Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2022 / The purpose of the study was to investigate the barriers to parents supporting their children’s learning. The objectives were to determine the factors that impede parents from supporting their children’s learning and to find mitigating strategies thereof. The study further compared the practices in three types of schools, that is, the rural, township and suburban schools. The theory guiding the study was Lafaele and Hornby’s the explanatory model. The study used a qualitative research approach within an interpretivist paradigm. A phenomenology study design was used. The research study was undertaken in three high schools (rural, township and suburban) in the Volksrust Circuit. The sample of participants comprised of the principal, a Departmental Head (DH) and six parents serving in the school governing body (five from the suburban school) form each school. Data were collected using semi-structured interviews and document analysis of the policies on parental involvement. They were analysed using thematic analysis. The study found that school-based barriers such as methods and reasons for communication, parental involvement policies and the language used in teaching and learning hinder parental involvement in children’s education. Parent and family based barriers such as work dynamics, knowledge of subject content, level of education, culture and delegated duties were also identified as barriers for parental involvement. The study also found that age of learners is a contributing child factor which hinders parental involvement in children’s education despite parents’ willingness to support their children’s learning. The study concludes that parental involvement is a dynamic phenomenon and that schools should not make decisions based on assumptions but on facts. Thus, this study recommends the use of technology, and other methods of communication, transformation in school structures, capacity building and the development of ‘Action Teams’ to enhance parental involvement in children’s education. / ETDP SETA (Mpumalanga)

The Alternative Primary Program (APP), a classroom strategy for accommodating the academic readiness levels of entering first grade students, was implemented in two schools with high concentrations of economically disadvantaged students. For identification purposes, students were designated as Regular and Transitional First Grade students by utilizing existing school district guidelines, but were grouped heterogenously in reduced class size groups rather than being placed in self-contained classes. After two years in this setting, academic progress in the area of reading by students in the two pilot school sites was examined to determine the relative progress of Regular and Transitional (identified) students in comparison to one another. A second comparison was made to determine the relative progress of students in the APP with students moving through the same two schools in a previous student cohort. Heterogenously grouped students were evaluated periodically with an instrument used to assess pre-literacy stages of development including: Sense of Story, Sense of Word, Spelling Awareness, Letter and Word Recognition. The experimental instrument used in the study monitors student progress through three continuous stages of pre-literacy development. Assessment of students is carried out by classroom teachers for the purpose of directing instruction and determining appropriate instructional strategies for classroom use. The analysis of data produced by this measure and relating this data to other more traditional forms of reading achievement was one of the purposes of this study. Information produced by the Stages Assessment instrument was found to be reliable as an early indicator of readiness for reading instruction and predictive of later reading achievement. Multivariate analysis of variance techniques were used to analyze reading dependent variables. Multiple regression and discriminant analysis were used to analyze the relationship among reading achievement measures and indicators of reading readiness, including stages assessment data. Methodological limitations regarding the use of intact groups and problems relating to program implementation in a period of change are discussed. / Ph. D.

Doctor of Philosophy / Curriculum and Instruction Programs / John A. Hortin / This dissertation investigated parental roles in mediating television, music, and the Internet for their children--specifically their fifth graders. Seventy two parents, representing forty seven fifth graders took part in the study. The Television Mediation Scale (Valkenburg, Kremar, Peeters, & Marseille, 1991) provided a framework for the instrument used. Parents were asked a series of questions dealing with television, music, and the Internet. Responses were given on a four point Likert scale. Additionally, participants were asked to estimate the amount of time spent with each medium, discuss the rules in place, the concerns they have with the media, and what principles guide their decisions about how their child uses each type of media. Regarding television, results indicated that parents utilized the restrictive mediation style in which parents set rules for viewing television programs or even prohibit certain shows from being seen. Although parents report using restrictive mediation, more than likely co-viewing is being used most frequently (Weaver & Barbour, 1992). This is plausible when applied to this study considering how close the Mean values are between restrictive mediation (3.36) and co-viewing (3.28). Statistically, no significant findings were reported in regards to music and Internet mediation. However, from a qualitative viewpoint, a wealth of data was gathered regarding the guiding principles and rules that are in place in each home regarding the media. Overall, parents report being knowledgeable of the media that their child uses and are comfortable with the rules in place and the principles that guide their decisions. The results of the study indicate that parents are aware of how their child/children interact with the media but an element of education for parents and even educators in the schools may be missing. Parents must stay abreast of new technologies and continually monitor ways in which their child/children use that technology. If parents believe that they are helpless against the power the media has over their children they are conceding a loss to the media's influence. However, if parents stay involved in their child's life and stay up-to-date on the newest technologies and what children gain from using this technology, then there is no reason to believe that we are powerless against the media.

The purpose of this study was to ascertain the relationship of formal elementary education to the social, cultural, economic and physical environment of the Bedouin in Hail Province, Saudi Arabia. Saudi Arabia has modernized rapidly, but the Bedouin have remained isolated from the urban changes. A total of 240 Bedouin elders were interviewed in group meetings in the Bedouin camps. Eight teachers who taught hygiene, history, geography, mathematics, and reading and forty students selected by the use of random tables were interviewed at Al Zahra elementary school in Mawqiq village which was near the Bedouin camps. The researcher designed a set of questions to find cultural characteristics of the tribe as well as attitudes toward education and the value of formal education to the Bedouin either in their nomadic existence or in the village. A cultural ecology approach was used in analyzing the data. Much of the information obtained through fieldwork was not available from other sources at this time. The researcher observed the social environment, analyzed school textbooks, and reviewed current literature on the subject of Bedouin education. The Bedouin environment was found to be a harsh desert setting, but the Bedouin had a long and proud history. Neither local geography nor history of the Bedouin was included in the school curriculum. Textbooks did not include Bedouin culture, and teachers did not encourage discussion or applications of learning to the Bedouin students. It was discovered that the Bedouin had not changed as much as the rest of the country, and were in need of special educational programs in order to enable them to fit into the modern world of Saudi Arabia whether they stayed in the desert or went to find jobs in the city. Using a cultural ecological perspective, it was found that the school was not integrated into other features of Bedouin society. The information developed by this study can be used by other researchers to enable them to plan programs especially for the Bedouin children in school, to write new textbooks, to train teachers to work with Bedouin students, and, in general, to understand and appreciate the Bedouin culture as it exists today and has existed for many centuries.

Anxiety, in excess, has been found to have a crippling and often debilitating effect on both adults and children. It can affect all aspects of their lives and can lead to psychiatric disorders. This study was initiated by the researcher's observation that more children of all ages, referred to her private practice, were suffering from high levels of anxiety than in previous years. A literature study was conducted into the phenomenon, anxiety, in order to establish: * the different types of anxiety; * the different theories of anxiety; * the development of anxiety in young children; * the effect anxiety has on primary school children generally and specifically on their emotional, sexual, social, cognitive and moral development; * the symptom formation and psychosomatic illness caused by anxiety; * the disorders of childhood and adolescence caused by anxiety; and * the means of assessing and treating anxiety in primary school children. The researcher then assembled a battery of standardised tests to assess anxiety in primary school children and devised a therapy, namely Hypno-p1ay therapy, to treat anxiety in primary school children. An idiographic study was then conducted on six primary school children, identified as suffering from high levels of anxiety. These children were assessed on the battery of tests, designed specifically to analyse their different types of anxiety, namely state and trait; general and test; free-floating and manifest; overt and covert and normal and neurotic. These results were then interpreted holistically, viewing the child within his life-world and attempting to make meaning of his anxiety within this context. Three of these children were then given Hypno-playtherapy on a regular basis for 8-12 sessions and were thereafter reassessed on two questionnaires, to ascertain whether their anxiety levels had been reduced by the therapy. Other aspects, such as causes and symptoms of anxiety, were also reviewed. Findings in the empirical investigation appear to confirm that anxiety can be identified in primary school children by means of a psychometric assessment, consisting of a variety of tests and can be treated uccessfully by Hypno-play therapy. / Psychology of Education / D. Ed. (Psychology of Education)

This research investigated the extent to which the Inclusive Education policy (Education White Paper 6) has been implemented in primary schools in the Wakkerstroom Circuit in Mpumalanga province since its inception in 1997. The investigation took place during the period between March 2013 and July 2014. The people who participated in this study were primary school teachers, including four principals from the sampled primary schools; the representative from the district-based support team, Inclusive Education Department (curriculum implementer); and the circuit manager of the Wakkerstroom Circuit. Data was collected from teachers using a questionnaire, and structured interviews were used to collect data from the district-based support team representative and from the Circuit manager. Data from the questionnaire was analysed statistically, and data from structured interviews was analysed qualitatively. Results showed that the Inclusive Education policy was not implemented in primary schools in the Wakkerstroom Circuit as it was planned by the Department of Education and described in Education White Paper 6. Recommendations included the availability of an implementation guide for primary schools regarding Inclusive Education; involvement of stake holders in the implementation of Inclusive Education (parents and experts in different relevant fields); involvement of primary school teachers in planning the Inclusive Education policy; providing primary schools accommodating learners with special education needs with relevant resources; and training of in-service primary school teachers in Inclusive Education. / Inclusive Education / M. Ed. (Inclusive Education)

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No description available.

Thesis (MEdPsych)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: This study was undertaken to explore the asset-based approach to community involvement with learners with learning barriers. The extent to which the asset-based approach serves as an extension of the medical and ecosystemic models as well as the role of the educational psychologist was examined. Action-research was used in a qualitative research design that entailed a study of learners with learning barriers of the ELSEN-Unit at Parow Preparatory School. The utilization of the community's assets was directed at the stimulation and further development of the learners' identified assets. It was found that the collaborative relationship within the asset-based approach contributes to community involvement with learners with learning barriers. The study further showed that certain aspects of the medical and ecosystemic models are still utilized during the application of the asset-based approach. However, the latter approach serves as an extension of these existing models, as the focus is directed at the identification and mobilization of the learners' and the community's assets, rather than at their shortcomings and needs. The extension of the medical and ecosystemic models in the management of learners with learning barriers implies certain degree of role modification an expansion of the educational psychologist. The findings concerning the role of the educational psychologist within the asset-based approach is examined and discussed. / AFRIKAANSE OPSOMMING: Hierdie studie is onderneem om die bate-gebaseerde benadering tot gemeenskapsbetrokkenheid by leerders met leerhindernisse te ondersoek. Die mate waarin die bate-gebaseerde benadering dien as 'n uitbreiding van die mediese en ekosistemiese modelle, asook die rol van die opvoedkundige sielkundige word ondersoek. In In kwalitatiewe navorsingsontwerp is gebruik gemaak van aksie-navorsing wat In studie van die leerders met leerhindernisse van die OLSO-Eenheid by Voorbereidingskool Parow behels het. Die aanwending van die gemeenskap se bates was gerig op die stimulering en verdere ontwikkeling van die leerders se geïdentifiseerde bates. Daar is gevind dat hierdie kollaboratiewe verhouding binne die bate-gebaseerde benadering bydra tot gemeenskapsbetrokkenheid by leerders met leerhindernisse. Die studie het verder getoon dat sekere fasette van die mediese en ekosistemiese modelle steeds aangewend word tydens die toepassing van die bate-gebaseerde benadering. Laasgenoemde benadering dien egter as uitbreiding van hierdie bestaande modelle, aangesien op die identifisering en mobilisering van die leerders en die gemeenskap se bates gefokus word, eerder as op hul tekortkominge en behoeftes. Die uitbreiding van die mediese en ekosistemiese modelle in die hantering van leerders met leerhindernisse impliseer sekere rolveranderinge en -uitbreidings van die opvoedkundige sielkundige. Die bevindinge ten opsigte van die opvoedkundige sielkundige se rol binne die bate-gebaseerde benadering word ondersoek en bespreek.

Thesis (MEd)--University of Stellenbosch, 2004 / ENGLISH ABSTRACT: The central question of this thesis is whether free and compulsory primary education in primary government schools of Lesotho has the potential to be thickly democratic. I hold that the Free and Compulsory Primary Education (2000) policy is a less democratic project because it is characterised by principles of thin democracy. My claim is that free and compulsory primary education in Lesotho can be more democratic if there is balance in the demand for equity of access in the FPE (2000) project. I hold that in order to succeed in further democratising the Free and Compulsory Primary Education (2000) programme, the whole process, but primarily the structures of education, should be anchored within thick democratic principles. Although primary education is regarded to have changed, this change has been illusory or superficial (meaning that it is still essentially the same as the colonial one), as it did not affect the structure and value systems governing the delivery of education. The reported conflicts that have come to the fore after independence have been mostly on matters of strategy rather than differences in terms of the values that drive the delivery of education in Lesotho. The focus of Lesotho's education has remained on an elitist and outwardly looking minority. This powerful minority remains geared towards the acquisition of a Western type of education driven by Western values. Lessons and opportunities that could have been learnt from Sotho (pre-colonial) educational experiences and which were regarded as democratic have been lost. I contend that a democratically driven education system has to draw its inspiration from the principles of thick democratic education. An effective and transformational educational system requires the commitment of those in political leadership as well as those in charge of education. This commitment must include a desire to implement an education system that transforms people's worldview qualitatively to put them at the service of their nation. I hold that the value of education in Lesotho can be successful when it is capable of producing men and women of the highest integrity, honesty, tolerance, responsibility and accountability. The education system should produce individuals who are hard working, patriotic, well mannered and committed to serving their society. Education should be able to equip each and everyone to contribute meaningfully to the development of the nation. Finally, the teaching of thick democratic attributes must be founded on the bedrock of a successful education system in Lesotho from the lowest classes or grades. KEYWORDS: Free and compulsory education, democratic education, quality education, equality in education, thick and thin democracy in Lesotho. / AFRIKAANSE OPSOMMING: Die belangrike vraag in hierdie tesis is of gratis en verpligte primêre onderwys in primêre skole in Lesotho die potensiaal het om "dik" demokraties te is. Myns insiens is die beleid van gratis en verpligte primêre onderwys (2000) 'n minder demokratiese projek aangesien dit deur die beginsels van onvoldoende ("dun") demokrasie gekenmerk word. Ek voer aan dat gratis en verpligte primêre onderwys in Lesotho meer demokraties kan wees indien daar 'n balans in die vraag na gelyke toegang in die Gratis Primêre Onderwys-projek (2000) bestaan. Ek meen verder dat die hele proses, maar hoofsaaklik die onderwysstrukture, in demokratiese beginsels veranker behoort te wees ten einde die verdemokratisering van die program vir gratis en verpligte primêre onderwys (2000) suksesvol deur te voer. Alhoewel daar gereken word dat primêre onderwys verander het, was hierdie verandering denkbeeldig of oppervlakkig (waarmee bedoel word dat dit steeds wesenlik dieselfde is as die koloniale onderwysstelsel), aangesien dit nie 'n invloed gehad het op die struktuur en waardestelsel wat die lewering van onderwys beheer nie. Die konflikte wat aangemeld is ná onafhanklikwording het meestal te make gehad met kwessies ten opsigte van strategie eerder as verskille met betrekking tot die waardes wat die lewering van onderwys in Lesotho beheer. Die fokus op onderwys in Lesotho het gerig gebly op 'n elitistiese en uitwaartse invloedryke minderheid wat ingeskakel het by die verwerwing van 'n Westerse soort onderwys wat deur Westerse waardes gedryf word. Lesse en geleenthede wat uit prekoloniale Sothoonderwyservaringe geleer kon word en wat as demokraties beskou kon word, het verlore gegaan. Myns insiens moet 'n demokraties-gedrewe onderwysstelsel sy inspirasie uit die beginsels van demokratiese onderwys kan put. 'n Doeltreffende en transformasionele onderwysstelsel vereis die verbintenis van diegene aan die roer van sake ten opsigte van leierskap in die gemeenskap sowel as diegene in beheer van onderwys. Hierdie verbintenis moet getemper word deur 'n behoefte aan die implementering van onderwys wat mense se wêreldbeskouing op kwalitatiewe wyse transformeer ten einde hulle in diens te stel van hulle nasie en die mense. Die waarde van onderwys in Lesotho kan slegs gesien word wanneer dit in staat is om mans en vroue van die hoogste integriteit, eerlikheid, verdraagsaamheid, verantwoordelikheid en aanspreeklikheid te lewer - hardwerkende, patriotiese, goedgemanierde mense wat daaraan toegewy is om hulle samelewing te dien. Onderwys behoort in staat te wees om 'n ieder en 'n elk toe te rus om op betekenisvolle wyse tot die ontwikkeling van die nasie by te dra. Laastens, die onderrig van "dik" demokratiese eienskappe moet gebou word op die basis van 'n suksesvolle onderwysstelsel in Lesotho vanaf die laagste klasse of grade. SLEUTELWOORDE: Gratis en verpligte onderwys, demokratiese onderwys, kwaliteit onderwys, gelyke onderwys, "dik" en "dun" demokrasie in Lesotho.