Alan Thomas

In his "Educating Children at Home", Alan Thomas found that many home educating families chose or gravitated towards an informal style of education, radically different from that found in schools. Such learning, also described as unschooling, natural or autonomous, takes place without most of the features considered essential for learning in school. At home there is no curriculum or sequential teaching, nor are there any lessons, textbooks, requirements for written work, practice exercises, marking or testing. But how can children who learn in this way actually achieve an education on a par with what schools offer? In this new research, Alan Thomas and Harriet Pattison seek to explain the efficacy of this alternative pedagogy through the experiences of families who have chosen to educate their children informally. Based on interviews and extended examples of learning at home the authors explore: the scope for informal learning within children's everyday lives; the informal acquisition of literacy and numeracy; the role of parents and others in informal learning; and, how children proactively develop their own learning agendas. Their investigation provides not only an insight into the powerful and effective nature of informal learning but also presents some fundamental challenges to many of the assumptions underpinning educational theory. This book will be of interest to education practitioners, researchers and all parents, whether their children are in or out of school, offering as it does fascinating insights into the nature of children's learning.

In his "Educating Children at Home", Alan Thomas found that many home educating families chose or gravitated towards an informal style of education, radically different from that found in schools. Such learning, also described as unschooling, natural or autonomous, takes place without most of the features considered essential for learning in school. At home there is no curriculum or sequential teaching, nor are there any lessons, textbooks, requirements for written work, practice exercises, marking or testing. But how can children who learn in this way actually achieve an education on a par with what schools offer? In this new research, Alan Thomas and Harriet Pattison seek to explain the efficacy of this alternative pedagogy through the experiences of families who have chosen to educate their children informally. Based on interviews and extended examples of learning at home the authors explore: the scope for informal learning within children's everyday lives; the informal acquisition of literacy and numeracy; the role of parents and others in informal learning; and, how children proactively develop their own learning agendas. Their investigation provides not only an insight into the powerful and effective nature of informal learning but also presents some fundamental challenges to many of the assumptions underpinning educational theory. This book will be of interest to education practitioners, researchers and all parents, whether their children are in or out of school, offering as it does fascinating insights into the nature of children's learning.

Excavations in advance of the construction of the Gloucester Business Park Link Road, Hucclecote, in 1998 revealed alluvium deposited by the Horsbere Brook, in places up to 2m deep. Radiocarbon dating demonstrates that the alluvium had been deposited by the 12th century BC. Three or four Middle Bronze Age cremation burials were probably part of a flat cemetery, the site subsequently occupied by a Late Bronze Age or Early Iron Age settlement which contained in excess of four post-built roundhouses. In the 1st century AD a settlement that contained a number of probable mass-walled roundhouses was constructed. It was extensively reorganised in the early 2nd century when a series of ditched enclosures were linked to Ermin Street by a 320m-long trackway. A small cemetery of 12 inhumations is noteworthy as it demonstrates that the Late Iron Age tradition of burial by crouched inhumation persisted into the 2nd century AD. Several of the burials were accompanied by grave goods, and one of the males suffered from a very rare form of dwarfism to his forearms, a condition that would have been obvious to his contemporaries. The settlement continued in use until the late 3rd or early 4th century, although the trackway ditches continued to accumulate material into the later 4th century. The trackway and enclosures appear to have survived as visible earthworks into the medieval period as their orientation influenced the alignment of medieval field systems.

Schooling is so much a part of our culture that we have come to believe that education cannot exist without it. Yet the number of children being educated at home is rapidly growing . Moreover, the number looks set to grow further, with more people opting to work from home coupled with the great increase in educational software and knowledge available via the internet. This new book covers the issues involved in home education. Most importantly, Alan Thomas conducts a systematic inquiry in to how parents actually go about teaching their children at home. Based on the experiences of a hundred home educating families, the book assesses parents' motives and the ways in which they are forced to adapt conventional methods of education and learning, often challenging basic assumptions about the nature of children's learning. This book's findings, including an extended focus on informal learning, not only permit a long overdue assessment of educating in the home but also have tremendous implications for wider educational thinking. Dr Alan Thomas is Visiting Fellow at the University of London Institute of Education and was formerly at the Northern Territory University, Darwin, Australia. He is a Fellow of the British Psychological Society.