In this paper I will be discussing and analyzing the issue of schooling in home. Homeschooling is an alternative method of delivering an education to students. Students are taught at home through online courses. Homeschooling is an important alternative method for students who, for example, maybe have a severe illness or students who suffer through bullying. Homeschooling can allow students to learn material at their own pace and allows for a more one on one experience with an educator. However, homeschooling also presents some setbacks.
In the article “Differences in Competence, Autonomy, and Relatedness between Home Educated and Traditionally Educated Young Adults” by Gina Riley, the author discuss the differences between students educated at home and students educated traditionally and their ability to achieve competence, autonomy, and relatedness. This article was published in the journal, “International Social Review: Volume 90. Issue 2.” Gina Riley, Ph.D., is a published author and an educational psychologist who teaches at Hunter College in Manhattan, NY, USA. Riley focuses on the idea of intrinsic motivation throughout her journal; an idea that suggests that an individual does something because they enjoy it and not to gain any external outcomes. She discusses whether the facets of intrinsic motivation, competence, autonomy, and relatedness, are satisfied better by students coming out of homeschooling versus students who have gone through traditional education. She begins by discussing the difference between intrinsic motivation and extrinsic motivation, calling intrinsic motivation “innate.” She introduces the idea that students enrolled in traditional education possess extrinsic motivation; they strive to do good for rewards like good test scores and recognition by their teacher.
They are not achieving these goals because they genuinely enjoy learning. Riley goes on to suppose that there is a lack of intrinsic motivation in traditional classrooms because it is more difficult to introduce. With all these external outcomes, like rewards, great test scores, etc., students are more likely to work towards these external outcomes than to learn because they “desire the knowledge.”
Riley than goes on to discuss others’ stand points on the idea of intrinsic motivation. She discusses critics of intrinsic motivation; those who believe the concept doesn’t exist or hasn’t been “defined yet.” Riley then moves on to compare intrinsic motivation and extrinsic motivation with telling her readers about an experiment conducted by other researches. The experiment gave two groups puzzles and awarded one group with cash prizes to motivate them to do the puzzle. Riley stated that the results were that the group who was awarded the cash spent little to no time with the puzzles and that the group that was awarded nothing found interest in the puzzle. This research reinforces the idea of intrinsic motivation by showing that those who were not working at achieving something for an external outcome, were pushed by intrigue or interest in their task. Riley then continues on to discuss the factors that must be present in order for intrinsic motivation to flourish within a student. She discusses how autonomy and competence must be present for a student to possess intrinsic motivation. If a student feels they have the choice in what they are learning and an “opportunity for self direction” they are more likely to have intrinsic motivation. She contrasts this with a situation where a reward is involved and states that a sense of choice will decrease. Riley moves on to refer to a study conducted on Israeli students that compared educators who gave their pupils a higher sense of choice and self direction as opposed to an educator who had a more controlling approach. This experiment found that educators that allowed their students a higher amount of autonomy had a better outcome than those who were in a more control oriented classroom. We can link this back to the comparison of home schooling and traditional classrooms. Learning from the home allows the student a greater sense of autonomy which, as the study above proves, allows the student a more positive outcome as opposed to the student who learned in a more controlling, structured, traditional classroom. Riley then presented two more studies that examine the role of autonomy and student outcomes. The first was with elementary students and showed that with a higher level of autonomy offered, homework was finished faster and better. The second was with high school students that showed that students with a higher level of autonomy seemed to be more dedicated to their education.
This articles’ objective was to discuss the facets of intrinsic motivation, autonomy, competence, and relatedness, and how they were present in students from homeschooling and students from traditional schooling. In examining intrinsic motivation, and specifically autonomy and how it related to intrinsic motivation, the author suggested that students who came from homeschooling had a heightened desire to learn instead of achieving only for external goals. With this obdurate desire to learn present in students who are homeschooled, they are more likely to do better and have more positive outcomes throughout their lives. The author, Gina Riley, does not say that intrinsic motivation and autonomy are completely missing in students who are traditionally educated, however she suggests they do not possess as much compared to students who are homeschooled. Riley uses multiple studies from other researchers in her field to present her ideas and as evidence to back up her claims. She presents her view points on intrinsic motivation and autonomy in a manner that is clear and precise and has sufficient evidence to back up her claims. She also shows the readers the critics of intrinsic motivation and tells them why they have this standpoint on the topic. She presents how some, for example, believe the concept simply doesn’t exist or hasn’t been properly defined. Her rebuttal for these debates are the studies and experiments conducted on students throughout the world to prove that the idea of intrinsic motivation does exist and that it is evidently lacking in students who are traditionally educated. Riley’s language throughout the article remains clear. She does not seem biased or emotionally charged when writing this and kept neutrality throughout her article.
In the article “Undoing the ‘Us vs. Them’ of Public and Home Schooling” by Michael H. Romanowski, Romanowski discusses the differences between public and homeschooling and tackles the divide between those who support either public or home schooling. Michael H. Romanowski, Ph.D, is a professor of Education who has taught all around the world. He was previously a professor of Education for Miami University and currently teaches at Qatar University. Romanowski begins the article by discussing the growing popularity of home schooling. He discusses how many different aspects, such as religion, socioeconomic, or political views, play a part in a parents decision to enrol their child in home schooling. Some parents may want to shield their children from the secular teachings of public schools and others might simply just dislike the curriculum as a whole. Romanowski goes on to discuss the viewpoints of teachers on homeschooling; these teachers take offense to home schooling and view it as a questioning of the teachers ability to educate their students. The author discusses that the ideology that public school and home school are on opposite ends of a spectrum is harmful for students. The stereotypes of both public and home schooling prove to be negative towards students enrolled both and does not encourage success of students. Romanowski continues on to suggest ways that both public schoolers and home schoolers can change their attitudes towards their counterparts. He begins by stating that homeschoolers can change their negative views of home schooling. He states that public school educators should also do the same and realize that their job is to help “maximize each child’s potential” instead of judging a parent’s decision on how to educate their child. The relationship that needs to be formed between the two methods of education is also another topic Romanowski discusses. He states that they must compliment each other instead of standing opposite each other. A relationship where they can exchange ideas and coexist peacefully. A relationship where the student is able to enrol both in home and public schooling. He suggests that there should also be a home school liaison available for the students. Romanowski concludes his article by restating that home schooling and public schooling should not be opposing methods of education; the ‘us vs them’ mentality should not exist. He suggests that when public schools work along with home schooling families to ensure the success of students, both parties come to a point where they could put their differences aside and create an encouraging environment for student success.
This article’s objective was to discuss the gap between public and home schooling and the methods that need to be taken to bridge this gap. I believe how Romanowski was able to outline the negative thinking of both public and home schoolers was a strength of his. He was unbiased and offered solid solutions for building a positive relationship between the two methods of education.
Homeschooling is an increasingly popular alternative method and as more research comes out to do with homeschooling, more and more parents are turning to this method to teach their kids. It’s there for students who could not be in a traditional classroom for various reasons. Before I began research on this topic, I always believed that homeschooling was not an effective method of education since it lacked the social experiences that students learn from in traditional schools. However with the data presented by the first article, my stance on homeschooling has changed. I still believe that students do benefit from social interactions experienced between peers in traditional schools and classrooms, but I also believe that homeschooling does allow students to develop a more genuine desire to learn. This desire and motivation aids them in doing better in their studies and later on in life more effectively than traditional schools do. After doing this research on the idea of homeschooling and how it compares to public schooling, I realized the importance of intrinsic motivation in students. I can apply this in my classroom by trying to engage students in the material by making it more interesting to them. If my student can find the material interesting and is learning because they enjoy it, I believe it will ensure their success. When coupling the ideas of extrinsic and intrinsic motivation together and bridging the gap between public and home schooling, student success will be reached and the potential in students will be recognized.
References
- Riley, Gina (2015) “Differences in Competence, Autonomy, and Relatedness between Home Educated and Traditionally Educated Young Adults,” International Social Review: Volume 90: Issue 2, Article 2.
- Romanowski, Michael H. (2001). “Undoing the ‘Us vs. Them’ of Public and Home Schooling,” Streamlined Seminar: Volume 19: Issue 3
14.2.2019