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Research has shown that the more active parents are in their child's education the more likely their child is to achieve academic success. Based on these findings this research project focused on how parent volunteers influenced their child's literacy growth. It is hypothesized that as the parent spends time in the classroom they are given more opportunities to interact with other members of the classroom community. It is believed that this interaction will influence the way in which the parent works with their child and have a positive influence on their child's literacy growth.

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The handbook tells about the characteristics of a five-year-old child, work and play in kindergarten, and when we respond to the environment. The handbook shares suggestions that will enable parents to understand the purpose and programs of the school and to promote understanding and enthusiasm for school.

The purpose of this paper is to explore the feasibility of using the mobile computer classroom for increasing the parental involvement via technology with the intent of alleviating both the problems of downward trending performance of students as well as bridging the "digital divide" among parents and other adults.

Latina/o students do not perform at the same level of achievement as their peers, and often lack of parent presence is mistaken for apathy towards their children’s educational success. This research examines the strategies Latina/o parents take in navigating the school system and advocating for their students. A local nonprofit organization with the goal of achieving educational equity for Latina/o parents will utilize these findings and recommendations to develop curricula for a parent literacy program.

MEDEM / Department of Curriculum Studies and Educational Management

AFRIKAANS: Die doel van hierdie studie is om 'n beter begrip te verkry van die wyse waarop ouers hulle rolle konstrueer by die insluiting van 'n leerder met Downsindroom. Die studie is in die Suid-Afrikaanse konteks ondemeem met 'n aantal ouers van kinders met Downsindroom, wat tans in Gr. 1, Gr. 2 of Gr. 3 in verskeie skole in Gauteng ingesluit is. Die rol wat hierdie ouers self gekonstrueer het voor en tydens die insluiting van hul kinders, is verken en geïdentifiseer d.m.v. semi-gestruktureerde onderhoudvoering volgens 'n kwalitatiewe navorsingsontwerp. Vraelyste, veldnotas en oudiobandopnames het dee1 uitgemaak van die data-insamelingstegnieke wat gebruik is. Die resultate van die studie dui daarop dat ouers hulle rolle op 'n multi-fasettige wyse konstrueer. Hierdie studie se bydrae is primer gesetel in die uitbreiding van teorie, veral in terme van die rolle van ouers by insluitende onderwys van kinders met Downsindroom. Hierdie bydrae word in hierdie studie grafies voorgestel. ENGLISH: The purpose of this study is to understand the way in which parents construct their roles in the inclusion of their child with Down's Syndrome. The study was conducted in the South-African context with the parents of children with Down's Syndrome, who are currently included in Gr. 1, Gr. 2 or Gr. 3 in different schools in Gauteng. The role that these parents constructed before and during the inclusion of their children, was examined and identified by means of semi-structured interviews according to a qualitative research design. Questionnaires, field notes and audiotape recordings were used as part of the data collecting methods. Results from this study indicate that parents construct their roles in a multifaceted manner. The primary contribution of this study is towards the expansion of the theoretical knowledge about the role of parents in inclusive education of learners with Down syndrome. This contribution is presented graphically in this study. / Dissertation (MEd (Orthodidactics))--University of Pretoria, 2001. / Educational Psychology / unrestricted