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Colleges across the nation are increasingly interested in improving retention of students. Many universities have begun offering workshops and courses targeted at improving study skills in academically underprepared students with the goal of helping students succeed in higher education and continue enrollment. The impact of such courses on study skills themselves has been supported, but prior research has not examined the courses impact on students' beliefs about their ability to succeed in college - that is, their levels of academic self-efficacy. This study examined pre- and post-test levels of academic self-efficacy in college students enrolled in a study skills course in comparison to students not enrolled in such a course. Results indicated that students identified as academically underprepared did indeed have lower levels of skill and academic-self efficacy than students not enrolled in study skills courses, and students enrolled in study skills courses had greater increases in academic self-efficacy than comparison students.

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Given the many school choices available to parents, there is a need to understand the reasons parents of a child who is gifted choose to keep their child in his/her current school. Parents* satisfaction with their child*s school and their academic growth is essential to continued enrollment of the child in that school (Abdulkadiroglu, Angrist, & Pathak, 2011; Van Tassel-Baska, 2006). The parents* decision to keep their child who is gifted enrolled in their current school may be influenced by factors within the school as well as those factors outside of the school. The purpose of this study was to research factors that may influence the parents* decision to keep their child who is gifted enrolled in their current school. The research studied parental perceptions of academic support, social and emotional support, and principal support for gifted education for their child who is gifted and the parents* willingness to keep their child who is gifted enrolled at their current school. The target group in the study was parents of children who are gifted and enrolled in a very large urban school district but did not include parents of children who are gifted and also have a disability. The research included the analysis of a survey and follow-up interview questions with parents of a child who is gifted and enrolled in the very large urban school district. There were 683 survey responses out of 4,401 total parents surveyed with a return rate of 16%. The low return rate is considered a limitation of the study and it is recommended to conduct additional research on the majority of parents who did not participate in the survey. Follow-up interviews were conducted with 10 randomly selected parents of children who are gifted and enrolled in the very large urban school district. The survey and interview data was coded and analyzed using IBM SPSS Statistics. There were two research questions that guided the development of the research process and the analysis of data. The first question focused on indicators of parent satisfaction that included academic needs met, social and emotional needs met, and principal support for gifted education. The survey and interview data yielded mixed results with parents split between the belief that their child*s academic needs were met, social and emotional needs were met, and that their child*s principal was supportive of gifted education. The second research question considered the relationship between the three indicators of parent satisfaction and the parents* willingness to consider enrolling their child in a school solely for students who are gifted. The results showed that there is a statistically significant relationship between the parents* belief that their child*s academic needs were met and the parents* consideration to send their child to a school solely for students who are gifted. However, there was a lack of evidence to establish a relationship between parent*s belief about their child*s social and emotional needs or the parents belief that their child*s principal was supportive of gifted education. The implications of the study are numerous. There are enough parents willing to consider sending their child to a school solely for students who are gifted to support opening the school. The majority of the survey participants had elementary school children; therefore, consideration should be focused on opening an elementary school for students who are gifted. Long range planning is needed to determine how to support the school for students who are gifted as well as the impact of transferring the students from one school zone to the school for students who are gifted. The literature reflected the diverse nature of the parents* satisfaction with academic support, social and emotional support, and principal support for gifted education and revealed that when the parents* are satisfied it does not guarantee that the parent will keep their child enrolled in their current school. The need for on-going communication between the school and the parents are critical to keeping the student enrolled in their current school. Further research is needed to determine the beliefs of parents with children who are gifted and identify themselves as Black, Hispanic, Asian, or another race since the majority of the survey participants were White. More research is also needed to determine the reasons why large numbers of parents would consider sending their child to a school solely for students who are gifted regardless of their satisfaction levels with school support. In addition, further research needs to be conducted to determine why parents would choose to keep their child enrolled in their current school when the parents believed their academic or social and emotional needs were not met or their principal was not supportive of gifted education.

The study involves an in-depth case study on the leadership task of the grade heads at a private secondary school in Gauteng with the main research problem arising as: After defining the leadership task of grade heads at a private secondary school in Gauteng, how important do the learners in the grade view the individual grade head tasks to be? From the mixed-method research conducted, it stems that the leadership tasks of the grade head (and also the grade head system as a whole) have a positive impact on the learners and the holistic school environment. Therefore, it is recommended that the particular school under study continue with the structure of grade seven roles of the teacher as this provides a clear background for an organised educative approach to leadership within a grade head system.heads and that the leadership roles of the grade head continue to function within the seven roles of the teacher as this provides a clear background for an organised educative approach to leadership within a grade head system. / Educational Management and Leadership / M.A. (Education Management)

Thesis (PhD (Curriculum Studies))--Stellenbosch University, 2008. / In this study the experiences of a group of first-year Extended Degree Programme (EDP) students were explored in order to obtain insight into their acquisition of academic literacy. The study was undertaken against the backdrop of a higher education sector that is facing an increasing influx of first-year students on the one hand, and poor retention rates on the other. In South Africa, where the opening up of access to higher education for all citizens has become a political imperative, the need to address the undesirable dropout rate is self-evident. Students’ poor performance at university is often linked to their under-preparedness for higher education studies, and an important aspect of such under-preparedness is their academic literacy. In this context academic literacy is seen as knowing how to speak and act within a particular discourse, and the reading and writing that occur within the discipline as tools through which to facilitate learning. While some students acquire academic literacy by virtue of their participation in the discourse community of the relevant discipline, this is not always so for students who are less prepared for higher education studies. In response to the disconcerting retention rates, higher education institutions have implemented academic support programmes to address the needs of students who enter university with poor school results. One such intervention at Stellenbosch University is the Extended Degree Programme in the Faculty of Arts and Social Sciences, which makes provision for students to extend their first academic year over two years. Since 2006 EDP students have also been required to register for an academic literacy module and it is this group that comprises the focus of this study. Using a case study design, this qualitative, interpretive inquiry was characterized by multiple data collection methods. In this way qualitative data that pointed to the perceptions of the students and some of the lecturers who taught the EDP classes were generated via semi-structured interviews, focus group interviews, observation and content analysis. In addition, descriptive quantitative data was collected and this further contributed to generating the rich, in-depth data that characterize case study research. The analysis of the data was undertaken according to a three-tiered approach, in which the results of the empirical inquiry were first analysed per data source and then themes and trends across all the data sources were identified. Ultimately, these findings were interpreted according to an explanatory framework. The study highlights a number of important issues, key of which is that providing an academic literacy module for under-prepared students can facilitate the acquisition of academic literacy, particularly when such provision seeks to support the different discipline-based mainstream modules. Another important finding of the study emphasizes the extent to which institutional factors, such as increased student numbers, have placed pressure on university infrastructure and human resources. The impact of this situation filters down to the first-year classroom and negatively influences student learning. Finally, the results of the study question prevailing notions about under-prepared students as all of the students in the study, irrespective of their backgrounds and levels of sophistication, attested to the significant challenges that entry into the academic community posed for them. The findings of this study, while specific to the context in which it was undertaken, contribute to the growing body of knowledge in the field of academic development within higher education and the role of academic literacy in student learning.

The study involves an in-depth case study on the leadership task of the grade heads at a private secondary school in Gauteng with the main research problem arising as: After defining the leadership task of grade heads at a private secondary school in Gauteng, how important do the learners in the grade view the individual grade head tasks to be? From the mixed-method research conducted, it stems that the leadership tasks of the grade head (and also the grade head system as a whole) have a positive impact on the learners and the holistic school environment. Therefore, it is recommended that the particular school under study continue with the structure of grade seven roles of the teacher as this provides a clear background for an organised educative approach to leadership within a grade head system.heads and that the leadership roles of the grade head continue to function within the seven roles of the teacher as this provides a clear background for an organised educative approach to leadership within a grade head system. / Educational Leadership and Management / M.A. (Education Management)

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