Making the decision to forgo classroom-based academic instruction in exchange for a homeschooling or distance learning approach is never easy, especially considering that it is a decision that will affect both the child and the parent. Leaving a traditional school setting can be a big step for everyone involved. Even in situations where a child has never been enrolled in a traditional school, beginning a homeschooling curriculum is something that requires a significant amount of planning and preparation in order to ensure a smooth transition to this new learning approach.
Generally speaking, preparation for a homeschooling program can and should begin several months before any instruction is given. Homeschooling is by no means easy, and as such, a parent has to make sure that time is taken to consider several important factors. Rushing into a homeschooling program is definitely not a good idea.
Consider the following brief list of suggested steps involved in the transition to a homeschooling or distance learning program:
* Begin with some research - No transition should ever start without some background information, especially if the transition involves a new approach to learning. Parents should familiarize themselves with popular homeschooling magazines, books, and experts who may be able to offer advise about how to mold your particular homeschooling program.
* Know the requirements - Some states have very specific requirements for their homeschool educators. In some cases, parents who homeschool their children are required to possess a teaching credential, file specific paperwork, or even administer required state tests. If you have chosen an accredited distance learning curriculum than you do not need to worry.
* Find a support group - It sounds a bit strange to say that a homeschooler should find a support group, but doing so can be extremely important, especially during the early weeks or months of a homeschooling program. These groups can be excellent resources of both ideas and support.
* Choose your weapon - Determine which approach and program works best for your goals. There are a variety of places dedicated to providing parents with the materials they need for a homeschooling program or curriculum. Distance learning schools provide the textbooks, software, and entire curriculum programs for a college prep education.
* Set-up your classroom - Before beginning any lessons, make sure you have a space that you can dedicate to the process. Determine what materials and supplies you will need and use to deliver instruction. With a little creativity, a room in your home can function much like a traditional classroom, for both teacher and student.
* Develop goals and objectives - Take the time to figure out what you want to accomplish in your classroom. Based on your student's abilities, what material will you cover? How will you assess learning? Will you include extracurricular activities as part of your program?
* Set a schedule - By far one of the most important aspects of any successful homeschooling program. Develop a schedule that will help you accomplish your established goals. Daily, weekly, and even monthly goals and objectives can and should be developed. Of course, homeschooling is supposed to be flexible, so a schedule should serve more as guide than anything else.
Thursday, April 30, 2009
How to Have a Smooth Transition to Distance Learning Homeschool
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ALL BUT DISSERTATION (ABD)
Are you at the ABD destination in your program?
There are two types of Ph.D. candidates that fall into this category:
1) The "just arrived" and anxious to move forward.
2) The "been there for awhile" and think they will never move forward.
While both types might require help to move on, it is the latter that is likely to derive the most benefit from this article and become motivated to complete, perhaps, the most important event in their life.
You are intelligent enough to have come this far, there is no reason (from an academic stand point) to linger in the "ABD Zone." The longer you are there, the more difficult it becomes to pick up the pieces and move forward.
Many Ph.D. candidates seem to hit a brick wall and feel disarmed when called upon to work on the "methods" and "results" section of their dissertation. This is the point where many students diligently search for help calling on their mentor, peers, university assistance and even Google. This is also the time when the student may ask themselves the question "HOW MUCH HELP IS TOO MUCH"?
Surely no one will deny that having your dissertation written for you is very wrong. On the other hand, it is not unusual for doctoral students to get help on specific aspects of their dissertation (e.g. APA formatting and editing). It is also not unusual for advisers to encourage students to seek outside help with the statistical aspects of their dissertation.
A qualified and experienced statistical consultant who works with Ph.D candidates understands the special circumstances that can lead to ABD status (e.g. hectic fulltime job, family, and other personal issues). The question is how do you find a qualified statistician?
The best way to get started is with a phone call to a statistical consultant and ask the question: "How can you help me move beyond the ABD level and complete my Ph.D. program"? This is also the time you need to evaluate the consultant and answer the following questions:
1) Does the consultant have an advanced degree in statistics.
2) Will this person answer the phone and personally talk to you every time you call.
3) Can you reach this person when you need to. (Evenings and weekends).
4) Will this person be available all the way through the defense.
5) Will the consultant give you a fixed price quote up front so you will know your costs ahead of time?
6) Will the consultant give you a money-back guarantee the results will be correct, you will fully understand them,
and they will be accepted by your committee?
7) Will you get unlimited email and phone support until the day you graduate?
Caution: Make sure the consultant actually has an advanced degree in statistics, rather than having a degree in some other subject and is simply “good at statistics”. Where the difference really shows up is when a committee member asks lots of technical questions or you have a problem defending.
For many doctoral students, the most rigorous parts of a quantitative or mixed-methods dissertation are:
1) Methods Section
* Study Design
* Research questions and hypothesis formulation
* Development of instrumentation
* Describing the independent and dependent variables
* Writing the data analysis plan
* Performing a Power Analysis to justify the sample size and writing about it
2) Results Section
* Performing the Data Analysis
* Understanding the analysis results
* Reporting the results.
If you are a distance learning student it is almost essential you seek outside assistance for the methods and results section of your dissertation. The very nature of distance learning suggests the need for not only outside help but help from someone gifted in explaining highly technical concepts in understandable language by telephone and e-mail.
The ideal time to begin working with a statistical consultant is once you have a topic and you have done some preliminary literature review. Otherwise, you run the risk of unnecessarily complicating your study. This could result in the consultant being unable to help you, unless you are willing to start over with the problem statement, purpose of the study, research questions, instrumentation and data analysis plan.
As stated above, many students hit their dissertation "brick wall" when they encounter the statistical considerations. Frequently, a student will struggle for months before they seek a statistician's help. This often leads to additional tuition costs and missed graduation dates. The number of Ph.D candidates not completing their program is staggering. If I were to name a single reason why a Ph.D candidate, doing a quantitative or mixed-methods study gets off track in their program, it is the statistics and their fear of statistics. So, the question is whether or not it is ethical to get help at all. If so, how much help is too much?
I don't know if there has ever been a survey of dissertation committee members who were asked this question, however, I know many advisers take the following position when they suggest or approve outside help: To a large extent the process is self controlling. If the student relies too much on a consultant, the product may look good; however, the student will be unable to defend their dissertation.
It takes a committed effort on the part of the student and the consultant (resulting in a collaborative/teaching exchange) to have the student responsible for the data and thoroughly understand the statistics. This is not accomplished in just one or two emails or a single telephone conversation. It is a dynamic process; one that calls for unending patience on the consultant's part and perseverance on the student's part.
The day the student walks in front of the committee to defend, there should be no question as to their understanding of statistics. It is the consultant’s job to see to it this occurs.
When their defense is successful, the question ”was the help too much" is answered.
Boyd
If you are a Ph.D candidate and would like additional information, you may wish to review the referenced sites below:
Reference sites:
http://www.statisticallysignificantconsulting.com/Statistically-Significant-Ethics.htm
http://www.usdla.org/
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