著者

宮口 誠矢

出版者

日本教育行政学会

雑誌

日本教育行政学会年報 (ISSN:09198393)

巻号頁・発行日

vol.45, pp.103-119, 2019 (Released:2020-10-02)

参考文献数

22

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This study aimed to reveal a) how homeschooling is regulated and publicly supported in Iowa and b) the significance and problems of its homeschooling system, by reviewing homeschooling provisions of the state law and administrative law.Iowa, which has one of the most complicated homeschooling systems in the United States, offers multiple options for conducting homeschooling with different regulations and public support. Those who choose a less/ more restrictive option, get fewer/more opportunities to receive support from the state or registered district. Thus, Iowa's homeschooling system is based on “the principle of proportionality” between regulations and support. It incentivizes parents to choose options that make it easier for the state to assure adequate education for children through regulations and support, while giving parents the freedom to choose any option.However, this system has the serious problem that parents can choose an option with virtually no regulation. Children who are homeschooled under this option can obtain virtually no public support for their education, and the state has almost no knowledge of which students attend under that option.The comprehensive analysis of Iowa's homeschooling system, both in terms of regulations and public support system, shows that state involvement in children's education is not necessarily incompatible with the parents' freedom if the homeschooling system provides an incentive based on “the principle of proportionality,” as in Iowa, and imposes adequate regulations. This can help researchers and policy makers examine possible homeschooling systems where the state can both ensure the parents' freedom and guarantee opportunities for homeschooled children to receive adequate education.

著者

宮口 誠矢

出版者

日本教育政策学会

雑誌

日本教育政策学会年報 (ISSN:24241474)

巻号頁・発行日

vol.24, pp.124-137, 2017 (Released:2018-08-27)

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The present paper aims to review the current theoretical arguments in the U.S. on the homeschooling regulations and draw some significant implications. The main points of the arguments are as follows: Should regulations on homeschooling be based on the principle of child welfare policy or based on the principle of education policy? In the latter case, should the state impose not only the output regulations but also the input regulations upon homeschooling? The different claims on these points reflect conflicting views on childrenʼs autonomy. By reviewing these arguments, the present research paper reached the following conclusions. Firstly, parents who homeschool their children should perform some public tasks as teachers who provide compulsory education. Secondly, studies on such public tasks are important not only for homeschooling but also for school education. Lastly, by studying homeschooling regulations, the stateʼs role in education can be justified.

著者

宮口 誠矢

出版者

日本教育政策学会

雑誌

日本教育政策学会年報 (ISSN:24241474)

巻号頁・発行日

vol.27, pp.25-38, 2020 (Released:2020-10-01)

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Homeschooling in a broad sense implies not only educational opportunities where parents solely provide formal education for their children who do not go to school at all. In the United States, homeschools and schools are involved in various ways. The article aimed to review such homeschooling systems in the U.S. and to suggest the issues to be explored. There are some systems or programs, such as dual enrollment and assistance programs, to offer some public support for homeschools run by parents. Schools or public agencies, in some cases, run homeschools by themselves. Through examining these homeschools, I find two theoretical types of homeschooling: one as“exit”from schools, and the other as“extension”of schools. Both types of homeschools require consideration of measures to evaluate input or outcome. In addition, the“exit”type of homeschools raises the issues of what actors other than schools can properly provide compulsory education and of what tasks these providers undertake. When more than one person or institution provide compulsory education for a child, it should be made clear how they are collectively accountable for education. Finally, I offered some policy recommendations for the revision of compulsory education system in Japan.

著者

宮口 誠矢

出版者

日本教育政策学会

雑誌

日本教育政策学会年報 (ISSN:24349461)

巻号頁・発行日

vol.27, pp.25-38, 2020

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Homeschooling in a broad sense implies not only educational opportunities where parents solely provide formal education for their children who do not go to school at all. In the United States, homeschools and schools are involved in various ways. The article aimed to review such homeschooling systems in the U.S. and to suggest the issues to be explored. There are some systems or programs, such as dual enrollment and assistance programs, to offer some public support for homeschools run by parents. Schools or public agencies, in some cases, run homeschools by themselves. Through examining these homeschools, I find two theoretical types of homeschooling: one as"exit"from schools, and the other as"extension"of schools. Both types of homeschools require consideration of measures to evaluate input or outcome. In addition, the"exit"type of homeschools raises the issues of what actors other than schools can properly provide compulsory education and of what tasks these providers undertake. When more than one person or institution provide compulsory education for a child, it should be made clear how they are collectively accountable for education. Finally, I offered some policy recommendations for the revision of compulsory education system in Japan.