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Tirisano' : die verkenning van uitdagings en meganismes tot vennootskap met drie landelike skole in die Wes-KaapJansen, Zenda B 12 1900 (has links)
Thesis (MEd (Special education))--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The value of partnerships within the South African education system has for many
years been emphasised by various researchers. It is only since the first democratic
election in South Africa in 1994 that the government was committed to the extension
of partnerships between schools, parents, learners and the community on both local
and national level. In Article 29 of the Constitution (RSA, 1996a) parents are given
the assurance that the state will execute their role as educational partner. The state
also gives other partners enough scope to implement their educational partnerships
according to their worldview and philosophy of life.
The aim of this study was the exploration of challenges and mechanisms for
partnership between three rural primary schools and the Department of Educational
Psychology and Specialized Education, now referred to as the University of
Stellenbosch (US), as tertiary institution. The needs expressed by the particular
schools, the social consciousness role of the US within the community and thirdly the
empowerment role of partnerships served as motivation for the study. A
constructivist, interpretative paradigm was used and the research design can be
classified as empirical research with primary data generating textual data. The
literature review explored the challenges within systems, mechanisms for
partnerships and different systems within partnerships in view of a meta-theoretical
frame of reference.
The research results regarding challenges within specific systems are summarized
under three headings, namely positive findings, negative findings and differences of
opinion. Results regarding the exploration of the partnership shows that the
researcher throughout the study consistently recognised the uniqueness of each
school; trusting relationships were established; the schools were continuously
involved in all the processes; a partnership of collaboration was emphasised; the
processes were continuously evaluated and the schools were predominantly positive
about the collaborative partnership with the US.
The findings of this study have important implications for the further exploration of
partnerships between schools and persons and/or institutions on both local and national level. The positive results accomplished through this partnership with the
three schools acts as motivation for further extension of partnerships.
Recommendations serve as foundation for a partnership of consultation,
collaboration and teamwork between schools and other systems. / AFRIKAANSE OPSOMMING: Die waarde van vennootskappe binne die Suid-Afrikaanse onderwys is reeds vir jare
deur verskeie navorsers beklemtoon. Dit is egter eers sedert Suid-Afrika se eerste
demokratiese verkiesing in 1994 dat die regering hom verbind het tot die uitbou van
vennootskappe tussen skole, ouers, leerders en die gemeenskap op beide plaaslike
en nasionale vlak. In Artikel 29 van die Grondwet (RSA, 1996a) word aan ouers die
versekering gegee dat die staat sy rol as opvoedingvennoot sal deurvoer. Die staat
gee ook aan ander vennote genoeg ruimte om hulopvoedende vennootskappe
volgens hul bepaalde wêreld- en lewensbeskouing in skole uit te leef.
Die doel van hierdie studie was die verkenning van uitdagings en meganismes tot
vennootskap tussen drie landelike primêre skole en die Departement
Opvoedkundige Sielkunde en Spesialiseringsonderwys, voortaan na verwys as die
Universiteit van Stellenbosch (US), as tersiêre instelling. Die behoeftes uitgespreek
deur die betrokke drie skole, die US se sosiale bewustheidsrol binne die
gemeenskap en derdens die bemagtigingsrol wat vennootskappe inhou het as
motivering gedien. Daar is vanuit 'n konstruktivistiese, interpretatiewe paradigma
gewerk en die navorsingsontwerp kan geklassifiseer word as empiriese navorsing
met primêre databronne wat tekstuele data genereer. Die literatuuroorsig het gepoog
om aan die hand van 'n meta-teoretiese verwysingsraamwerk ondersoek in te stel na
uitdagings binne sisteme, meganismes tot vennootskappe en verskillende sisteme
binne vennootskappe.
Die navorsingsbevindinge rakende uitdagings binne bepaalde sisteme word bondig
saamgevat onder drie hoofde, naamlik positiewe bevindinge, negatiewe bevindinge
en meningsverskille. Bevindinge ten opsigte van die verkenning van die vennootskap
het aangetoon dat die navorser deurentyd die uniekheid van elke skool erken het;
dat In vertrouensverhouding gebou is; dat die skole sover moontlik op In
deurlopende basis in al die prosesse betrek is; dat die navorser deurlopend klem
gelê het op In vennootskap van samewerking; dat prosesse deurlopend geëvalueer
is en dat die skole oorwegend positief was oor die vennootskap van samewerking
met die US. Die bevindinge van hierdie studie hou belangrike implikasies in vir die verdere
verkenning van vennootskappe tussen skole en persone en/of instansies op beide
plaaslike en nasionale vlak. Die positiewe resultate behaal deur hierdie vennootskap
met die drie skole moet dien as aansporing vir verdere uitbouing van
vennootskappe. Aanbevelings wat dien as grondslag vir 'n vennootskap van
samewerking, konsultasie en spanwerk tussen skole en ander sisteme word gedoen.
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The role of the teacher support team in preventing early school dropout in a high schoolTerhoeven, Liezl January 2009 (has links)
Thesis (MEd (Educational Psychology))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: This study aims to establish whether the support of the Teacher Support
Team (TST) might have an impact on High School learners to stay in school.
My specific focus was on how the TST members experienced the support that
was given to learners and how learners experienced the support given to
them. I used a basic interpretive design. I used focus group discussions and
semi-structured interviews. My study shows that the TST of a High School
needs to have a proper structure to function in building resilience in learners.
A proper structure will enable them to develop a healthy support system that
could address the various barriers in learning that learners may encounter. All
the role players, who were involved in the research, knew their rights and
responsibilities towards this process. I conclude by acknowledging the
limitations of this study and recommending further research. / AFRIKAANS OPSOMMING: Hierdie ondersoek is daarop gemik om vas te stel in watter mate die
ondersteuning van die Onderwys Ondersteunings Span (OOS) ‘n invloed het
op Hoërskool leerders om op skool te bly. My spesifieke fokus was op hoe die
lede van die OOS die ondersteuning, wat hulle vir die leerders gebied het,
ondervind het en hoe die leerders die ondersteuning, wat hulle by die OOS
ontvang het, ondervind het. Ek het van fokusgroepe en semi-gestruktureerde
onderhoude gebruik gemaak. My ondersoek toon dat die OOS van Hoërskole
‘n meer gestruktureerde stelsel nodig het waarbinne hulle kan funksioneer. ‘n
Gestruktureerde stelsel sal verseker dat daar ‘n gesonde ondersteunings
sisteem gebou word. Dit sal ook verseker dat leerders met leerstoornisse se
behoeftes aangespreek kan word. Alle rolspelers was ten volle bewus van hul
verantwoordelikheid in die navoringsproses. Ten slotte wil ek, in die lig van
sekere tekortkominge wat by hierdie studie ervaar is, verdere navorsing op
hierdie terrein aanbeveel.
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The role of the community in supporting schools in dealing with selected community based problemsMabade, Avhurengwi Samson 12 1900 (has links)
On t.p.: MPhil in Education (Education and Training for Lifelong Learning) / Thesis (MPhil)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: In the South African Schools Act, the principles of partnership and co-operation are strongly
emphasised. The community is given authority by the Department of Education to support the
school.
This research is focused on the role of the community in supporting schools in dealing with
community-based problems such as drug abuse and poverty. The aims of this research were to
determine ways and means in which the relationship between the community and the school could be
promoted, to investigate how the community supports the school in dealing with community-based
problems and to find ways and means by which the school can involve the community.
In this research quantitative and qualitative methodologies were used to collect the data.
Questionnaires were used as quantitative technique while interviews were used as qualitative
technique. Questionnaires were completed by the learners from the four selected schools within the
Khakhu community, educators from the same four schools, and community members. The
respondents for each of the three groups were selected randomly. The quantitative data was
processed using the statistical package for the social sciences. The quantitative data was broken
down into its constituent parts to enable the researcher to find answers to the research questions. The
qualitative data was reduced by breaking it down into categories and by finding trends and clusters of
responses.
The findings of the research revealed that drug abuse is a problem for both the community and the
school. Schools alone cannot deal with drug abuse without the involvement of parents.
It has been found that there are parents who do not want to visit the schools even when invited. Most
of the community members do not know that the smooth running of a school and good learners'
performance result from community involvement in school affairs. If the community could be
involved in school activities, some of the community-based problems could be minimised or prevented. The community and the school are two inter-dependent structures, which should support
each other. The community and the school should work together.
The research indicated that both the community and the school are ready to support each other. A
strong relationship between the community and the school is a possible solution to the problems of
drug abuse and poverty. The principle of partnership and co-operation are part of the solution to the
problem.
Educators should encourage the community to participate in the smooth running of the school. They
should also recognise the importance of the community in dealing with community-based problems.
Sound relationships between the community and the school should be promoted.
Some of the recommendations in this research could help the community and the school in dealing
with these community-based problems. Therefore, the community should support schools in dealing
with community-based problems. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse Skolewet beklemtoon die beginsels van vennootskap en samewerking baie sterk.
Daar word deur die Departement van Onderwys aan die gemeenskap 'n mandaat gegee om die skool
te ondersteun deurdat die skool in der waarheid deur die gemeenskap besit word.
Die fokus van hierdie navorsing is op die rol wat die gemeenskap kan speel om aan skole
ondersteuning te gee om gemeenskapsgebaseerde probleme soos dwelmmisbruik en armoede te
hanteer. Die doel van die navorsing is om metodes en middele te vind waardeur die verhouding
tussen die skool en die gemeenskap verbeter kan word, om vas te stel hoe die gemeenskap die skool
ondersteun in die hantering van gemeenskapsgebaseerde probleme en om metodes en middele te vind
waardeur die skool groter gemeenskapsbetrokkenheid kan verkry.
In hierdie navorsing is kwantitatiewe en kwalitatiewe metodes gebruik om data te genereer en in te
samel. Om kwantitatiewe data te genereer en te versamel is van vraelyste gebruik gemaak terwyl
onderhoude gebruik is om kwalitatiewe data te genereer en in te samel. Die teikengroep wat gebruik
is om die vraelyste te voltooi het bestaan uit leerders en opvoeders van vier geselekteerde skole in die
Khaku-gemeenskap asook lede van daardie gemeenskap. Die respondente vir elk van hierdie drie
groepe is ewekansig gekies. Die Statistiese Pakket vir die Sosiale Wetenskappe (SPSS) is gebruik
om die data te verwerk. Die kwantitatiewe data is verdeel in verbandhoudende dele ten einde die
navorser in staat te stelom antwoorde op die navorsingsvrae te vind. Die kwalitatiewe data wat
verkry is uit die onderhoude is gekodifiseer en in verbandhoudende kategorieë verdeel sodat tendense
uit die data verkry kon word.
Die bevindinge van die navorsing het bevestig dat dwelmmisbruik 'n probleem vir beide die skool en
die gemeenskap is. Die skool kan nie alleen teen hierdie euweloptree as die ouers en dus die
gemeenskap nie ook betrokke is nie. Ouerbetrokkenheid by die sake van die skool is 'n probleem,
want ouers het aangedui dat hulle nie betrokke wil raak by die skool nie, selfs al word hulle genooi.
Die bevindinge dui daarop dat die meeste lede van die gemeenskap nie besef dat die gladde funksionering van die skool en goeie prestasie deur die leerders afhanklik is van die gemeenskap se
betrokkenheid by skoolaangeleenthede nie. Indien die gemeenskap betrokke kan raak by
skoolaktiwiteite, kan sommige gemeenskapsgebaseerde probleme ten minste voorkom of tot 'n
minimum beperk word. Die gemeenskap en die skool is interafhanklik en behoort mekaar te
ondersteun en saam te werk. Die bevindinge van die navorsing dui daarop dat die skool en die
gemeenskap gereed is om mekaar te ondersteun. 'n Gesonde verhouding tussen die skool en die
gemeenskap is 'n moontlike oplossing vir die probleme van dwelmmisbruik en armoede. Die
beginsel van vennootskap en samewerking maak deel uit van hierdie oplossing.
Opvoeders behoort gemeenskapsbetrokkeneheid by die gladde funksionering van die skool aan te
moedig en erkenning te gee aan die belangrike bydrae wat die gemeenskap kan lewer in die hantering
van gemeenskapsgebaseerde probleme. Gesonder verhoudings van samewerking en ondersteuning
tussen die skool en die gemeenskap moet voortdurend aangemoedig word.
Sommige van die aanbevelings wat in hierdie navorsing gemaak word, kan die skool en die
gemeenskap help om gemeenskapsgebaseerde probleme te hanteer, en die gemeenskap moet die
skool bystaan en ondersteun in die hantering van hierdie probleme.
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A study of the collaborative team approach in education support services in the Western Cape.Tau, Mamathealira Irene January 2006 (has links)
<p>In South Africa, some of the problems experienced in moving towards an inclusive education system are a lack of resources, a lack of commitment and a poor understanding of how to aid successful inclusion. The implementation of inclusion is a process that has been initiated by Education White Paper 6 (Dept. of Education, 2001) and is still in the process of developing the necessary education support. This study aimed to investigate the collaboration between the District Based Support Team, the School Based Support Team and the School Governing Body which represents the parents. The main objective was to investigate how the above bodies support and assist learners who experience barriers to learning, development and participation through a collaborative and consultative problem approach.</p>
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An Investigation of Conflicts in the Perceptions of Band Directors, School Administrators, and Selected Members of the Community About Their Respective Band ProgramsWhitelegg, Clifford Paul 12 1900 (has links)
The purpose of the study was to investigate conflicts in the perceptions of band directors, band parents, band students, and selected school personnel regarding the role and scope of their respective band programs. The problems were to examine the relationships among these four groups in terms of selective perception, perceptual constancy, and polarization. Questionnaires were developed in order to survey the senior public high schools in Cedar Rapids, Iowa. In addition to demographic data, the questionnaires included perceptions about public performances, marching, concert, and jazz bands; contests and festivals; and other band related activities which might be desirable in a band program. The questionnaires concluded with opportunities for open-ended comments and suggestions about the survey instrument and the band program. Statistical computations included one-way analysis of variance, chi-square test, frequency counts, and cross-tabulations. Qualitative analyses and reports of interviews helped to clarify and interpret all statistical findings.
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Práticas hibridizadas de socialização e projetos em uma escola rural do interior do estado do Rio Grande do Sul : a comunidade na escola, a escola na comunidadeBattisti, Juliana January 2016 (has links)
Esta pesquisa tem como objetivo descrever as orientações de letramento de crianças de uma turma de primeiro e terceiro ano do Ensino Fundamental I de uma escola pública estadual, localizada na zona rural do sul do Brasil, bem como investigar a presença e os usos da escrita das crianças e dos seus familiares fora do contexto escolar. A pesquisa foi realizada por meio de trabalho de campo de nove meses, que envolveu a geração de dados etnográficos na escola e na comunidade por meio de observação participante, gravação audiovisual das aulas, entrevistas com os professores e membros da comunidade, registros fotográficos e coleta de documentos. A fundamentação teórica que orientou todo o processo investigativo está baseada nos Novos Estudos sobre Letramentos (HEATH, 1982,1983, 2012; STREET, 1984; BARTON, 2007), os quais entendem letramento como um conjunto de práticas sociais que envolvem a leitura e a escrita e que estão inscritas em um contexto cultural específico. Os principais conceitos que guiam este trabalho são o de letramento (BARTON; HAMILTON, 1998), eventos de letramento (HEATH, 1982) e práticas de letramento (BARTON, 2007). Por meio da análise dos dados, concluímos que há, dentro da escola, orientações de letramento alinhadas à valorização de um conhecimento construído socialmente e que está diretamente conectada à configuração socioeconômica dos grupos que fazem parte da comunidade investigada. A escrita medeia um encontro entre a vida que está fora da escola e a vida que se faz dentro, estabelecendo determinadas funções para o letramento. Nessa escola, saber ler e escrever serve para: ser agricultor; ser cidadão do mundo; ser pesquisador. Além disso, constatamos que as crianças e os seus familiares são membros de um grupo social que usa a escrita de diferentes maneiras e para diversos propósitos em suas vidas e que as crianças acabam por se envolver em práticas de letramento ligadas ao mundo adulto, seja como participantes ou apenas observadores. Além disso, averiguamos que há uma relação complexa entre identidades social de gênero/ser agricultor e letramentos. O presente estudo pretende dar visibilidade às práticas de letramento dos membros e das crianças que vivem em uma comunidade rural em diferentes contextos, abrindo caminhos para que a instituição escolar reconheça e valorize o conhecimento que essas pessoas trazem para a escola, desconstruindo uma visão deficitária sobre populações rurais. / This study aims to describe the literacy orientations of children from first and third grades of an elementary public school located in a rural area in southern Brazil, as well as to investigate the presence and uses of writing at school, at home, and in other scenarios. The study involved nine months of ethnographic fieldwork, wtih participant observation, audiovisual recording of classroom settings, interviews with teachers and other members of the community, photographic records, and document collection. The entire theoretical investigative framework is based on the New Literacy Studies (HEATH, 1982.1983, 2012; STREET, 1984; BARTON, 2007), which understand literacy as a set of social practices involving reading and writing inscribed in a specific cultural context. The main concepts that guide this work are literacy (BARTON, HAMILTON, 1998), literacy events (HEATH, 1982) and practices of literacy (BARTON, 2007). From the data analysis, we could conclude that there is, in the school, literacy guidelines aligned with the promotion of a socially constructed knowledge, and it is directly connected to the socio-economic configuration of the groups who are part of the community. Writing mediates a connections between life that is out of school and life that happens inside of it, establishing determined functions for literacy. In this school, reading and writing are used to: be a farmer; be a citizen of the world; be a researcher. In addition, we found that children and their families are members of a social group that uses writing in different ways and for different purposes, as well as the children end up getting involved in literacy practices related to the adult world, either as participants or observers of them. Moreover, we found that there is a complex relationship between social identities of gender, the social identity of being a farmer, and literacies. This study aims to give visibility to the literacy practices of members and of children living in a rural community in different contexts, opening ways for the school institution to recognize and to value the knowledge that these people bring to school, deconstructing a deficit view of rural populations.
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The relationship between preschool teachers' beliefs about school readiness and classroom practice in Tennessee child care programsDenny, Joanna Hope. January 2009 (has links)
Thesis (Ph. D.)--University of Tennessee, Knoxville, 2009. / Title from title page screen (viewed on Mar. 10, 2010). Thesis advisor: Priscilla Blanton. Vita. Includes bibliographical references.
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Pursuing an ethic of care a case study of one female superintendent /Rico, Rachelle G. January 1900 (has links)
Title from title page of PDF (University of Missouri--St. Louis, viewed March 3, 2010). Includes bibliographical references (p. 208-227).
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A study of the collaborative team approach in education support services in the Western Cape.Tau, Mamathealira Irene January 2006 (has links)
<p>In South Africa, some of the problems experienced in moving towards an inclusive education system are a lack of resources, a lack of commitment and a poor understanding of how to aid successful inclusion. The implementation of inclusion is a process that has been initiated by Education White Paper 6 (Dept. of Education, 2001) and is still in the process of developing the necessary education support. This study aimed to investigate the collaboration between the District Based Support Team, the School Based Support Team and the School Governing Body which represents the parents. The main objective was to investigate how the above bodies support and assist learners who experience barriers to learning, development and participation through a collaborative and consultative problem approach.</p>
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Historical events leading to the state take over of the Paterson, New Jersey school system : video and written materials /Martin, P. W. January 1995 (has links)
Thesis (Ed.D.)--Teachers College, Columbia University, 1995. / Includes tables and appendices. Typescript; issued also on microfilm. Sponsor: Frank Smith. Dissertation Committee: Francis Ianni. Includes bibliographical references (leaves 272-274).
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