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published_or_final_version / Public Administration / Master / Master of Social Sciences

吳明欽 = Supply and demand of primary one school places in Hong Kong ... / 手稿本影印本. / Thesis (M.A.)--香港中文大學敎育學部. / Shou gao ben ying yin ben. / Includes bibliographical references (leaves 197-204). / Wu Mingqin = Supply and demand of primary one school places in Hong Kong ... / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue bu. / Chapter 第一章 --- 序言 / Chapter 1.1 --- 研究動機 / Chapter 1.2 --- 研究對象 / Chapter 1.3 --- 研究目標 / Chapter 第二章 --- 理論架構 / Chapter 2.1 --- 前言 / Chapter 2.2 --- 理論架構 / Chapter 2.3 --- 其他 / Chapter 第三章 --- 研究方法和限制 / Chapter 3.1 --- 研究方法 / Chapter 3.2 --- 研究限制 / Chapter 第四章 --- 背景簡介 / Chapter 4.1 --- 前言 / Chapter 4.2 --- 香港的小學學位供應的評估 / Chapter 4.3 --- 公共屋邨興建小學的決策步驟 / Chapter 4.4 --- 香港的小一入學決策 / Chapter 4.5 --- 公共租住屋邨的輪候政策 / Chapter 4.6 --- 屯門新市鎮的人口及階層特色 / Chapter 4.7 --- 小結 / Chapter 4.8 --- 管治原則和諮詢組織 / Chapter 4.9 --- 三層架構 / Chapter 4.10 --- 地方行政 / Chapter 4.11 --- 壓力團體活動 / Chapter 4.12 --- 小結 / Chapter 4.13 --- 段落介紹 / Chapter 第五章 --- 大學區階段（八一年至八二年） / Chapter 5.1 --- 前言 / Chapter 5.2 --- 事件過程（初期） / Chapter 5.3 --- 事件過程（中期） / Chapter 5.4 --- 事件過程（後期） / Chapter 5.5 --- 參與單位 / Chapter 5.6 --- 利益主場 / Chapter 5.7 --- 資源擁有 / Chapter 5.8 --- 協商策略 / Chapter 5.9 --- 小結 / Chapter 5.10 --- 綜合分析 / Chapter 第六章 --- 安定友愛區階段（八三年至八四年） / Chapter 6.1 --- 前言 / Chapter 6.2 --- 事件過程（初期） / Chapter 6.3 --- 事件過程（中期） / Chapter 6.4 --- 事件過程（後期） / Chapter 6.5 --- 參與單位 / Chapter 6.6 --- 利益主場 / Chapter 6.7 --- 資源擁有 / Chapter 6.8 --- 協商策略 / Chapter 6.9 --- 小結 / Chapter 6.11 --- 綜合分析 / Chapter 第七章 --- 第七章：蝴蝶灣區階段（八五年至八六年） / Chapter 7.1 --- 前言 / Chapter 7.2 --- 事件過程（初期） / Chapter 7.3 --- 事件過程（中期） / Chapter 7.4 --- 事件過程（後期） / Chapter 7.5 --- 參與單位 / Chapter 7.6 --- 利益主場 / Chapter 7.7 --- 資源擁有 / Chapter 7.8 --- 協商策略 / Chapter 7.9 --- 小結 / Chapter 7.11 --- 綜合分析 / Chapter 第八章 --- 第八章：綜合分析及結論 / Chapter 8.1 --- 前言 / Chapter 8.2 --- 參與單位 / Chapter 8.3 --- 利益主場 / Chapter 8.4 --- 資源擁有 / Chapter 8.5 --- 協商策略 / Chapter 8.6 --- 對理論的發現 / Chapter 8.7 --- 對現實的發現 / Chapter 8.8 --- 結論 / Chapter 附錄（一）： --- 屯門小學學校網區分佈情況 / Chapter 註解 --- 第一章註解 / 第二章註解 / 第三章註解 / 第四章註解 / 第五章註解 / 第六章註解 / 第七章註解 / Chapter 書目 --- 參考書目 / Bibliography

Thesis (MPA.) --University of Limpopo / Parental 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.

With introduction of Free Primary Education in Lesotho, teachers are now leading and managing classrooms with increased numbers of orphans and vulnerable children (OVC). This study seeks to understand how teachers lead and manage classrooms with OVC. It explores the experiences of teachers who lead and manage classrooms with OVC, and the support they receive from School Management Committees (SMCs) in their leadership and management of classrooms with OVC. Transformational leadership and democratic classroom management theories are used as theories underpinning the study. The study is located within the interpretive paradigm. It employs a qualitative approach. The data was collected from three primary schools in the Leribe dissemination centre in Lesotho. One community school and two church schools were sampled. Nine participants (3 from each school) were purposively selected. One teacher each was selected from the three different levels of teaching from each primary school. Semi-structured interviews with open-ended questions were used to generate data. The findings reveal that teachers experience increased existence of poverty among OVC, which is illustrated by severe hunger, lack of basic requirements like food, clothing and educational support. Teachers have formulated different strategies to deal with these issues in their classrooms. When difficult issues arise the principals play an important role in helping the teachers. Unfortunately, there is less support for teachers from other SMC members. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.

Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Kathleen Casey; submitted to the School of Education. Embargoed until Dec. 20, 2008. Includes bibliographical references (p. 234-249).

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Earl Woodruff.