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dc.contributor.advisorScribner, Jay Paredes, 1963-eng
dc.contributor.authorKoonce, Jeffrey B., 1962-eng
dc.date.issued2007eng
dc.date.submitted2007 Springeng
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.eng
dc.descriptionTitle from title screen of research.pdf file (viewed on September 27, 2007)eng
dc.descriptionVita.eng
dc.descriptionThesis (Ed. D.) University of Missouri-Columbia 2007.eng
dc.description.abstractThis dissertation studied the transitional experience of home-schooled students in central/south central rural Missouri whose families decided to place them into the public school setting. Since the public school environment is markedly different from the home school setting, there was the assumption that home-schooled students would have transitional needs that could be addressed by the public school in order to help these students adapt better to their new educational setting. Families who had home schooled and then sent their children to public school were identified and interviewed. Pedagogical and ideological reasons for home schooling and then for sending students to public school were addressed. Additional information provided feedback on the transitional experience and what parents and public schools could do to make the segue between home and public education smoother. Results indicated that the number one issue that prevented home-schooled students from experiencing a smooth transition to public school was the negative perceptions by public school personnel. Participants acknowledged the need for both home school families and public school officials to be tolerant and understanding of each other. Participants presented several practical ideas that would benefit public school perception and reception of home-schooled students into public education.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.identifier.merlinb59787776eng
dc.identifier.oclc173362887eng
dc.identifier.urihttps://doi.org/10.32469/10355/4777eng
dc.identifier.urihttps://hdl.handle.net/10355/4777
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subject.lcshHome schoolingeng
dc.subject.lcshPublic schoolseng
dc.subject.lcshStudentseng
dc.titleThe transitional experience of home-schooled students entering public education : how can public schools better serve the home-schooled student's transition to public education?eng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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