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Supporting families through collaboration : an analysis of Oregon Even Start partnershipsBrinkman, Dane A. 30 June 1998 (has links)
In recent years interorganizational collaboration has increasingly been
emphasized as an important step for addressing inefficiencies in the delivery of human
services. Among the many benefits of collaboration described by human service authors
are the creation of a more consumer-friendly service system, more efficient use of
available resources, and avoiding service duplication. During the Spring and Summer of
1996, six focus groups were conducted in Oregon to assess the quality of collaboration
between local social service providers and Even Start, a federally funded family literacy
program. The federal Even Start legislation required that all Even Start programs
collaborate with social service providers in their local communities to improve services
for families and avoid duplication of services.
This study examined data from the Even Start focus groups using a three-level hierarchical model to determine the approximate level of collaboration that existed in each of six Even Start communities. Results of the analysis indicated that collaboration in
three of the six Even Start communities was at or near coordination, the middle level of the three-level model. Collaboration in the other three communities appeared to be somewhere below the lowest level of the model, cooperation. Although agencies at such
a minimal level of collaboration may consider each other partners, they are likely to have
limited knowledge about each other's operations and clients.
Because three of six Even Start communities fit below the lowest level of the
model, the model had limited utility for this analysis. However, for interagency
relationships at higher levels, the model was effective in helping to find the approximate
intensity of collaboration. Although the primary focus of the model used in this analysis
was on collaboration intensity, a comprehensive evaluation of collaboration would
include numerous additional variables, especially outcomes related to the purposes of the
interagency relationship.
Several lessons learned during the course of this study have implications for future research. First, by creating data sets that are amenable to examination from multiple perspectives, qualitative methods offer unique flexibility for data collection in secondary circumstances such as the present study. Second, it is likely that collaboration in occurs in varied patterns, few of which resemble the highest levels of collaboration advocated by authors in the field. Finally, rather than broadly encouraging human service organizations to move toward the highest levels of collaboration, researchers need to provide answers to basic questions about what forms of collaboration are most helpful, in which circumstances, and why. / Graduation date: 1999
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A survey of family involvement in schools : the Corvallis, Oregon School District familyMcCoy, P. K. 01 June 1995 (has links)
Graduation date: 1996
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Political transformations: hearing Latina mothers' voices in the educational policymaking processSobel, Andrew Dana 28 August 2008 (has links)
Not available / text
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Parental involvement in the education of learners in the Vhuronga II circuit.Tshishonga, Matodzi Thalitha. January 2009 (has links)
Thesis (MTech. degree in Education.)--Tshwane University of Technology, 2009. / The improvement of the teaching-learning process in schools is enhanced by the involvement of parents in their children's learning. Parental involvement has the capacity to create a partnership between the most important role players in the education system, namely; teachers, parents and learners. According to this approach, parents are the most effective and reliable individuals who play a significant part in their children's education. The aim of this study is to investigate the nature of parental involvement in the education of learners in the Vhuronga II Circuit.
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Parent education: a case of a secondary school in Hong KongTo Chan, Bik-lai, Julie., 杜陳碧麗. January 1994 (has links)
published_or_final_version / Education / Master / Master of Education
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Parental involvement in integration of children with physical disabilities in mainstream schoolsKwan, Wai-fan., 關慧芬. January 2003 (has links)
published_or_final_version / abstract / toc / Education / Master / Master of Education
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Parental involvement in private violin lessons : survey of teacher attitudes and practicesKalverboer, Kenda. January 2008 (has links)
The primary research question of this paper examines teachers' philosophies concerning parental involvement and pedagogical practices. Specifically, what are violin teachers' attitudes and practices concerning parental involvement? Secondary research questions were formulated as a result of major topics arising from the review of literature and focused on how and why teachers formed their personal philosophies towards parental involvement. The following research is unique in that it defines the concept of parental involvement directly from the perspective of the teacher. Because anyone teacher oversees the development of many violin students, he/she is in an extraordinary position to comment on factors, conditions and behaviours across a large sample of students with differing types and degrees of parental involvement. Specifically, this study investigates factors of parental involvement that violin teachers believe to have a positive impact on student success.
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What are the factors that militate against or facilitate parental involvement in school governance? A comparative case study of two public primary schools in the northern suburbs of PIetermaritzburg, KwaZulu-Natal, South Africa.Ramisur, Praversh. January 2007 (has links)
Apartheid education in South Africa created and maintained deliberate inequalities
between schools serving the Indian, Coloured and African communities on one hand
and the White population on the other hand. The advent of democracy in South
Africa in 1994 addressed a range of issues, one of which was school governance.
The South African Schools Act of 1996 was a bold attempt by the government to
address issues like school governance. This act created a new school-governance
landscape based on a partnership between the state, schools, learners, parents,
school staff and the local communities.
The aim of this study was to establish reasons why parental involvement is muted in
some public schools but more active in other public schools. The participants in the
study were parents, school principals and the chairpersons of the school governing
bodies of the two schools. The purpose of the study was to listen to differing
perspectives on why parents were involved, or not involved, in school governance.
The research used both quantitative and qualitative methodology to gather data, and
it assumed the form of a comparative case study of the two schools. A survey
questionnaire and semi-structured interview were used as data collection
techniques. Findings of the study revealed that those parents who were involved in
school governance did so because they wanted to be of assistance to both their
children, as well as the schools their children attended. In addition, parents who
were not involved in school governance cited different reasons for their noninvolvement,
ranging from a lack of time, a lack of knowledge and skills, as well as
institutional difficulties at the schools their children attend. There was evidence of a
conflict between policy and practice in respect of parental involvement in school
governance. Policy expected parents to be involved in school governance, and
assumed that all parents were familiar with the roles of school governors. Parents,
on the other hand, seemed to lack a clear understanding of what school governance
entailed, and what the school governance policy expected from them. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2007.
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Parental involvement and academic performance in selected secondary schools in Kwa-Zulu Natal.Narain, Mageshni. January 2005 (has links)
This research project attempted to examine the relationship between parental involvement / Thesis (M.Ed) - University of Kwazulu-Natal, 2005.
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Parental involvement in a rural residential special school : a case study.Ngwenya, Priscilla Thulisile. January 1996 (has links)
This study investigates the work that is currently being done to promote contact between home and school at a residential school situated in a rural area of KwaZulu- Natal. The school serves primary school children with physical disabilities between the ages of five and seventeen years. The subjects in this study were twenty five parents, teachers, learners, and support staff. The research methodology was in the form of a qualitative case study. Individual interviews, focus group interviews, observation as well as document analysis were used to investigate the nature and extent of parental involvement, the areas in which parents participated, and how the school supported parents and the learners. The results revealed that the school acknowledges the value of parents a partners, and has initiated a parent involvement programme. Parents are involved in structures created by the school, namely, a parent teacher association, parent groups in the communities, learner adoption scheme. However, findings revealed that in a number of important areas parents are not equal partners. These are school governance, curriculum decisions regarding their children, choice of school placement, and admission and discharge of their children. An important finding was that in residential schools, because parents are not part of the immediate school community the concept of "parents as partners" is difficult to achieve. Most rural parents live great distances away from the school. Time, distance, work commitments, family commitments, and financial constraints make participation almost impossible. An implication of this study is that if residential schools continue to exist there is a need for the school to take cognisance of the various contextual factors that influence parental involvement in such a setting. Schools should find creative ways to overcome barriers that may exist. Schools need to be aware of recent policy developments regarding the rights of parents, for example, the South African Schools Act. Issues such as parent participation in school governance, their right to choice, and their rights regarding educational decisions on their children, enshrined in policy documents need to be, addressed collaboratively with parents. Another important implication is that policy makers need to review the role of large residential schools in meeting the educational needs of children with disabilities, in particular the long term goal of children gaining full citizenship in their communities. / Thesis (M.Ed.)-University of Natal, 1996.
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