Thesis (E.Ed.)--The Sage Colleges, 2009. / "A Doctoral Research Project presented to Associate Professor Daniel Alemu, Doctoral Research Committee Chair, School of Education, The Sage Colleges." Suggested keywords: professional learning communities; distributed leadership; superintendent; principal; teachers leaders; rural schools; leadership; leadership roles; leadership practice; vision; mission. Includes bibliographical references: (p. 59-65).

Thesis (Ph.D.)--Pennsylvania State University, 2005. / Mode of access: World Wide Web.

Thesis (Ph. D.)--University of Chicago, 1935. / Photolithographed. "Private edition, distributed by the University of Chicago libraries." Bibliography: p. 245-248.

Pub. also as Thesis (Ph. D.)--Columbia University, 1937. / Cover title: The preparation of rural elementary teachers. Map on cover.

Thesis (Ph. D.)--Columbia University. / Vita. Bibliography: p. 159-169.

Parental involvement is one of the key requirements that are laid down by fundamental policies on schooling in South Africa. The policies include National Education Policy Act No 27 of 1996 and South African Schools Act No 84 of 1996. However, various schools in this country have generally not met this requirement effectively. The situation is more prevalent in the rural schools where parents either do not participate at all or their participation is minimal. The researcher investigated the factors that were behind the lack of parental involvement in rural schools. A specific focus was in rural schools of Mthatha District. The schools were chosen because of their proximity to the researcher and noted constant reports on the lack of parental involvement. The primary targeted population were the parents whose learners were schooling in the two selected rural schools of Mthatha District, which were Pazima J.S.S and Xonyeni J.S.S The researcher used stratified sampling to ensure better coverage of population and to achieve better precision or accuracy. This was done by dividing the parents into homogenous groups like, gender, age, sex and etc. The researcher used both quantitative and qualitative research methods. The designs that were used were survey and interviews. Questionnaires and interview schedule were developed and administered to parents of the two selected schools. These methods were judged to be appropriate as some of them might not be able to read and write. In addition to that, it was within acceptable procedures of collecting data in both qualitative and quantitative study. There were limitations and delineations and some of them included that the study was confined only to Mthatha District. The researcher selected only two schools and other schools were excluded. The study investigated only parents of the senior phase level and other phases were not involved. The researcher collected data from the parents of two selected schools i.e. Pazima J.S.S and Xonyeni J.S.S using questionnaires and interviews. Questionnaires were administered to parents who were able to read and write and for those parents who could not read and write interviews were conducted. The data was analysed using a pool- table method and out of 74 parents used as the sample for the study most parents were ranging between 32 and 39 years. The study was dominated mainly by female parents and most parents had learners in grade 8&9. Most of the parents in the study were married and they were unemployed with J.S.S. as their highest qualification. The six research questions asked were: (a) Is lack of relationship between the schools and the homes of learners one of the causes for lack of parental involvement in rural schools of Mthatha District? (b) Is lack of co-operation by parents in the education of their children one of the causes for lack of parental involvement in rural schools of Mthatha District? (c) Is illiteracy of parents one of the causes for lack of parental involvement in rural schools of Mthatha District? (d) Is employment of parents one of the causes for lack of parental involvement in rural schools of Mthatha District? (e) Is lack of parental participation in school governance and management one of the causes for lack of parental involvement in rural schools of Mthatha District? (f) Is lack of communication between parents and the teachers one of the causes for lack of parental involvement in rural schools of Mthatha District? The findings showed that there was no relationship between the schools and the homes of learners and parents were co-operating at all. Most of the parents were illiterate, unemployed married females who have cultural activities to perform which made them not to be involved in their schools. Communication between the schools and homes of the learners was lacking and parents were not actively participating in school governance and management in their schools. The recommendations from this study were that, for lack of co-operation workshops for both parents and teachers on team building and teacher – parent relations were recommended. For illiteracy problem implementation of ABET classes was recommended. Circulars issued by the Department relating to parental involvement should be read and discussed by both parents and teachers. Communication skills needed to be improved so as to maintain good home-school relationship. Workshops on how to elect school governing bodies and on their roles and their responsibilities were recommended. In conclusion parents are very important stakeholders in education so they need to be highly involved in the education of their children.

A thesis submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Masters of Education in the Department of Curriculum and Instructional Studies at the University of Zululand, South Africa, 2013 / The aim of this study was to pursue an investigation into educators’ perception of discipline in rural high schools. To establish educators’ perception of discipline in high schools and to investigate the role code of conduct of learners plays in exercising effective discipline in secondary and high schools. From the literature study it became clear that the purpose of discipline is to maintain order by assisting learners to realise the value and necessity of obeying disciplinary rules and to accept responsibility for their behaviour. The purpose of discipline rules in schools (code of conduct for learners) is to establish an orderly, safe and productive school environment, devoted to a culture of teaching and learning. Therefore, effective implementation of discipline rules will promote positive discipline, self-discipline and exemplary conduct as learners learn by observation and experience. For the purpose of the empirical investigation a self-structured questionnaire completed by educators in secondary and high schools, was utilised. The questionnaires were analysed by means of descriptive statistics. In conclusion, a summary was presented on the findings of the literature and empirical study and the following are some of the recommendations that were made: • Preventative approaches to manage discipline in the classroom. Emphasis to be placed on positive discipline which teaches learners self-discipline, tolerance and accountability. • Techniques of discipline, procedures to deal with discipline; alternatives for punishment. • Workshops that will cater for all educators in identifying forms of discipline be organised. • Short courses that focus on strategies to exercise discipline in the classroom be conducted. • School environment should take advantage of technological advances and install security cameras that assist to detect learner indiscipline as educators cannot be everywhere at any given time.

Thesis (M.Ed. (Education)) - Rhodes University, 2007. / In partial fulfilment of the requirements for the degree of Master of Education (English Language Teaching)

Thesis (MEdPsych (Educational Psychology)--Stellenbosch University, 2008. / The Eastern Cape Province of South Africa is predominantly rural in nature. Many schools within the province are under-resourced in terms of the minimum school equipment such as school furniture, telephones, photocopiers, learner resource material (textbooks), electricity, water ablution facilities, audiovisual equipment and, in many instances, even educators. In the light of the above, it was decided to gain a deeper understanding of the barriers that learners face in learning mathematics in grade 8 in schools in the rural areas of the Eastern Cape Province. A mixed methods research design using both quantitative and qualitative methods was employed, in order to generate data to shed light on the research question. Biographical information of the learners and educators was gained. Six schools were selected and their grade 8 mathematics learners were used in the research. The learners completed a numeracy and mathematical literacy test as well as questionnaires regarding their attitudes to mathematics and literacy. Focus group interviews were also conducted with the participants for the purposes of collaboration of information derived from the test and biographical questionnaire. From the analysis of the data collected, several possible barriers were identified. Among these are that learners exhibit attitudinal barriers towards learning mathematics, they do not make serious attempts to solve problems once they encounter difficulty. The educators seem to lack the mathematics competencies to handle their teaching. They still teach instrumentally in the way they were taught, which could constitute a barrier to the learning. The educators' interaction with the learners takes place only in the classroom time and is therefore limited. A lack of a reading culture among the learners were found. Learners therefore experience difficulties in comprehending mathematical texts because of inadequate vocabulary and reading skills. Learners experience lack of support in their home environments. Basic and prerequisite numeracy skills do not seem to have been acquired at the necessary levels in earlier grades. Various recommendations have been made for all stakeholders involved in the study – educators, caregivers, and the Department of Education in the Eastern Cape Province. The following recommendations were made for educators: they should make an effort to educate themselves on new trends in teaching methodologies. In this regard, educators should use a consistently open-ended teaching approach, accepting alternative views, leaving issues open, and encouraging independent enquiry and participation by means of learner-centred activities. Specifically, educators must refrain from teaching as an attempt to deposit knowledge in the learners through direct instructions but rather adopt the constructivist perspective. It was also recommended that to improve numeracy competency among learners, educators should not just teach mathematics or depend entirely on mathematics but be conscious of the fact that although numeracy may be taught in mathematics classes, to be learned effectively, learners must use it in a wide range of contexts at school and at home, including entertainment and sports. For caregivers, the following recommendations were made: Caregivers serve as a crucial link to their children's movement through the mathematics machinery and as such schools must find a vehicle to support and promote this partnership. Caregivers' involvement in learners' work will be a motivating factor for learners. Even if the caregivers themselves have no formal education, their mere concern and involvement in the learners' work will stimulate their interest and enhance performance. The study also recommends to the Eastern Cape Provincial Government that there is the need to provide adequate infrastructure in rural secondary schools. Furthermore, there is also the need to provide the necessary educator and learner support materials and ensure that there are enough qualified mathematics educators in the schools. It was also recommended that appropriate incentives be given to the educators of mathematics to motivate them to higher performances.

Thesis (Ed. D.)--University of Wyoming, 2006. / Title from PDF title page (viewed on Dec. 21, 2007). Includes bibliographical references (p. 106-118).