University of Macau / Faculty of Education

Not available / text

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published_or_final_version / abstract / toc / Education / Master / Master of Education

published_or_final_version / abstract / Education / Master / Master of Education

This thesis examined the experiences and perspectives of immigrant Chinese Canadian mothers of children with disabilities in the Lower Mainland of British Columbia in the areas of parental involvement in education and coping with parenting stress. In-depth interviewing, supplemented by questionnaires, was utilised to gather data. Ten women, most of whom were newly immigrated, whose school-age sons had various disabilities and who spoke English as a second language, participated in the study. The mothers' acculturation level to Canadian ways of living was generally low. Devotion to the children was at the heart of parent involvement and coping. Inability to speak English fluently posed a major barrier to the involvement of these women in their children's education. It also restricted their ability to seek community resources. These women valued their children's education and worked with them at home. The degree of the mothers' participation in school was generally less than that of their involvement at home. The women made comparisons of education in Canada and that in the Asian countries where they came from, and stated their preferences for qualities possessed by teachers. The mothers expressed some conflicts with the schools, and they mostly tried to avoid confrontation. Self-reliance, self-control, a belief in family support, as well as a belief in fate helped them to cope. Readily available interpreter services and information in Chinese about service agencies serving children with disabilities and their families would be helpful to Chinese Canadian women like them.

This sociological investigation examines the changing role of parents in the education of their children in Catholic schools in New South Wales over the twentieth century. Catholic Church documents specifically state primary parental responsibility for their children???s religious education. Catholic schools were established to inculcate faith, and assist parents??? role. This thesis asks, to what extent that role has been realised? It unravels the processes that determined and defined the changing role of Catholic parents during this period, and identifies significant shifts in institutional thinking and practices related to parents and resultant shifts in cultural and social perceptions. After half a century of conformity and comfort, a significant era followed as the Australian Church responded to challenges, including financial crisis for Catholic schools, reform in the Australian education system, and the impact of the Second Vatican Council. Cohorts from three generations were selected. Interviews and focus groups elicited memories that were recorded and analysed, in terms of the integral questions; the role and involvement of parents in Catholic schools. Participants recalled their own childhood in Catholic schools and, where applicable, as parents educating their own children, or as religious teachers. The analysis was theoretically informed by the work of Durkheim, Greeley, Coleman and Bourdieu. A review of Church documents and commentaries through the twentieth century, bearing on the education of children, showed the official Church position. Despite numerous rhetorical statements issued by Catholic authorities, emphasising the role of parents as ???primary educators???, the practical responses ranged from active encouragement to dismissal. Teachers in Catholic schools and related bureaucracies were, seemingly, reluctant to initiate a more inclusive partnership role. Gradually, and in a piecemeal fashion, the Catholic Church and its schools have been responding to growing parental consciousness of their role and responsibilities. A significant shift was signalled by the New South Wales Bishops in establishing the Council of Catholic School Parents, to be supported by a full-time, salaried Executive Officer, in 2003. But any accommodation to new understandings of parent/teacher, or family/school relation is complex and not to be oversimplified as a simple sharing, or ceding of authority.

This study explores the management of parent volunteers in secondary schools in the Limpopo Province. A literature study was conducted to investigate the existing theories and models of managing parent volunteerism in secondary schools. The literature revealed how parent volunteer programmes are conducted in countries, which have developed successful programmes such as the United States. The present state of parent volunteering in secondary schools in South Africa is also investigated to reveal the current situation. A qualitative investigation in two secondary schools in the Limpopo Province was done. Data was gathered by means of semi-structured interviews with principals and deputy principals. Analysed data revealed that there are no volunteer programmes which are implemented in secondary schools in the Limpopo Province and school managers do not have the necessary skills to implement and manage parent volunteer programmes at secondary schools. / Educational Studies / (M.Ed (Education Management))

Text in Afrikaans with summaries in Afrikaans and English / This study addresses the problem of the lack of an assessment model for the reception year that is theoretically grounded and can be implemented in practice by developing an outcomes-based assessment model. Assessment in an outcomes-based approach moves from an evaluative model to a model designed to appraise the learner's development and learning. Learners are assessed continuously and in an holistic manner by means of multiple methods that are part of the daily facilitation of learning. Following an introductory orientation (chapter 1), it is indicated that despite the radical transformation in education there are as yet few signs of any direct impact on assessment practices in the reception year. The importance of assessment in an outcomes-based model is firmly rooted in official policies but its implementation in practice is problematic. Assessment in the reception year is also complicated by problems in teaching practice. The unique nature of outcomes-based teaching is analysed in depth in chapter 2 in order to draw up theoretical guidelines on which to base the assessment model. The theoretical reflection in chapter 3 provides answers to the question: "Why should assessment take place?" The question is answered after considering the distinctive nature of and main reasons for reception year teaching. In an outcomes-based teaching approach it is particularly important to answer this question because assessment is more than simply evaluating the extent to which demarcated contents have been mastered. Chapter 4 explores authentic assessment methods that accommodate the unique nature of reception year teaching and an outcomes-based approach. Methods such as parent interviews, portfolios of learners' work and observation by means of incident records, checklists and participation charts are appropriate assessment methods. The points at which assessment information is collected and how it is interpreted and communicated are also examined. The proposed model, based on the theoretical findings, was presented to experts in the field of early childhood development for their input on its practical implementability. It was found that the model can be implemented in practice, provided in-service training is provided. The final chapter of the study consists of a summary, findings and recommendations regarding the practical implementation of the assessment model in the reception year. / Educational Studies / D.Ed. (Teacher Education)

The purpose of this study was to assess school-based psycho-educational support to parents of children with learning impairments and how the parents' needs differ according to the age of the child, the severity of the learning impairment and the educational status of the parent. The study presents a literature review of the neuro-physiological origin of learning impairments, cognitive development, common problems experienced by children with learning impairments, the effects on the family of having a child with learning impairments and an overview of school support services in South Africa. A survey study was used. Data was collected by means of a questionnaire. The results of the study showed that parents need to be equipped with knowledge and skills irrespective of the age of the child, the severity of the learning impairment, the number of years the child has been in special school and the educational status of the parents. / Educational Studies / M.Ed. (Guidance and Counselling)