue and discouragement can set in rapidly when the desired results are not there. Some homeschoolers have found that teaching for six weeks and then taking a week off helps to beat the fatigue. Also, common sense health habits are necessary for the body to work efficiently. Besides physical needs, some homeschoolers find time alone for spiritual renewing to keep their balance. (Miller 1999). Metro Atlanta homeschool educators are not immune from burnout. In addition to the above methods of controlling burnout, it will be interesting to discover if there are other methods used by Metro Atlanta families.

    C.EXPERIMENTAL DESIGN and METHODS

    The questionnaire is the preferred format for this study for the following reasons. First, it is not costly. A questionnaire can also be administered to groups efficiently and can be anonymous. Because one facet of this study is to gather information from homeschooling families in Fulton County, Georgia, a questionnaire is a viable method to be handed out at group sessions, or distributed via e-mail.

    1. Procedure

    A two-page questionnaire was constructed. The preamble at the top of the survey states the purpose of the survey is to obtain demographic information on homeschooling families, reasons for homeschooling, teaching methods, and how balance is maintained in their lives. The participants are informed that the study is being performed under the direction of Dr. Katheryn McGuthry, herself a homeschooling parent. The preamble also states that this study is voluntary and anonymous. The final part of the preamble thanks the participants for their time.

    The survey then asks for the participant’s last four digits of the home telephone number which will be used as a precautionary step to ensure that each homeschooling family is included only once in the study. Next the questionnaire asks for demographic information: gender, marital status, race, years of college for adults, county of residence, religious affiliation, political party, ages of children being homeschooled, grade equivalent for each child, and the family’s annual household income. Participants are told that this question is optional; however, any and all questions are optional.

    The next section of the questionnaire lists fifteen (15) common reasons for homeschooling. This list of common reasons was obtained from a study by Kurt J. Bauman of the U. S. Census Bureau titled “Home Schooling in the United States: Trends and Characteristics” (Bauman 2002). The format was altered to include a rating column and the table format of the chart was adjusted for clarity. The participant is asked to check the reason

 
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