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Muwanga, Nansozi K. "The politics of primary education in Uganda, parent participation and national reforms." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ53852.pdf.
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Revington, Erika. "Parental involvement in their children's schooling following the transition from primary to high school." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96687.
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Thesis (MEd)--Stellenbosch University, 2015.ENGLISH ABSTRACT: Parental involvement in a child’s life forms a significant part of parenting, regardless of a parent and child’s background or context. The complexity of the concept is evident considering the diverse nature of existing definitions, models and theories. However, it appears that the approach to the term is greatly determined by the context in which it is used or referred to. Through a case study of a group of South African parents of Grade 9 children at a local high school, the study explores parents’ experiences of their parental involvement and adaption thereof following the transition from primary to high school. The study is qualitative and based on a social-constructivist theoretical framework which is concerned with how each person’s reality is shaped by social interaction with others, as well as historical and cultural influences. The Hoover-Dempsey and Sandler (2005) model of parental involvement takes a central stance in the study. Research findings confirmed the complex nature of parental involvement. Each parent’s experience of his or her parental involvement was uniquely expressed, while the adolescent and school’s invitations for involvement, or rather the lack thereof, were the main determinants of parental involvement at the beginning of high school. A general tendency to decrease involvement following the transition to high school was noted, although it appeared that parents prefer to be more involved, or at least as involved as possible. In this study, parents’ expectations and experiences of their involvement and the transition from primary to high school, concurs with existing literature in the field.
AFRIKAANSE OPSOMMING: Ouerbetrokkenheid in ‘n kind se lewe is ‘n belangrike aspek van ouerskap, ongeag die agtergrond of konteks van die ouer en kind. Die kompleksiteit van die term is duidelik wanneer die uiteenlopende definisies, modelle en teorieë wat daaroor bestaan in ag geneem word. Dit wil egter voorkom asof die konteks waarin die term gebruik of na verwys word, veral grootliks die benadering daartoe bepaal. Deur gebruik te maak van ‘n gevallestudie van ‘n groep Suid-Afrikaanse ouers van Graad 9 kinders by ‘n plaaslike hoërskool, ondersoek die studie ouers se ervaringe oor hul ouerbetrokkenheid en aanpassing daarvan na die oorgang van laerskool na hoërskool. Die studie is kwalitatief en gebaseer op ’n sosiaal-konstruksionistiese teoretiese raamwerk, wat bemoeid is met hoe elke persoon se realiteit beïnvloed word deur sosiale interaksie met ander, asook die historiese en kulturele invloede in daardie persoon se lewe. Die Hoover-Dempsey en Sandler (2005) model van ouerbetrokkenheid staan sentraal tot die studie. Die navorsingsbevindings het die kompleksiteit van ouerbetrokkenheid bevestig. Elke ouer se ervaring van sy/haar betrokkenheid is uniek uitgedruk, met die adolessent en skool se aanvraag na betrokkenheid, of eerder die afwesigheid daarvan, as die hoofdeterminant van betrokkenheid tydens die begin van hoërskool. ‘n Algemene geneigdheid om ouerbetrokkenheid te verlaag na die oorgang van laerskool na hoërskool is bevind, alhoewel dit voorkom asof ouers tog ‘n voorkeur het om meer betrokke te wees, of ten minste so betrokke as wat hul kind dit toelaat. Ouers se ervaringe ten opsigte van hul verwagtinge en belewenis van betrokkenheid, asook die oorgang van laerskool na hoërskool, hou verband met bestaande literatuur in die veld.
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Mabuza, Johannes Tshotsho. "Stakeholder perceptions of success factors in an academically successful Swazi high school in Manzini, Swaziland." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1006223.
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In contrast with the large number of poorly performing schools in Swaziland over the past decade (1991-2000), a few schools have managed to attain consistently good results. One such school is St Michael's High. This study draws on the perceptions of different major stakeholders at St Michael's of factors deemed to have contributed to academic success at the school. The study thus follows Fertig (2000), who advocates research in effective schools to be done by looking at the perceptions of different stakeholders rather than in relation to an objective checklist. In this study, St Michael's High is found to be an effective school. Its experience can play a vital role in helping other ineffective and failing schools to improve their academic standing and tarnished public image, provided the schools unreservedly commit themselves to changing their ways. This investigation is aimed at understanding the roles which the school leadership and associated stakeholders have played in making St Michael's an exemplary school in Swaziland. Its findings indicate that the schools that themselves take the initiative to improve their effectiveness are the ones which are successful, which accords with the consensus in research literature on school effectiveness. The evidence gathered in this study suggests that St Michael's is characteristic of such effective schools. Since this is a qualitative interpretive case study on perception of success factors in a girls' high school within the city of Manzini, interviews comprising semi-structured questions were highly useful in tapping the understanding of how various stakeholders contribute to the academic achievement of students in the school. The findings, organised in the form of themes, help illuminate what appears to be a systematic and well-focussed approach toward the academic development of the school and the fulfilment of its goals. Every aspect of the school system is thoroughly explored. The validity of the stakeholders' claim that St Michael's High is a dream school for most Swazi children is verified by the school's examination results for the past decade. But what the research reveals are the cultural, academic, social, and moral values and beliefs which serve as a strong anchor for the school leadership and management, and without which St Michael's as an organisation would be unable to meet the challenge of implementing academic and national reconstruction.
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Perry-Indermaur, Astrid, University of Western Sydney, College of Social and Health Sciences, and School of Applied Social and Human Sciences. "Regimes of truth : gender, achievement and parent participation in New South Wales public schools." THESIS_CSHS_ASH_Perry-Indermaur_A.xml, 2004. http://handle.uws.edu.au:8081/1959.7/707.
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The participation of parents in the schooling of their children has become a central policy objective of the education sector in Australia as well as other parts of the developed world. The discourse of parent participation emphasises a need for parents to be involved in order to maximise the benefits of their child’s education. Parent participation includes such practices as parents and schools working as partners to improve the well-being and achievements of an individual child to formal participation of parents in decision-making forums. This thesis approaches the issue of parent participation through a study of parent advocacy bodies as they deal with policy issues and interface with parents as the school level and governments at the policy level. The policy area of gender equity is used as an illustrative example to analyse parent advocacy bodies’ structures and ways of operating. As a result of the empirical work that involved semi-structured interviews, observation techniques and extensive use of archival material, this thesis revisits the theory of positional goods as it reflects the notion and understanding parents have broadly that education is positional in that only few can achieve the highest levels of education and hence effort is exerted in ensuring their child achieves as highly as possible. This thesis argues that gender equity is caught in this thriving to capture a positional good that is elusive for most but appears enhanced by the use of adequate gender equity strategies. The action of parents within parent advocacy bodies reflected the fight over scarce resources that were perceived to be enhancing educational outcomes for girls at the expense of boys.Doctor of Philosophy (PhD)
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Prehoda, Joan Marie. "Bridging the gap between parents and schools: A parent education model." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/649.
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Warren, Jennifer. "Whole language - reading and parents: A parent in-service." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1057.
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Perry-Indermaur, Astrid. "Regimes of truth : gender, achievement and parent participation in New South Wales public schools /." View thesis, 2004. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20050921.134833/index.html.
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Thesis (Ph.D.) -- University of Western Sydney, 2004."A thesis submitted to the University of Western Sydney, in the total fulfilment of the requirements for the degree of Doctor of Philosophy" Bibliography : p. 251-268.
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Peters, Lamees. "Somali parents’ educational support of their primary school children." Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86307.
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Thesis (MEd)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Parental involvement is a term that is associated with parental participation in schools and parents’ support of their children’s education. It is subjective in nature and often difficult to evaluate. In the late 1990s, many Somali families immigrated to South Africa due to the on-going factional wars in their country to take up employment opportunities and start a new life as immigrants. Limited knowledge exists about such parents’ understandings of education and their role in the educational development of their children. In this study, the researcher explored the various forms of support that Somali immigrant parents provide to their school-going children. This basic qualitative research study is situated in an interpretive paradigm. Through snowball sampling, five parents from a Somali community in the Helderberg area of the Western Cape were selected for the study. The data was collected through semi-structured interviews, a focus group interview and observations and was subjected to content analysis. The study found that there are various forms of support that Somali parents offer their primary school children. The support that these parents offer is mostly of physiological nature, such as to feed and to clothe them. The challenges that these Somali participants face are educational, cultural and linguistic. The study found that because the majority of the participants are uneducated, they face limitations in how they can support their children academically. Due to their lack of schooling experience together with their linguistic constraints, the parents’ participation tend to be limited to attending meetings and participating in social events.
AFRIKAANSE OPSOMMING: Ouerbetrokkenheid is ’n term wat algemeen in die skoolgemeenskap gebruik word en word gewoonlik vereenselwig met ouers se deelname aan skoolaktiwiteite asook hul ondersteuning ten opsigte van hul kinders se opvoeding. Ouerbetrokkenheid is subjektief van aard en dikwels moeilik om te evalueer. In die laat 1990’s, net na die beëindiging van apartheid, het baie Somaliese families, as gevolg van die voortdurende stamoorloë in hul land, na Suid-Afrika geëmigreer om nuwe werksgeleenthede te soek en sodoende ’n nuwe lewe as immigrante te begin. Beperkte kennis bestaan oor die uitdagings wat hierdie immigrantefamilies in die gesig staar asook hul rol in die opvoedkundige ontwikkeling van hul kinders. In hierdie studie het die navorser gepoog om die verskillende vorme van ondersteuning wat Somaliese ouers bied, te verken. Hierdie basiese kwalitatiewe navorsingstudie is in ’n interpretatiewe paradigma geleë. Deur middel van ’n sneeubalsteekproef is vyf deelnemers van ’n Somaliese gemeenskap in die Helderberg-gebied in die Wes-Kaap as deelnemers aan die studie gekies. Die data is ingesamel deur semi-gestruktureerde onderhoude, ’n fokusgroeponderhoud en waarnemings, en is toe inhoudelik ontleed. Die studie het bevind dat daar verskillende vorme van ondersteuning onder Somaliese ouers bestaan, wat hulle aan hul skoolgaande kinders bied. Die ondersteuning wat hierdie ouers aan hulle kinders bied, is van fisiologiese aard, byvoorbeeld om kos en klere, te voorsien. Die uitdagings wat hierdie Somaliese deelnemers in die gesig staar is opvoedkundig, kultureel en taalkundig. Die studie het bevind dat omdat die meeste van die ouers ongeletterd is, hulle nie hul kinders met hul skoolwerk kan help nie. As gevolg van hul gebrek aan skoolopleiding asook hul taalkundige beperkinge, is dié ouers se deelname geneig om beperk te wees ten opsigte van die bywoning van skoolvergaderings en deelname aan sosiale geleenthede by die skool.
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Hendricks, Charlotte Augusta. "Enhancing parental involvement in primary schools in disadvantaged communities." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020169.
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The main research question guiding this study is: “What strategies can be established to enhance parental involvement in primary schools in disadvantaged communities in the Northern Areas of Port Elizabeth”? To answer this question, this study examines parents’ and teachers’ practices concerning parental involvement in the Northern Areas of Nelson Mandela Metropolitan. Parents and teachers were purposely selected from participating schools. In this qualitative study, the researcher proposed strategies to enhance parental involvement at primary schools. Qualitative research methods, associated with phenomenological inquiry were employed to explore the life-world of the participants who have had personal experience with the phenomenon of parental involvement. Data was collected through semi-structured interviews with parents and teachers. This allowed the researcher to gather in-depth information about opinions, beliefs, practices and attitudes concerning the involvement of parents in their children’s education. Bronfenbrenner’s ecosystemic theory served as the theorectical framework of this investigation. Since this study is about parental involvement in primary schools educational policies like inclusive education as well as different models of parental involvement were investigated in the literature study. The results of the study indicated several barriers to the enhancement of parental involvement for instance communication barriers between parents and teachers. The researcher established four strategies for the enhancement of parental involvement and recommended that these strategies should be employed by schools and other stakeholders. She also made further recommendations for parents, teachers, school principals, Department of Basic Education and professionals in the community.
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Erickson, Melissa. "Reading aloud: Preparing young children for school." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1411.
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Leung, Yuk-ling, and 梁玉玲. "Family effects on educational achievement of immigrant pupils: a case study in a primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960340.
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Emilie, Shane Antonio. "An investigation of stakeholder participation and learning in two schools within the Seychelles Eco-School programme." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011961.
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The aim of this study was to investigate stakeholder participation and learning in the Seychelles Eco-School programme within a primary school context and a secondary school context. Findings from each Eco-School have been presented in two case studies with the goal to explore and describe how teachers, students, parents and organizations are participating and learning in the Eco-School programme. Six elements of school community were used to deepen understanding of the participatory and learning processes in each Eco-School, namely, leadership, management and administration, curriculum planning, teaching and learning, resource use and management, management of physical surrounds of the school and networks and partnerships. Some of the contextual variables in each Eco-School that were constraining and enabling stakeholder participation and learning in the programme have also been explored within this study. Data in this study was generated from historical documents analysed, semi-structured interviews, focus group discussions and field notes. Data was also generated from questionnaires completed by organizations involved in the programme at each Eco- School. Data was analysed in two phases, the first phase involved reading across data generated from the methods mentioned above to organize the data under broad themes in relation to the elements of school community. The second phase of analysis involved the use of the conceptual framework of situating learning in a community of practice to interpret and discuss the participatory and learning processes across the two cases. The study showed that in each Eco-School there is a community of practice with the active involvement of teachers and students and the occasional involvement of parents and organizations. Students and adults are learning as they engage together in classroom and field-work interactions, environmental projects, environmental activities to commemorate environmental theme days, environmental campaigns and co-curricular activities through the practices of each Eco-School community. It was also discovered that students and adults are making different contributions in the Eco-School community based on their level of participation in the programme. It is hoped that the findings in this research contribute information regarding community participation in environmental education programmes like the Seychelles Eco-School programme. In addition, findings will inform the Seychelles Government and its partners to consider the possibility of enhancing school and community partnerships to respond to some of the challenges of participation and learning in the Eco-School programme.
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Cloete, Jacqueline. "A case study: the role of a positive school climate in the enhancement of parental and community involvement at a primary school in Port Elizabeth." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/8735.
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This study examines the phenomenon of parental and community involvement in a primary school and the benefits thereof to the learners, teachers and community members. The aim of this study is to investigate how a positive school climate can improve the involvement of parents and community members in a school’s activities. The research attempted to determine what the role of a positive school climate is; the strategies schools could apply to enhance parental and community involvement, the possible benefits of involvement and reasons for non-involvement of parents and community members in school activities. The theoretical frameworks of Urie Bronfenbrenner’s ecological model and Joyce Epstein’s overlapping spheres of influence were used in the study. A case study was used as the qualitative research methodology. The data for the research was gathered from a purposive sample of teachers, community volunteer workers, parents and the principal. Semi-structured interview schedules and pre-designed questionnaires including open and closed questions, were used to collect data. The data was analysed inductively by using a descriptive open coding method to identify emerging themes. The findings of the research suggest that a positive school climate to improve parent and community involvement can be created by applying the strategies of effective communication, good working relationships, creating opportunities for involvement, ensuring a healthy and safe environment, formulating a school policy for parent and community involvement, creating a friendly and welcoming atmosphere as well as upholding an ethos of good moral values. The study found that parent and community involvement in a school’s activities offers various benefits to all stakeholders.
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Mofoka, Jerry George. "Parental involvement in primary schools situated in informal settlements." Thesis, Cape Technikon, 2004. http://hdl.handle.net/20.500.11838/2143.
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Thesis (MTech (Education))--Cape Technikon, 2004.The study focuses on the level of parental involvement in the primary schools situated in informal settlements. The area of research was limited to the informal settlements of the Cape Flats in Cape Town. The identified areas were Philippi, Weltevreden valley, Khayelitsha and Crossroads. The principals, members of the governing bodies as well, as a sample of parents not serving on governing bodies were interviewed on the level of involvement. A case study of schools was undertaken on governance, communication, school involvement, home involvement as well as extra-curricular activities. The findings of the research were that parents are not innovative when it comes to school activities. They expect too much from the schools. Parents do not ask too many questions. They accept what the schools tell them. Parents generally do not help children at home with their studies. They hardly ever watch their children while participating in extra-curricular activities. The researcher made conclusions and made recommendations.
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Olsen, Carolyn Ann. "Children + parents + books = enhanced literacy." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/745.
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Vargas, Piel Marie. "Parent-teacher home response learning journals to foster collaboration in children's literacy development." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1762.
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The purpose of this study was to connect English language learning (ELL) student's school life with their home life. Proposition 227, which prohibited the use of Spanish in the classrooms, has made it difficult to make the home-school connection. Research shows that parents play a vital role in the education of their children but Proosition 227 severely restricted Spanish speaking parents' participation in their child's education. This study demonstrates how the use of home response learning journals empowered parents to participate in their children's literacy and biliteracy development.
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Mhlanga, Samkelisiwe Isabel. "Parental preferences regarding medium of instruction in primary schools in the Nongoma district of Kwazulu-Natal." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003569.
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This thesis looks at what choice of medium of instruction (MOl) parents in a rural village in KwaZulu would make if they had the opportunity to choose. The background to this choice goes back to 1979, when Education and Training Act No. 90 established the mother tongue as MOl from Sub A to Std 2 in Department of Education and Training (DET) primary schools, followed by a sudden transition to English medium of instruction - (EMl) in Std 3. Though by 1990 98% of the schools had opted for EMI, conditions were not favourable for a sudden transition and the policy led to high drop-out rates. The problems encountered by teachers and learners were researched and documented by Macdonald in the Threshold Project Reports (1990). Although the Minister initially ignored the Project's findings, in May 1991 he admitted that his department's language policy was leading to serious educational disadvantages. The explosive situation that culminated in the 1976 school uprisings led to the amendment of the Act. There was concern among people involved in educational language policy that parents had not been given sufficient information to make informed educational choices. They feared that many parents would, largely out of ignorance, opt for straight-for-English, when in fact the conditions in the schools were not conducive to the success of that choice option. The widespread assumption about the parents choosing straight-for-English was based on anecdotal evidence. I decided to investigate this matter in the Nongoma area. My findings pointed to very healthy attitudes towards the mother tongue and there was even a measure of understanding of the place of mother tongue instruction in the beginner classes. But even though the respondents wanted their language to be respected, they also wanted their children to acquire a good education in English, so as to be eligible for jobs in an economy that emphasises the importance of English.
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O'Neal, H. Todd. "Family literacy events promoting early reading and writing behaviors." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/865.
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Hodnett, Carol Ann. "Training parents to teach their preschoolers." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1474.
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Morolong, Itumeleng Percival. "Impediments to parental involvement in the governance of selected primary schools in the Bloemfontein area." Thesis, Bloemfontein : Central University of Technology, Free State, 2007. http://hdl.handle.net/11462/21.
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Thesis (M. Tech)(Education) -- Central university of Technology, Free State, 2007The aim of the study is to determine the impediments to parental involvement in the governance of selected primary schools in the Bloemfontein area. It also examines the impact of the principals’ attitudes as perceived by the parents towards their involvement in the governance of the school; the means of communication between the school and parents; whether co-operation between the principal and parents affects school governance; and whether familiarity with parents’ roles as stipulated in the South African Schools Act affects their participation in school governance. The literature was consulted on the segregated education of the previously disadvantaged people under apartheid. The transition from apartheid to education under the new political dispensation, as set out in the South African Schools Act 84 of 1996 also received attention. The study further addresses the issue of parents’ reluctance to participate in school governance and the views of teachers and parents on their roles in school governance. Ministerial investigation into the effectiveness of school governing bodies is presented and an international perspective on school governing bodies is also provided. A quantitative method using survey research method was employed in this study and a questionnaire was used to collect data. The aim was to elicit responses from the parents in as far as impediments to parental involvement in the governance of schools is concerned. It was revealed, however, that despite the parents’ reluctance to take part in school governance, principals’ attitudes were found to have a positive effect on parental participation in school governance. Methods of communication between the school and the parents were found to be effective, though a suggestion is made for improvement. Parents were found to be willing to co-operate with one another for the betterment of the school. Furthermore, parents were found to be familiar with the roles of members of the school governing body, irrespective of whether they are members of the school governing body or not.
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Tran, Antonette Cong. "Using web based resources to bridge the communication gap between parents and teachers." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2905.
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Pampila, Siyabulela. "Exploring fathers' role in supporting their children's learning : a case of selected primary schools in the East London District." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/4915.
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The aim of this study was to explore fathers’ role in supporting their children’s learning in selected urban primary schools in the East London Education District. Epstein parental involvement theory informed the study. The study was located in the interpretivist research paradigm and it qualitative in nature. It followed a case study research design. Participants were selected through the use of purposive sampling. A total of fifty two (52) participants were selected and these included school teachers, fathers and learners. Semi-structured interviews (for school teachers and fathers) and focus group interviews (for learners) were used in the four selected primary schools. The data was coded and thematic content analysis was used. The findings from the research indicated that fathers’ and teachers had a very limited understanding of fathers’ support in children’s learning. They generally thought that it was confined to activities done at school such as payment of school fees and levies, providing labour for the construction or renovation of school buildings and providing teaching/learning resources. Participants confirmed that the majority of fathers were too poor and with low education to be meaningfully involved in their children’s learning. However, there were a few fathers who believed that their socio-economic status did not prevent them from participating in their children’s learning. They actually indicated useful ways in which they could be involved. It was found that a minority group of fathers who were unemployed spent time helping their children in their learning whilst, those working worked long hours and had no time to help their children. Among the significant findings of the study was the fact that educated fathers were too involved in their children’s learning and even reserved time on weekend to be part of their children’s life and learning. The research also revealed that fathers and teachers had wrong perceptions about themselves and each other in connection with limited fathers’ support in their schools. The study recommends, among other issues, enhanced school/parent partnership with emphasis on the involvement of fathers in academic activities meant to improve their children’s learning.
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孫群英 and Kwan-ying Suen. "School-based information technology: a case study of the home-school collaboration in a local primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256454.
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Johnson, Dawn Alice. "Learners’ understanding and experiences of bullying at a primary school in the Western Cape." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1869.
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Thesis submitted in fulfilment of the requirements for the degree
Master of Education
in the Faculty of Education and Social Sciences
at the Cape Peninsula University of Technology
2014This study aimed to determine learners' understanding and experiences of the different types of bullying and to examine the extent of bullying and roles they have been exposed to in various types of bullying. The research question was: What are primary school learners. understanding and experiences of bullying? Literature indicates that bullying can be executed in direct and indirect forms (Olweus, 1993:10; Boulton et al., 2002:354; Hunter & Boyle, 2002:324; Piskin, 2003:556; Lee, 2004:9). Direct bullying can be defined as relatively open attacks on a victim (Boulton et al., 2002:354) that are carried out face to face and may include pushing, kicking and fighting (Lee, 2004:10). Indirect bullying can be defined as being more subtle and less direct (Boulton et al., 2002:354) and will include behaviour such as social isolation and exclusion from a group. This study used the Olweus Intervention Method (1995), which offers a theoretical framework that could help the researcher find meaning in respect of the roles of the bully, victim and bystander. Urie Bronfenbrenner.s ecological theory (Bronfenbrenner,1998:993-1027) of human development was used as a lens for understanding bullying. Bronfenbrenner places child development within four different interacting levels, for example, the microsystem, mesosystem, exosystem and macrosystem (Sigelman & Schaffer, 1995:87). The researcher used a mixed-method research design as it could provide a better understanding of how learners understand their experiences of bullying . whether they were the victim, bully or witness. The total sample comprised 296 Intermediate Phase learners. The study began with a quantitative method, testing the understanding of concepts, and using a questionnaire for learners, and thereafter concluded with a qualitative method comprising a small number of learners (interviews with a focus group), exploring their experiences of bullying. The quantitative data was analysed by means of descriptive statistics to present simple summaries about the sample and the measures. The responses were recorded in frequency tables and percentages were calculated to determine general trends. The qualitative data was systematically organised into themes and patterns to bring meaning to the themes by telling a story. Information obtained from respondents was treated as highly confidential and the research findings were presented with integrity. The results indicated that most learners have not been exposed to bullying as victims, although a high number of incidences were reported. Older boys were mostly involved in incidences of physical violence. Of significance is the fact that the main kind of bullying was that of emotional bullying. Table 4.7 shows that mostly boys are teased (37.0%), while Table 4.16 shows teasing others mostly occurs between learners of the same age (30.4%). On the other hand, Table 4.17 reveals that mostly girls are prone to spread rumours about others (17.5%) of the same age as themselves (26%) and fall prey to this type of emotional bullying.
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Monadjem, Lynette Carol. "The development of a programme for parental involvement in senior primary school education in Swaziland." Thesis, 2003. http://hdl.handle.net/10500/1180.
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Parental involvement (PI) greatly benefits learners of all ages. The implementation of a PI programme would provide an effective and affordable means to address the needs of learners in Swaziland. The purpose of this study was to develop a PI programme for urban primary education in Swaziland.
The literature revealed that while comprehensive PI programmes are most effective, PI in learning activities in the home and an appropriate parenting style are particularly beneficial and correlate more closely with learning success than family background factors. Nevertheless, a relationship between family background factors and PI exists. Furthermore there are numerous barriers to PI. However, the most important determinant of PI is the effort of teachers to involve parents. PI is particularly important at senior primary level, the level at which PI drops off spontaneously.
In order to gain a more complete understanding of PI in this community, which would form the basis for an effective PI programme, a combined quantitative and qualitative approach was undertaken. A parental questionnaire was used to test quantitatively the affects of family background factors on three measures of PI and to determine the ways in which parents were involved, their attitudes to the schools, and the schools' efforts to involve them. Teacher and parent interviews and focus discussions were conducted following a qualitative ethnographic approach.
The integrated quantitative and qualitative findings revealed a low level of PI. As a result of a lack of relevant policy, Swazi teachers had very little understanding of PI or their role in establishing it. Thus, schools generally practiced Swap's Protective Model such that parents had very few opportunities, and little encouragement, to become involved. Consequently, parents did not fully appreciate the importance of their involvement and did not always choose to become involved. The study revealed a number of barriers that further interfered with their involvement.
The implications of the findings were discussed and recommendations for a PI programme that harnesses the strengths and addresses the weaknesses of this community were made. In order to improve educational practice, recommendations targeted each role player and type of PI separately.Educational Studies
D.Ed.(Psychology of Education)
26
Selolo, Raesetja Evelyn. "Factors influencing parent involvement in the education of their children at primary school level in Bahananwa Circuit in Blouberg Municipality, Limpopo Province." Thesis, 2018. http://hdl.handle.net/10386/2287.
Full textAbstract:
Thesis (MPA.) --University of LimpopoParental involvement is a significant element that can have an impact or enhancement in the child’s education. Parental involvement implicates the active and significant involvement of the parent in all aspects, where a parent is interacting with the child for guidance and support. However, research in Okeke (2014:1) shows that poor parental involvement is the biggest challenge facing public schools in South Africa, especially schools situated in rural areas. This study aims at investigating factors that affect parental involvement in education of their children at primary school level, in Bahananwa circuit, Blouberg Municipality, Limpopo Province. In this study, the researcher employed mixed research approach and used purposive sampling to identify respondents who have adequate of parental involvement at schools. Accordingly, the researcher targeted all 28 School Governing Body (SGB) members which includes 3 principals, 15 parents and 10 educators in selected three primary schools within the circuit of Bahananwa. The researcher personally delivered the semi-structured questionnaires to the SGB members from the sampled schools and collected them after completion. Additionally, the researcher used observation sheet to collect more information on parental involvement. According to the findings, the primary schools are doing more through consultative meetings, among others, to ensure that parents are involved in the education of their children, both at school and at home. The schools use meetings as a major tool for parental involvement practice, but participation in the meetings was passive. The schools involve parents mostly on governance and administrative matters meaning that there is less parental involvement in curricular and extra-curricular activities. Another key finding in the study is that schools are performing inadequately with regard to learners’ performance. It is also found that the major challenges affecting parental involvement in the schools among others include parents who do not have time due to their working schedules and some due to illiteracy. The findings show that meeting areas are inconvenient for parental consultative meetings. While majority of parents have supportive attitude towards their children education, the significant proportion of parents still do not have supportive attitude. It is recommended that parental involvement in the decision making process needs to be enhanced through contact sessions to improve learners’ performance. It is also suggested that parental involvement needs to be improved in extracurricular and voluntary activities. It is further recommended that parents’ engagement at home needs to be enhanced to enhance learners’ performance.
27
Kannapathi, Kathlyn Lillian. "The role of the school in promoting parental participation in education : an investigation in a public primary school." Thesis, 2012. http://hdl.handle.net/10413/9450.
Full textAbstract:
The study aimed to explore the role of the school in promoting parental participation in
education. Parents’ perceptions of their role in education and the benefits of their
participation were also explored. Lastly, the study aimed to identify support structures
designed and implemented by schools to assist parents overcome barriers to their
participation.
The study employed qualitative methods. Data was collected in two stages. Firstly,
questionnaires were administered to parents and school staff. Returned questionnaires
were analysed. The data collected using the questionnaires was used as a springboard for
the second stage of data collection. This second stage included semi-structured
interviews conducted with educators and school managers. These interviews provided
the researcher with in – depth information which built on the information gathered
through the questionnaires.
The study aimed to explore the role of the school in promoting parental participation in
education by exploring various aspects that impact parental involvement within the
school. Attitude of school staff, school climate, school policy, communication and
management of parental participation were identified as aspects within a school that
impact parental participation in education.
The research revealed that while parents and school staff agreed that parental
participation in education is beneficial, parents’ perception of their participation was
limited to assisting their children with homework tasks. In addition, school staff were
unclear of their expectations of parents.
Findings revealed that the school plays an imperative role in promoting parental
participation in education since they have control over factors such as school climate,
school policy, home-school communication and management of parental participation
which all impact levels of parental participation within a school. The study also found
that the school in the study lacked support structures to assist parents overcome barriers
to their participation.
The study concludes by making recommendations for improved levels of parental
participation in education based on the findings of the study.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.
28
Kimu, Agustinho Mwai. "Parent involvement in public primary schools in Kenya." Thesis, 2012. http://hdl.handle.net/10500/6031.
Full textAbstract:
Parental involvement in education in Kenya is mainly limited to financial contributions
and teacher-parent meetings. Given the high cost of education and the need to improve
quality of education, parental involvement is important. The effectiveness of educational
restructuring initiatives therefore would depend on more comprehensive parental
involvement in schools. A literature study investigated existing programmes and models
of parental involvement in schools as well as legislation as pertaining to parental
involvement in Kenya. A qualitative design utilising Epstein’s model of parental
involvement was used to examine parental involvement practice in public primary
schools in Kenya. Accordingly, a qualitative approach within purposefully selected
schools study was conducted. The findings suggested that parental involvement activities
in the study sample fitted Epstein’s typology comparatively well. Based on the findings
recommendations for the improvement of parental involvement practice were presented.Educational Leadership and Management
D. Ed. (Education Management)
29
Lyons, Leslie Graeme. "The production and evaluation of a videotape on parent participation and involvement in primary education." Thesis, 1993. http://spectrum.library.concordia.ca/5268/1/MM84659.pdf.
Full textAbstract:
The author has produced a media presentation to give student teachers an opportunity to see parent participation and involvement as positive approaches to improving teaching and learning in primary schools.
30
Chiu, Hua-Hsin, and 邱華鑫. "Investigation of Parents’Estimate on Cognition and Demands for Participation of Taipei City Primary Schools in Parent Education." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/65029087217173638193.
Full textAbstract:
碩士國立臺北教育大學
教育政策與管理研究所
96
The purpose of this study is to explore the cognition of parent education, demands for participation and students’ parents of primary schools of Taipei City in parent education activities, to probe into the state of attendance and participation in activities of parents pleasure, and to offer proposition for both parents and teachers as a reference when holding a parent education event. This research is introduced by methods of survey. First, using parents of public primary schools of Taipei City as subjects in purposive sampling in 「Investigation of Parents’estimate on cognition and demands for participation of Taipei City primary schools in Parent Education」, the tool used in this research, which is created with reference of other research works. Both results are analyzed through variable tests, including Descriptive Statistics, one-way ANVOA, Scheffè method are the modes of comparative analysis utilized, etc. In accordance with the analyses, the research has obtained the conclusions, which are as follow: 1. Parent expect highly of parents’cognition for parent education activities. 2. Parent are found to favor active and regular parent education activities. Participation in passive activities is found low. 3. Career and transact routine are the main factors to the attendance of parents. 4. Parent expect highly of children’s learning and discipline activities. 5. Parent favor highly liberal parent education activities. 6. Parents from different backgrounds in「sexes」、「level of education」、「occupation」、「scholastic district」 have different contents of demand for the style of parent education activities. 7. Parents from different backgrounds in 「sexes」、「age」、「level of education」、「occupation」、「scholastic district」、「volunteers for school service whether or not」，have different modes of demand for the style of parent education activities. 8. Parents hold the opinion that the most appropriate for time should parent education activities is the daytime of holidays, and the time is two hours. 9. Hold the parent education activities must to provide faimily activities and to give service to take care of students. Based on this results of the study mentioned above, researcher has forwarded 19 proposals to the public schools of Taipei City, teachers, parents. Furthermore, the study provides a reference for future researchers. Keyword: parent education cognition, parent education demands for participation, parent education activities.
31
Letsholo, Dikhutlo Nonia Martha. "The implementation of parent-teacher conferences in the primary school." Diss., 2006. http://hdl.handle.net/10500/1973.
Full textAbstract:
Parent-teacher conferences are an important component of parent involvement practice in any school. However, parent-teacher conferences often come short of the expectations of both parents and teachers and fail to lead to lasting solutions to learners' problems. This study focuses on the implementation of parent-teacher conferences in primary schools. The problem was investigated by means of a literature study and an empirical investigation. The literature identified approaches to and models of parent involvement, common barriers to parent-teacher communication and the characteristics of effective conferences. A qualitative investigation explored the process of a small sample of parent-teacher conferences in a selected primary school in Mamelodi, Gauteng Province. Data was gathered by participant observation. Findings showed that teacher talk predominated during conferences; the importance of mutual trust and teachers' listening to parents; guiding parents to improve learning at home and barriers to communication. Recommendations based on the findings were made.Educational Studies
M.Ed. (Education management)
32
Koebe, Makometsi Cecilia. "School choice : challenge to Sharpeville public primary school principals." Thesis, 2012. http://hdl.handle.net/10210/4353.
Full textAbstract:
M.Ed.This qualitative phenomenological study focuses on school choice as challenge to principals of Sharpeville public primary schools. Different aspects of these choices are explored. School choice is an important component of parental involvement in the education of their children. Parents and learners tend to be open about their right through the support of the Schools Act 84 of 1996. You may not discriminate on the basis of race trough the language policy at your school. This means that you may not use language as a cover or smoke screen to keep learners out of your school on the basis of their race. The Constitution (Act 108 of 1996) stipulates that no unfair discrimination may take place against anyone on any of the following grounds: race, gender, sex, pregnancy, marital status, ethnic of social origin, colour, sexual orientation, (for example homosexuality), age, disability, religion, conscience, belief, culture, language and birth. The question then arises, what makes learners of public primary schools choose the schools that are not in the areas where they live? What is interesting in the ex Model C schools that they cannot get in township schools? There are many aspects which give meaning to concept 'school choice'. In order for parents to view school choice as priority in education, certain of these aspects need to be considered. These include qualities that are desired in school, the , climate of the school that is conducive to teaching and learning. Kinds of activities enjoyed together by all in the school, the effective school management. In addition to exploring these aspects, the study investigates what attracts the children including what gives challenges to school principals. The findings of this study show that a school is able to market itself if it has a vision and mission statement, quality education, ethos, excellent pass rate and if 71 it serves the needs of the community. Learners maintain relationships with schools that serve as learning organisation. Moloi (2002:7) explains that a learning organisation acknowledges the importance of individual and group processes to enhance learning in their environments. The process whereby the data was collected is described. This included interviews of individual learners, the data analysis is examined and the themes that emerge are discussed within the framework of the existing literature on how parents choose schools for their children. The study concludes with a discussion of the implication for further research. Guidelines to the principals are suggested. These guidelines are for the enhancement of school choice.
33
Biyela, Phiwayinkosi Manqoba. "The involvement of parents in the implementation of Curriculum 21 in a rural KwaZulu-Natal primary school : a case study." Thesis, 2003. http://hdl.handle.net/10321/2707.
Full textAbstract:
Dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Education (Management), Durban Institute of Technology, 2003.The introduction of Curriculum 21 in South Africa in 1998 has brought with it added responsibilities for parents. According to the South African Schools' Act, No.84 (1996), parents have been granted powers to "support teachers in the performance of their task "and "determine subject choices" for their children. However, when Curriculum 21 was introduced in 1998, relevant programmes for introducing parents to these ideas dia not exist. According to Schlebusch and Spady (1999) family, home, identity and respect are important features of Curriculum 21 and only parents can create the best conditions for the academic development of their children. Therefore, the involvement of parents in the education of their children is vital. This dissertation is a case study of a rural KwaZulu- Natal public school, Hopewell Primary School, in which a pilot study of a programme to introduce parents to their responsibilities in the implementation of Curriculum 21, was first introduced.
M
34
Taukobong, Nkoko Maria. "Reading problems in the junior primary phase and parental involvement : guidelines for teachers." Thesis, 2012. http://hdl.handle.net/10210/6487.
Full textAbstract:
M.Ed.The aim of this research is to develop guidelines for teachers with regard to parental involvement in order to facilitate the development of reading competence in children in the junior primary phase. In order to achieve this, the following sub-aims are formulated: To explore and describe the viewpoints of parents and teachers with regard to the causes of reading problems in the junior primary phase; To determine in what way teachers and parents of children in the junior primary phase perceive their role in the development and improvement of reading.
35
"Home, family and school literacy practices : reading and the primary school boy." Thesis, 2015. http://hdl.handle.net/10210/14117.
Full text
36
Ramisur, Praversh. "What are the factors that militate against or facilitate parental involvement in school governance? A comparative case study of two public primary schools in the northern suburbs of PIetermaritzburg, KwaZulu-Natal, South Africa." Thesis, 2007. http://hdl.handle.net/10413/1214.
Full textAbstract:
Apartheid education in South Africa created and maintained deliberate inequalities
between schools serving the Indian, Coloured and African communities on one hand
and the White population on the other hand. The advent of democracy in South
Africa in 1994 addressed a range of issues, one of which was school governance.
The South African Schools Act of 1996 was a bold attempt by the government to
address issues like school governance. This act created a new school-governance
landscape based on a partnership between the state, schools, learners, parents,
school staff and the local communities.
The aim of this study was to establish reasons why parental involvement is muted in
some public schools but more active in other public schools. The participants in the
study were parents, school principals and the chairpersons of the school governing
bodies of the two schools. The purpose of the study was to listen to differing
perspectives on why parents were involved, or not involved, in school governance.
The research used both quantitative and qualitative methodology to gather data, and
it assumed the form of a comparative case study of the two schools. A survey
questionnaire and semi-structured interview were used as data collection
techniques. Findings of the study revealed that those parents who were involved in
school governance did so because they wanted to be of assistance to both their
children, as well as the schools their children attended. In addition, parents who
were not involved in school governance cited different reasons for their noninvolvement,
ranging from a lack of time, a lack of knowledge and skills, as well as
institutional difficulties at the schools their children attend. There was evidence of a
conflict between policy and practice in respect of parental involvement in school
governance. Policy expected parents to be involved in school governance, and
assumed that all parents were familiar with the roles of school governors. Parents,
on the other hand, seemed to lack a clear understanding of what school governance
entailed, and what the school governance policy expected from them.Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2007.
37
Jooste, Christina Elsie. "The role of communication in strenthening parent-teacher relationships in primary schools." Diss., 2011. http://hdl.handle.net/10500/5896.
Full textAbstract:
Parent involvement is consistently ranked high among the key components of effective schools, and as a result is one of the brightest prospects for the future of public education. This study sought to develop a reliable measure to strengthen parent-teacher relationships that included previously unidentified aspects. Using a qualitative approach, 27 participants were purposely selected to be interviewed in order to determine the challenges stakeholders face in arranging constructive parent-teacher relationships. In addition to parents-teacher relationships, the goal was to determine the role of school principals in managing effective communication to strengthen these relationships between parents and teachers.
Results identified numerous reliable parent involvement factors reflecting home monitoring, effective school involvement, and educational management. Attitude toward learning and competence motivation of learners learning behavior were positively identified when all stakeholders work together as a team.
Education management that translates high expectations strengthens parent-teacher relationships for the sake of optimal learner development.Educational Studies
M. Ed. (Education Management)
38
Rajin, Krishna Sivalingam. "An investigation into the nature of parental involvement at a rural primary school." Thesis, 2013. http://hdl.handle.net/10413/10652.
Full text
39
"The impact of dialogical reading program on hearing impaired kindergarten and early primary students in Hong Kong." 2002. http://library.cuhk.edu.hk/record=b5896016.
Full textAbstract:
Fung Pan-Chung.Thesis (M.Phil.)--Chinese University of Hong Kong, 2002.
Includes bibliographical references (leaves 46-54).
Abstracts in English and Chinese ; questionnaire in Chinese.
Acknowledgement --- p.i
Table of Contents --- p.ii
Abstract (English) --- p.iv
Abstract (Chinese) --- p.v
Chapter Chapter One --- Introduction --- p.1
Language Development and Hearing Impairment
Positive Home Literacy Environment
Dialogical Reading Intervention for Hearing-Impaired
Children with Hearing Impairment and Their Use of Chinese Language
Objectives of the Present Study
Chapter Chapter Two --- Method --- p.17
Participants
Design
Materials
Design
Procedures
Chapter Chapter Three --- Results --- p.27
Demographics
Preschool and Primary Chinese Literacy Scale
Peabody Picture Vocabulary Test ´ؤ Third Edition
Feedback Questionnaire
Chapter Chapter Four --- Discussion --- p.35
Discussion of the Effectiveness of Dialogical Reading Intervention
Reasons for the Success of Dialogical Reading on Hearing-Impaired
Importance of the Result from the Present Study
Recommendations to Parents and Educators
Limitations and Further Studies
Conclusion
References --- p.46
Appendixes --- p.55
Chapter A. --- Guideline for the Dialogical Reading Group
Chapter B. --- Example of Picture Cards for the Dialogical Group
Chapter C. --- Calendar Checklist for Dialogical and Normal Reading Group
Chapter D. --- Demographic Information Questionnaire
Chapter E. --- Follow-up Questionnaire for the Dialogical Reading Group
Chapter F. --- Follow-up Questionnaire for the Normal Reading Group
40
Ndlovu, Zwelinjani Kingdom. "The nature of participation by the parent component in rural schools governing bodies : a case study of two primary schools in Ntabamhlophe circuit in KwaZulu-Natal." Thesis, 2012. http://hdl.handle.net/10413/9181.
Full textAbstract:
Since the establishment of SGBs in 1996, one of the key problems confronting provincial
education departments has been the building of capacity of SGB members. This is more so in the
previously marginalised and disadvantaged school communities. These structures could not claim
to be democratic enough without the necessary skills and knowledge for parent component
members to participate fully in school governance.
The purpose of this study then, was to explore the nature and function of the parent component of
rural School Governing Bodies (SGB) with regard to school governance as stipulated by the
South African Schools Act, 84 of 1996 (SASA). As it is anticipated that members of the SGBs
and the parents in rural area; cannot lead on the governance issues, this study, therefore, hoped to
identify the barriers that the stop parent component from functioning effectively. Hence, social
capital theory was used to measure the imbalances within the SGBs of two Primary Schools in
Ntabamhlophe Circuit which falls under the Estcourt Circuit Management Centre (Estcourt
CMC).
This is a qualitative research study, situated in the interpretive paradigm with the aim of
investigating the nature and functions of the parent component in the rural School Governing
Body in two primary schools in KwaZulu-Natal. The key question with regard to addressing the
investigation also concerns the parent competencies in practicing the policies as stipulated in
SASA. The secondary questions look at how ‘social capital’ impacts on the rural SGBs as well as
dynamics between policy and practise in relation to decision- making.
This in-depth investigation of parental involvement utilised semi-structured interviews,
observation as well as documents to gather data. The research population for each school
constituted the principal, chairperson of the SGB, two parents, two educators and one noneducator.
As the focus was on the parent component: - the age, qualification and experiences with
regard to school governance was highlighted. This does not mean my study was a quantitative one
as well but this would establish the changes that would have added value to the life of these
parents.
The findings revealed that most of the parent components in the SGBs are unemployed and being
unemployed resulted in poor networking with other SGBs of other schools. Illiteracy is one of the
impediments that impacted negatively towards being involved effectively in the governance of
these two schools. The findings further reveal that parents could not adopt and interpret policies
that pertain to finances as well as administering schools’ property, without explanation by the
principals.Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.
41
Kafu, Hazel Bukiwe. "A historical investigation into black parental involvement in the primary and secondary educational situation." 2000. http://hdl.handle.net/10500/17040.
Full textAbstract:
This study pointed out that without parental involvement in
the children's education, the latter cannot fulfil its pre-set
goals. The family together with the community, have to
contribute a lot to the development and improvement of the
education system.
Implications of
parental involvement, together with parents,
and children's
rights was discussed. The latter fact was
supplemented with the educational laws of South Africa and the
Constitution of the Republic of South Africa.
To determine the problems experienced by teachers in dealing
with parents, concerning school related matters, teachers and
parents' responses are discussed in this study.
In this study America and Britain have been put as examples as
far as parental
involvement in children's education is
concerned.
It was concluded that the government together with the parents have to take drastic steps to rectify the situation in the rural areas of the Eastern Cape Province.Educational Studies
M.Ed. (History of Education)
42
Lotter, Jeanne-Marie. "The development of a reading culture in the Foundation Phase through comprehensive parent involvement." Diss., 2019. http://hdl.handle.net/10500/25463.
Full textAbstract:
This dissertation study, entitled ‘The development of a reading culture in the Foundation Phase through comprehensive parent involvement’, focused on the challenge of developing a reading culture in which a positive change takes place in the learners’ attitudes towards reading and in particular, towards reading for enjoyment, when parents are comprehensively involved in the process. The research is found to be relevant as many of the learners in the participating school showed little to no interest in reading for enjoyment and saw reading merely as a means of studying.
The methodology used in the study is qualitative in nature and included a literature review, case studies and semi-structured interviews. The results of the study showed that the implementation of a comprehensive parent involvement model has a positive impact on the creation of a reading culture. The learners were more inclined to read for enjoyment when their parents participated both in reading programmes and in fun reading activities at home. The learners and parents who actively participated in this study all indicated that they had a greater appreciation of reading for enjoyment after the implementation of the programme. Based on the study findings, recommendations were made for improvements to assist in the issue of creating a reading culture in schools.Die studie getiteld ‘Die ontwikkeling van ‘n lees-kultuur in die Grondslagfase deur omvattende ouerbetrokkenheid’, het gefokus op die uitdaging om ‘n lees-kultuur te ontwikkel waar ‘n positiewe verandering in leerders se gevoel teenoor lees plaasvind, spesifiek lees vir genot, wanneer hulle ouers intensief betrokke is in die proses. Die navorsing is relevant aangesien baie van die leerders in die betrokke skool min tot geen belangstelling getoon het teenoor lees vir genot en het lees bloot as ‘n metode van studie beleef. Die metodologie wat in die studie gebruik was was kwalitatief van aard en het ‘n literatuurstudie, gevallestudies en semi-gestruktureerde onderhoude ingesluit. Die resultate van die studie het getoon dat die implementering van ‘n omvattende ouer-betrokkenheid model ‘n positiewe impak op die ontwikkeling van ‘n lees-kultuur gehad het. Die leerders was meer geneig om vir genot te lees wanneer hulle ouers deelgeneem het aan die lees-program en aan die pret lees-aktiwiteite tuis. Die leerders en hulle ouers wat aktief deelgeneem het aan die studie, het almal aangedui dat hulle ‘n groter waardering vir lees vir genot gehad het na die implementering van die program. Voorstelle om te help met die ontwikkeling van ‘n lees-kultuur is gemaak wat gebaseer was op die bevindings van die studie.
Thuto, e nang le sehlooho se reng 'Ho nts'etsa pele setso sa ho bala ka Sekhahla sa Motheo ka ho kenyeletsa ho kopanyelletsa ha motsoali', ho lebisitse phephetso ea ho hlaolela setso sa ho bala moo phetoho e ntle e etsoang ka maikutlo a barupeluoa ho bala le ka ho khetheha, ho bala bakeng sa thabo, ha batsoali ba ikakhela ka setotsoana mosebetsing ona. Phuputso e fumanoa e le ea bohlokoa ha ba bangata ho baithuti sekolong se kenang sekolo ba sa bontše thahasello ho bala bakeng sa thabo 'me ba bona ho bala feela e le mokhoa oa ho ithuta. Mokhoa o sebelisoang thuputsong ea lipatlisiso e ne e le mokhoa oa boleng bo botle 'me o kenyelelitse tlhahlobo ea lingoliloeng, lipatlisiso tsa liketsahalo le lipuisano tse sa tšoaneng. Liphello tsa phuputso li bontšitse hore ts'ebetso ea kakaretso ea ho kenya letsoho ho motsoali e na le tšusumetso e matla ho thehoa ha setso sa ho bala. Barupeluoa ba ne ba rata ho bala bakeng sa thabo ha batsoali ba bona ba ne ba kopanela ka bobeli mananeong a ho bala le mesebetsing e monate ea ho bala lapeng. Baithuti le batsoali ba ileng ba kenya letsoho thuputsong ena bohle ba bontšitse hore ba ananela haholo ho bala bakeng sa thabo ka mor'a kopo ea ts'ebetso. Ho itšetlehile ka liphuputso tsa lithuto, liphuputso li entsoe bakeng sa ntlafatso ea ho thusa tabeng ea ho theha setso sa ho bala likolong.
Educational Foundations
M. Ed. (Socio-Education)
43
Chindanya, Andrew. "Parental involvement in primary schools : a case study of the Zaka district of Zimbabwe." Thesis, 2011. http://hdl.handle.net/10500/5798.
Full textAbstract:
There is compelling evidence that parental involvement positively influences children’s academic achievement. Its benefits occur across all socio-economic classes. In spite of its significance, parental involvement has received scant attention in Zimbabwe. This qualitative study sought to establish how parents in a materially poor rural district of Zimbabwe were involved in their children’s education. Barriers to their involvement were investigated with the view to overcoming or mitigating them for the benefit of the affected primary school pupils. The attribution theory was used not only to substantially explain the status of parental involvement in Zaka District, but also to generate strategies to promote parents’ participation in their children’s school education. Observation, semi-structured interviews (for school heads), focus group interviews (for parents) and the open-ended questionnaire (for teachers) were used in this qualitative study covering ten primary schools. Respondents were selected through the use of chain reference sampling and sampling by case. A total of one hundred and forty (140) participants were selected. It emerged from the research that parents, teachers and school heads/principals had very limited understanding of parental involvement. They generally thought that it was confined to activities done at school such as payment of school fees and levies, providing labour for the construction or renovation of school buildings and providing teaching/learning resources. Most teachers, school heads/principals and parents believed that parents were too poor and too lowly educated to meaningfully be involved in their children’s education. However, there were a few parents who believed that their socio-economic status did not prevent them from participating in their children’s education. They actually indicated useful ways in which they could be involved. The research also revealed that parents, school teachers and school heads/principals made wrong attributions about themselves and each other in connection with limited parental involvement in their schools. Both school staff and parents, after identifying barriers to involvement, were willing to learn about how they could overcome or mitigate the barriers. They believed that the challenges they were facing regarding parental involvement were capable of resolution.Teacher Education
D. Ed. (Education Management)
44
Ngwenya, Victor Chaboneka. "Managing parental involvement with education in Zimbabwe." Thesis, 2010. http://hdl.handle.net/10500/4264.
Full textAbstract:
Parental involvement (PI) in school governance is an international acclaimed worldwide practice and is viewed as a major topic in current educational reforms. This study investigated the management of PI programmes in public schools within the jurisdiction of Bulawayo Metropolitan Province in Zimbabwe. The Total Quality Management (TQM) framework was employed as attempts were made to bring all stakeholders on board in the pursuit of quality education. To achieve this thrust, literature on the historical developments which obtained in the United States of America, China and South Africa on the phenomenon was reviewed. Further to that, the models of PI which influenced the adoption of what has obtained in Zimbabwean public schools were cited too. In the process the legal statutes which mandated PI programmes in operation were explored in detail. Data for this study was obtained by means of a quantitative approach involving questionnaires with precoded responses from a sample of 51 education managers and 47 school governors. The major findings of the empirical investigation was that PI is juridical and the bulk of the parents want to be engaged in both formal and informal academic issues of the school business as long as such engagement is well planned and organised. This collaboration of the minds and efforts does not only enhance the management style of the education manager but also the realisation of academic excellence in schools as both parties collectively embark on a quality conscious crusade. Generally, parents in this province were found to be less meddlesome when it comes to the professional governance of the school system, thus making the bulk of schools in this region “conflict free zones”. Disturbing though was the failure by parents to be engaged in the conception of the school vision and mission statement. Finally, the engagement of parents in the management of PI programmes has been recommended in this thesis as it has been found to be genuine, transparent, human resource oriented, dialogical and accountable if citizen participation in school governance is to be envisaged within a democratic framework. Orientation workshops and seminars can be manned for this purpose if home-brewed PI models meant to enhance ownership, commitment and motivation are to be realised. In that way, a customised educational menu may be approximated.Teacher Education
D. Ed. (Education Management)
45
Obayopo, Rofiat Omolola. "Parental involvement in primary schools : a case study of three socio-economic disparate schools in Ile-Ife, Nigeria." Diss., 2017. http://hdl.handle.net/10500/24438.
Full textAbstract:
Parental involvement (PI) in three socio-economic disparate primary schools in Ile-Ife in Nigeria was investigated in the study. The study explored the effect of socio-economic status on PI using three schools representing the Lower socioeconomic status (LSES), Middle socio-economic status (MSES) and Higher socioeconomic status (HSES). The study reported how parents of three different income groups practice and perceive PI and how teachers perceive PI at the schools and what their expectations are regarding PI. The data used for empirical investigation was drawn from 15 parents and 15 teachers at each of the three schools. The parents were selected using convenience sampling and were individually interviewed while teachers are selected by purposeful random sampling and data was collected using focus group interviews and survey questionnaires. Results shows that parents’ available time, interest, level of education, social capital, parent-teacher contact and socio-economic status (SES) affected PI of which time, SES and interest were the most important factors affecting PI. PI is evidenced in all SES groups as joint cooperation between parents and teachers in support of children’s scholastic pursuit. The study suggests that, contrary to conventional opinion, parents of LSES generally have high educational goals for their children and evidence noteworthy PI practices. PI should be strengthened by building on existing positive endeavors and addressing areas of PI which are lagging behind. Strategies to strengthen these endeavors are recommended in conclusion of the study.Educational Leadership and Management
M. Ed. (Education Management)
46
Mekonnen, Wakjira Girma. "Experiences of parents' involvement in the management of primary schools in Oromiya National Regional State, Ethiopia." Thesis, 2017. http://hdl.handle.net/10500/24562.
Full textAbstract:
The study investigated parents’ involvement in managing primary schools in Oromiya National Regional State, Ethiopia. The main concern of this study revolved around the challenges that lead to the decline in parental involvement in their children’s schooling, low stakeholders’ participation in the management of primary schools, lack of awareness of students and their families on the school context that leads to increased rates of learner achievement. Furthermore, the study investigated the existence of conflict in role perception manifested in assuming that schools could play their roles in children’s education without parents’ interference, and both parties working together for their children’s achievements.
In the study, a qualitative research methodology was employed. This qualitative study examined parental involvement in their managing primary schools through semi-structured interviews with five primary school principals, five parent –student teacher association chairpersons and 12 parents who had children in elementary school through focus group discussions.
The findings of this research were centred around families’ participation in their children’s learning, understanding how parental involvement enhances learners’ achievements, views of schools and teachers on parental involvement, school assistance of parents in their parenting tasks and strategies to allow parents to take part in their children’s schooling.
The conclusion drawn from this study is that the Ethiopian educational policy tries to advocate parental involvement in managing primary schools for improving educational quality at its level and through obtaining better family school governance experiences. School principals and PTA chairpersons did not seem to appreciate the possible advantages that could emanate from complete parental involvement in managing elementary schools. The study recommends approaches to manage and use schools, human and material resources, ways to involve uneducated parents in school management to use their indigenous knowledge in their children’s schooling, and parental involvement in managing primary schools in rural and semi-urban areas differs from other situations.Educational Leadership and Management
D. Ed. (Educational Leadership and Management)
47
Makgopa, Masiye Ephraim. "Teacher expectations of parental involvement : a case study of two primary schools." Diss., 2012. http://hdl.handle.net/10500/9352.
Full textAbstract:
The importance of a collaborative engagement between parents and teachers in order to enhance learning in the classroom is so great that the two parties seem inseparable. In this study the teachers indicated that they need the assistance of the parents of the learners whom they teach for them to do well. On the other hand, the parents are also keen to lend a helping hand, since it is the future of their children which is at stake. The challenge that emerges from this situation is that, more often, there is a breakdown in communication. The teachers and parents blame each other, especially when the learners do not perform well at the end of a year. The teachers will say the parents did not do anything to help their children with their schoolwork, while the parents will insist that the teachers failed to do their work. It is of utmost importance to stop the blame-game, but rather to seek ways in which both groups can help the learners to do well in the classroom.
The teachers need to inform the parents how they (the teachers) expect them to play their part in helping their learners with their schoolwork. Informing parents about their roles and how they may play them is very important, because then the parents will be able to meet the teachers’ expectations, whereby teaching and learning will be facilitated. The ultimate beneficiaries will be the learners, because they will receive education which is well-coordinated by both the teachers and the parents. The collaboration between teachers and the parents will be guided because the kind of parental involvement will be an informed one. The engagement between teachers and parents will yield good results, because in the process they will help each other to find strategies that will assist the learners in the classroom. This study intends to ascertain from the teachers how they expect the parents to help their children with their schoolwork. It seeks to establish what the teachers’ perceptions are regarding parental involvement, that is, what they think it is, and how they think it should be. Two teachers from two primary schools in the Mogalakwena District of Limpopo Province were used in order to collect the data. These teachers clearly indicated that, indeed, the parents can be of great help, because they can touch some aspects that the teachers cannot reach in the lives of the learners.
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They, however, also suggested ways in which the parents are supposed to help their children with schoolwork. The study also explored ways how the roles that the parents must play are communicated to the parents. The researcher’s aim was to explore the teachers’ expectations of parental involvement, and also possible ways in which it can be communicated to the parents.Recommendations were made to the policymakers to refer to when they draw up policies for the governance of schools.Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
48
Monyela, Esther Diboaneng. "Home factors related to poor academic performance in North West primary schools." Diss., 1999. http://hdl.handle.net/10500/17500.
Full textAbstract:
A literature and an empirical study were undertaken to investigate home factors affecting the
academic performance of a group of learners in three primary schools in the Brits district.
From the literature it became evident that the early years of an individual's life are critical for
development, especially cognitive development. Parents, as a child's primary educators have an
important role to play in their child's cognitive development. By establishing a
challenging and stimulating environment in which the child is exposed to a variety of
experiences, the parents can enhance their child's cognitive development and by implication
his/her later academic performance. Various other factors such as parental involvement,
expectations, parenting style and home background were found to affect a child's academic
performance.
In the empirical study a group of academic achievers and underachievers were compared with regards
to early cognitive stimulation received, degree of parental involvement and the quality of
their homes.Psychology of Education
M.Ed. (Specialisation in Guidance and Counselling)
49
Joshua, Jennifer Joy. "Guidelines for language teachers in assisting disadvantaged learners in the junior primary phase." Diss., 1995. http://hdl.handle.net/10500/17031.
Full textAbstract:
The Junior primary teachers have the task of catering for the needs of pupils of varying
abilities in their charge. With the admission of culturally different groups of children (many
of them from disadvantaged communities) to schools previously accustomed to having one
cultural group, this task of catering for the needs of pupils presents a problem as teachers
are not trained to deal with disadvantaged children.
The aim of this study was to formulate scientifically sound guidelines according to which
class teachers can plan and implement language programmes for disadvantaged learners.
In order to formulate such guidelines, a theoretical investigation was undertaken on normal
language development and on the effects of disadvantagement on the scholastic and
language performance of the child. Various programmes available for disadvantaged
learners which are being implemented in other countries were evaluated.
On the basis of these findings guidelines were suggested to class teachers for planning
language programmes for disadvantaged learners.Teacher Education
M. Ed. (Orthopedagogics)
50
Mahlangu, Rosina. "The effective functioning of a school governing body: a case study in selected schools." Diss., 2008. http://hdl.handle.net/10500/1321.
Full textAbstract:
The purpose of this study was to investigate the functioning of the SGB's in public primary
schools. For this purpose, the researcher collected data from both past and recent literature
and three public primary schools in the Ekurhuleni South district in Gauteng regarding how
effectively SGB's are functioning. Observations of the proceedings were undertaken during
SGB several meetings. Unstructured interviews, with a small purposive sample of
informants, supplemented the data obtained from the observations. All the data collected in
this way were analysed, discussed and synthesised.
The major findings of this study are: The efforts made by the DoE to provide training; this
was regarded as inadequate to address the complex problems experienced by SGB's.
It is therefore recommended that the DoE should provide more intensified SGB
developmental training programmes for SGB's and that further research be undertaken
regarding the effectiveness of SGB's in public primary schools in South Africa.Educational Studies
M.Ed. (Education Management)