Date

8-20-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Janet Vosen

Keywords

academic achievement, adaptive curriculum, adaptive education, alternative education, attainment value, Christian education, Christian homeschooling, competency-based learning, constructivism, curriculum adaptation, curriculum adaptation strategies, curriculum customization, curriculum decision making, curriculum design, curriculum development, curriculum differentiation, curriculum flexibility, curriculum instruction, curriculum modification, curriculum planning, differentiated curriculum, differentiated instruction, document analysis, educational autonomy, educational decision making, educational innovation, educational leadership, educational motivation, educational philosophy, educational psychology, educational research, educational theory, educational values, empirical research, expectancy value theory, expectancy-value theory, experiential learning, faith-based curriculum, faith-based education, family-centered education, family learning, flexible education, flexible learning, gifted education, home education, home education curriculum, home education research, homeschool, homeschool adaptation, homeschool curriculum, homeschool curriculum adaptation, homeschool curriculum customization, homeschool curriculum design, homeschool curriculum development, homeschool curriculum modification, homeschool curriculum planning, homeschool decision making, homeschool education, homeschool educator, homeschool families, homeschool instructional strategies, homeschool instruction, homeschool interviews, homeschool learning, homeschool methods, homeschool parent decision making, homeschool parent experiences, homeschool parent motivation, homeschool parent research, homeschool parents, homeschool pedagogy, homeschool philosophy, homeschool qualitative research, homeschool research, homeschool schedules, homeschool student success, homeschool support, homeschool teaching, homeschool teaching strategies, homeschooling, individualized education, individualized instruction, in

Disciplines

Education | Educational Assessment, Evaluation, and Research

Abstract

The purpose of this transcendental phenomenological study is to explore the experiences of home education parents modifying the curriculum at their homeschool. The theory guiding this study is the expectancy-value theory, as it shows the connection between attainment value, intrinsic value, and utility value in the context of parents who choose to modify home education. The central research question is as follows: What are the lived experiences of parents modifying curriculum at their homeschool? The examination of these experiences was explored using a qualitative methodology for the research, and the chosen research design for this study is a transcendental phenomenological approach. Convenience sampling selected 12 participating individuals who must be homeschool parents in Florida who experienced homeschool curriculum modification in the last 20 years. Data collection included interviews, document analysis, and questionnaires. This researcher triangulated data analysis to describe the lived experiences of homeschool parents who choose to modify curriculum. The results of this qualitative study showed that homeschool parents experienced curriculum modification as a relational process shaped by student observation, parents’ own educational experiences and knowledge, and personal values and beliefs.

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