Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 121-126).

M.Ed. / Globally parent education is on the increase. This is due to the realisation that parents play a vital role in the development of their children and children in turn play a vital role in determining a country's future. Alarming phenomena such as the increase in suicide, substance abuse, rape, violence, depression, eating disorders and other psychological problems resulted in the questioning of the appropriateness of current parenting practices. Urban black parents in South Africa experience increasing pressure. The radical changes that occur globally in almost all dimensions of life also have an impact on them. The impact of these changes on parents are further intensified by political change, crime, violence, poverty and the challenge to raise children amidst diverse cultures and rival world views. Parent education can play a preventative and curative role in these circumstances. There is however, a lack of context relevant parent education programmes for these parents. The only available programmes are western ones based on individualistic principles. This study is premised on the assumption that the meaning of a construct cannot be transferred to another context without the risk of serious distortion. Therefore the objective of this study was to generate relevant themes that should be included in a parent education programme for urban black parents as well as guidelines for the implementation thereof. A qualitative research design was chosen to gather detailed and specific information from respondents residing in black urban communities. Workbooks completed by teachers who followed a course in parent education were analysed and four focus groups were conducted. The data thus gathered were analysed, coded and organised into categories and themes. The first theme that emerged from this analysis was that parents experience a great need for training in general life skills, including knowledge about normal child development, the expectations of schools from children, and the skills to prepare children sufficiently for fulfilling these expectations. Other needs identified were knowledge and skills on discipline, communication, conflict resolution, family relations, emotions, sex education and self management. The second theme that emerged was the important and responsible role of parents as educators. They emphasised the responsibility of parents in guiding their children with regard to their physical and psychological needs. The third theme revolved around the conflicting cultural experiences of urban black parents. These conflicts emanated from traditional gender stereotyping as well as from the highly individualistic environment in schools and the workplace that often clash with their cultural historical backgrounds. This cultural mid-position between different cultures, values and world views requires a serious review and evaluation of current parenting practices. This explains the urgent need for parent education expressed by participants in this study. Based on these finding the study concluded with proposals for parent education programmes

Thesis ( M.A. (African languages)) --University of Limpopo, 2013 / The study discovered that above mentioned situation has hardly changed English in the in the school under review is fill medium of instruction of the majority of learners,power of Afrikaans. A major recommendation of the study is that African languages should be introduced as medium of infraction for African language speakers in all former model school

Thesis (Ph.D.)--Antioch University, 2006. / Title from PDF t.p. (viewed April 11, 2007). Advisor: Carolyn B. Kenney. Keywords: place-based education, school culture, leadership, portraiture, program evaluation, urban elementary, environmental education. Includes bibliographical references (p. 126-139).

Thesis (Ph. D.)--University of Chicago, Committee on Human Development, 2002. / Includes bibliographical references. Also available on the Internet.

Sibling research in the past twenty years has moved away from a focus on particular variables such as sex differences, birth order, and rivalry, to a more searching investigation of the influences of sibling interaction. In this study the contribution of sibling dyads to cognitive growth is explored. Of particular interest were the implications of learning style for academic performance. To investigate the informal learning context of black township children from an ecological perspective, the household family structure and community networks are also considered. Twenty eight sibling dyads were divided into two groups on the basis of tutor's age. The older group comprised ten to thirteen year olds, and the younger group six to nine year olds. Each tutor had a younger sibling, not attending pre-school, who was the tutee for the tasks. Tutor-pairs were presented with puzzle-tasks designed to test Western-type academic competencies. Videotaped interactions were subjected to a behavioural micro-analysis coded into seven categories, originally devised for a previous study of mother-child interaction that utilised the same tasks, and adapted to highlight certain teaching strategies. Vygotsky's (1978) zone of proximal development provides the matrix for the discussion of results in conjunction with Feuerstein's (1980) concept of mediated learning experiences which are interpreted within a multicultural context. Using both quantitative and qualitative approaches, the findings are presented in terms of teaching style. Age and sex differences are discussed. Comparisons are made between this study, other local studies, and an American sample. Related research findings, including crosscultural studies, are considered in relation to the particular problems of black education. Home interviews yielded information about educational and occupational levels in the community studied. These provide the setting for sibling transmission of culture. Family caretaking roles reveal a broad social base for urban blacks, with siblings contributing a substantial proportion. Educational perspectives, as well as future research possibilities, are considered. The results suggest that despite the limitations of child tutors due to varying maturational factors, siblings can offer a unique resource for promoting and extending intrafamilial cognitive growth, particularly for a society in transition. / Thesis (M.A.)-University of Natal, 1986.

No description available.

This creative project attempted to help six indigent black kindergarten mothers from an inner city school community to develop better self-concepts through a systematically planned sequence of workshop sessions conducted by the author.The sessions were on good grooming and charm, physical fitness and diet, home planning and budget, social activities and political awareness.The Tennessee Self Concept Scale and the Sentence Completion Test were administered to the six mothers pre and post. A comparative evaluation of test data indicated a decrease in conflict of emotions by the Sentence Completion Test and an increase in the total positive score by the Tennessee Self Concept Scale.The writer concluded that progress was made toward the development of better self-concepts by the mothers as a consequence of these experiences.

The purposes of this study were (1) to identify through the Teacher Problem Inventory the perceived problems of selected teachers of two different types of Catholic elementary inner-city schools in Chicago and (2) to compare through the California F-Scale the perceived problems of open and closed-minded inner-city teachers of selected Catholic elementary schools in Chicago. Responses of the teachers to the Teacher Problem Inventory were considered in relation to the teachers': age, sex, race, number of years taught in the inner-city, type of schools, open or closed-minded and religious or lay teachers provided the basis for data analysis.

Thesis (Ph. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 238-251).