The purpose of this study was to assess the perceptions of special education teachers regarding parent participation during the IEP conference. More specifically, teachers' perceptions of parent participation during the IEP conference, previous training, as well as specific training needs as it relates to the special education teachers' role in facilitating the IEP conference were explored. Additionally, teacher perceptions of recommendations to rectify poor parent participation during the IEP conference within inclusive education were assessed. METHOD. To achieve the purpose of this study, the researcher designed a Likert-type questionnaire. The population involved in this study was comprised of special education teachers from an intermediate school district in Southeast Michigan, who are participating in inclusive education. Subsequent to administrative and school board approval, the researcher collected completed questionnaires at the close of a special education meeting in person to enhance the return rate. Data obtained from the questionnaires were presented via percentages. Findings. 1. Special education teachers perceive that parents are not active and equal participants at the IEP conference. Parents do not participate in the decision making and writing of the IEP. 2. While special education teachers have received some training, there are missing components or "gaps" in specific areas of teacher training which are equally critical to effectively working with parents, communicating, and facilitating the IEP conference. 3. Special education teachers perceive a need for teacher training in all skill areas relevant to working with parents, communicating, and skills pertaining to the special education teachers' role as conference facilitator. 4. Special education teachers generally perceive that inclusive education has positively impacted the IEP process. While teachers perceive that inclusive education could be the juncture to improving the IEP process, teacher training is perceived as a more effective means to improve parent participation at the IEP conference. Conclusion 1. The issue of poor parent participation at the IEP conference has yet to be ameliorated and prevails within inclusive education. 2. Special education teachers lack training in specific skill areas related to their role as IEP conference facilitator within inclusive education, and recognize that teacher training is needed to enhance parent participation at the IEP conference. 3. The inclusive education reform movement provides a good opportunity to make needed changes in IEP conference procedures. / Ed. D.

This research was conducted in the Waterberg District with particular focus on the Nylstroom Circuit. The primary aim of this research was to assess the performance of farm school governing bodies in the Limpopo Province. The farm schools that were selected for this purpose were in the Nylstroom Circuit since it had a number of farm schools. The school governing body members such as the chairpersons, the principals and educators in the governing bodies of those farm schools participated in this study. The primary data collection method used in this research was semi-structured interviews. Participant observations were carried out on the sites before the interviews were conducted. Documents were analysed at the randomly selected schools. This research revealed that many farm school governing bodies cannot perform their duties because of various challenges such as poverty, illiteracy, lack of time off from work and the long distances that have to be travelled to meetings. In order for these farm schools to overcome these challenges, this research made a number of recommendations, based on the conclusions reached. / Educational Studies / (M.Ed. Educational Management))

Thesis (M. Ed.)--University of South Africa, 2002.

Summaries in English and Afrikaans / Text in English / The aim of this investigation was to determine whether values, the style of discipline and father involvement, influence achievement motivation in secondary school pupils. A survey of existing literature on this subject reveals that style of discipline does influence academic achievement. Baumrind's research is a major source of information in this regard. Research also indicates a positive correlation between academic achievement and the father's ability to assume the leadership role in the family. A positive correlation between the choice of values, for example religious, social, etcetera, and academic achievement is indicated in past research on academic achievement. An investigation done in a large rural town in South Africa, however, reveals no significant correlation between the above mentioned factors and academic achievement. However, a negative correlation between achievement and popularity as an important value, suggests that under-achievement is found more frequently among pupils whose parents value popularity highly. / Die doel van hierdie ondersoek was om te bepaal of waardes, die dissiplineringstyl en vaderbetrokkenheid, die kind se akademiese prestasie bei:nvloed. 'n Ondersoek van bestaande literatuur op hierdie gebied, wys daarop dat die dissiplineringstyl, akademiese prestasie bei:nvloed. Baumrind se studie is 'n belangrike bron van inligting in die verband. Navorsing dui op 'n positiewe korrelasie tussen akademiese prestasie en die vader se vermoe om die leierskapsposisie in die gesin te handhaaf Bestaande literatuur oor die onderwerp dui ook daarop dat die keuse van waardes, byvoorbeeld godsdienstige-, sosiale-, ensovoorts, positief korreleer met akademiese prestasie. 'n Ondersoek in 'n groot plattelandse dorp in Suid-Afiika, wys geen beduidende korrelasie tussen die bogenoemde aspekte en akademiese prestasie nie. 'n Negatiewe korrelasie tussen akademiese prestasie en gewildheid as waarde, word wel aangedui, wat suggereer dat leerlinge dikwels onderpresteer wanneer hulle ouers op gewildheid gesteld is. / Psychology of Education / M. Ed. (Psychology of Education)

Text in Afrikaans / Die gesin word as die kemeenheid in die samelewing beskou en speel 'n belangrike rol in die opvoeding, versorging en sosialisering van die kind, asook in die instandhouding van die samelewing. In vele opsigte vertoon die eietydse gesinslewe tekens van disorganisasie, soos in die hoe egskeidingsyfer, gesinsverbrokkeling, gesinsmoord, hoe voorkoms van buite-egtelike verhoudinge en saamwonery weerspieel word, en bestaan daar tereg kommer oor die funksionering van en opvoedingsbegeleiding in die gesin. Eietydse samelewingsverskynsels oefen 'n wesenlike en belemmerende invloed op die opvoeding van die kind en jeugdige in die gesin uit en dra by tot die toenemende kwesbaarheid van die eietydse kemgesin. Vanwee die eise waaraan hedendaagse gesinsopvoeding onderwerp word, is dit nodig dat die erosie in die gesinslewe teegewerk moet word. Hierdie studie poog om die verband tussen gesinsopvoeding en eietydse samelewingsverskynsels so te interpreteer dat riglyne vir die instandhouding van 'n toereikende gesinslewe geformuleer kan word. / The family is regarded as the basic unit of society and it plays an important role in the education, care and socialisation of the child, and in the maintenance of society. In many instances, contemporary family life shows signs of disorganisation, such as the high divorce rate, family disintegration, family murders, high incidence of extramarital relationships and cohabitation, and arouse concern about the functioning of and educational guidance within family life. Modem-day societal phenomena have a detrimental effect on the education of the child and youth in the family and contribute to the vulnerability of the contemporary nuclear family. Given the stringent demands which face today's family education, it has become necessary to counteract the erosion of family life. This study attempts to determine the relation between family education and modern-day societal phenomena to such an extent that guidelines for the preservation of adequate family life can be formulated. / Educational Studies / M. Ed. (Sosio-Opvoedkunde)

This study pointed out that without parental involvement in the children's education, the latter cannot fulfil its pre-set goals. The family together with the community, have to contribute a lot to the development and improvement of the education system. Implications of parental involvement, together with parents, and children's rights was discussed. The latter fact was supplemented with the educational laws of South Africa and the Constitution of the Republic of South Africa. To determine the problems experienced by teachers in dealing with parents, concerning school related matters, teachers and parents' responses are discussed in this study. In this study America and Britain have been put as examples as far as parental involvement in children's education is concerned. It was concluded that the government together with the parents have to take drastic steps to rectify the situation in the rural areas of the Eastern Cape Province. / Educational Studies / M.Ed. (History of Education)

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.

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.

Thesis (MEd)--Stellenbosch University, 2013. / AFRIKAANSE OPSOMMING: Ouers se betrokkenheid by hulle kinders se opvoeding binne ’n vennootskap tussen die huis en die skool het in Suid-Afrikaanse onderwys sedert 1996 toenemend belangrik geword. Ouers is hulle kinders se primêre opvoeders en lê dus die basis vir hul kinders se formele opvoeding. Dit is dus belangrik dat die huis en die skool moet saamwerk as vennote aan die opvoedkundige ontwikkeling van die kind. Die Suid-Afrikaanse Skolewet, Wet 84 van 1996, bevestig die belangrikheid van ‘n vennootskap tussen die huis en die skool, sowel as die noodsaaklikheid dat ouers ‘n bydrae moet lewer tot hulle kinders se opvoeding. Ten spyte van die waarde wat ouerbetrokkenheid bied, blyk dit asof daar tans steeds min of geen sprake van ouerbetrokkenheid by sommige ouers is nie, veral diegene wie se kinders voorheen-benadeelde primêre plattelandse staatskole bywoon. Hierdie studie het die navorsing van die mate van ouerbetrokkenheid van veral ongeskoolde, semi-geskoolde en arm, werklose ouers in die opvoeding van hul kinders ten doel. / ENGLISH ABSTRACT: Parental involvement in learners’ education in the form of a partnership between the home and the school has become very important in South-African education since 1996. Parents are the primary educators of their children and thus lay the foundation for their formal education. It is therefore important that the home and school work together as partners in the learners’ educational development. The South-African Schools’ Act 84 of 1996 confirms the importance of the partnership between the home and the school as well as the necessity of parents to make a contribution to their children’s’ education. Despite the value of parental involvement, there still seems to be no or a limited degree of involvement of some parents whose children attend former disadvantaged, primary schools in rural areas. This study aims to research the levels of parental involvement of especially illiterate, semi-literate, poor and unemployed parents in the education of their children.

published_or_final_version / Education / Master / Master of Education