The purpose of this paper is to identify and examine some of the factors affecting pupil-parent evaluation of a Florida high school system for white children in a conservative county. The problem will be handled in such manner that it is expected that a group of valid findings and conclusions will emerge. It is hoped that the findings and conclusions will be of such nature that they will prove helpful to administrators and officials in this school system, and systems in other conservative counties, in formulating future plans and policy. In addition, it is expected that data will emerge that will indicate to some extent the degree to which the parents and pupils agree with the findings and recommendations of the latest evaluation of their school by an Evaluating Committee representing the Southern Association of Colleges and Secondary Schools. / Advisor: Virgil E. Strickland, Professor Directing Paper. / "June, 1953." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Includes bibliographical references (leaf 81).

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Teacher-parent partnerships in education are crucial when responding to the challenges of the 21st century. As teachers and parents work collaboratively to enhance children's development, the need for building productive alliances becomes essential. The link between these institutions takes on added significance as parents and teachers of students with disabilities work together as partners. The purpose of this study was to explore the relationship between the ranking of selected values and beliefs about child development by parents and teachers of students with disabilities. The sample was comprised of 10 teachers considered out of field, teaching in exceptional education classrooms and 10 mothers whose children with disabilities were receiving services in special education classrooms. Participants were interviewed individually using a Q-sort rank and order task. The Q-sort involved a set of 15 cards, which were presented to the participants. Each card listed a characteristic(s) that could be ascribed to a child (e.g., responsible, obedient). Participants were asked to sort the cards into three groups of five cards according to the importance they ascribed to the characteristics. Data analysis was divided into two phases. First, the similarities and differences on participants' ranking were examined within and across groups. Means and standard deviations were calculated and used for comparison. Second, definitions ascribed by mothers and teachers to the top three and bottom three characteristics were transcribed and analyzed to compare their constructed meaning for each of these characteristics. Research findings yielded that mothers' and teachers' are in fact in agreement as to the characteristics that they value and believe to be the most arid least important to the development of a child. Results also described differences in the definition of selected constructs or characteristics responding to the role participants played in the lives of the children. Similarities and differences identified in this study may assist in the development of healthy parent-teacher partnerships and strengthen those that already exist.

M.Ed. / This study looks at parental involvement in selected schools in Atteridgeville. A sample of parents and teachers were the source of data pertaining to the issue. The research findings revealed that parents were interested in their children's learning and in the school, but that they lacked confidence in many instances. The theory supporting these findings comes mostly from Townsend (1984) and Sergiovanni (1994). The study was conducted by means of interviews with parents selected from schools in Atteridgeville. The suggestion made from this study is that a parent training programme, based on the programme mentioned by Townsend and Elder (1998) on Pacific Islands, should be introduced in township schools.

This study explores the perceptions that parents have about their non-involvement in the governance of a Duncan Village High School, and considers the implications of such perceptions for the management of the school. Recent discussions on Radio Talk Shows and articles written in local newspapers indicate that Black parents have generally not been involved in the education of their children at the traditionally Black schools. Parental non-involvement also emerges as a strong theme in recent research. However, most of the research and media coverage focuses on school management's perceptions of the reasons and consequences of such non-involvement. The parents' voices have rarely been heard. Against this background, as well as the fact that the South African Schools Act presents a strong case for the involvement of parents in school governance and management, a phenomenological investigation was conducted at a traditionally Black Duncan Village High School. I chose phenomenology because I believed this approach has the potential for revealing my respondents' attitudes and perceptions. The sample consisted of four parent members of the school governing body who were key informants. The respondents were subjected to unstructured interviews which were held at their homes. The interviews probed the background and reasons for their lack of involvement, and the possible implications ofthis non-involvement for school management. The most significant of the wealth of findings is that parental non-involvement is linked to the historical background of the culture of non-participation of Black people which was created and encouraged by the successive White Governments in South Africa.

Involving parents and community in education is vital to the success of academic excellence. It is essential that adults be involved in the education and socialization of their children for the next generation.

As adolescents transition to middle school, math confidence and performance declines (Eccles et al., 1993; Lee, Statuto, & Kadar-Voivodas, 1983). These declines are typically attributed to social and maturational changes (Eccles, Lord, & Midgley, 1991; Simmons & Blyth, 1987). In this dissertation, I explore the hypothesis that low parent support for schoolwork is also responsible. Latino-American adolescents are especially at risk for math difficulties. Maintaining adolescents’ engagement and performance in math are important goals for mothers because high levels of both are requisites for many professional careers. This dissertation will focus on Latino-American families to determine if mothers’ homework involvement is associated with changes in children’s math-related outcomes across the transition to secondary school. Parental involvement in math homework is assumed to mitigate declines in math performance during this transition. Cognitive models suggest that involved parents utilize scaffolding (Rogoff & Gardner, 1984) and instruction to ensure math achievement (Pomerantz & Moorman, 2010). Motivational models suggest that involved parents foster math engagement by bolstering child confidence, modeling management strategies, and promoting values that encourage children to work hard (Grolnick & Slowiaczek, 1994; Simpkins, Fredricks, & Eccles, 2015). However, empirical evidence in support of the importance of parents in math achievement is limited. While positive forms of involvement co-occur with better math outcomes (Bhanot & Jovanovic, 2005; Rice et al., 2013), no studies have examined such associations longitudinally. Children who are uninterested in math may be more susceptible to the effects of parental homework involvement because they lack internal motivation for mastery that underlies performance in other children. The present study examines the extent to which Latina-American mothers’ involvement in math homework is effective in preventing declines in child math-related outcomes (i.e., perceptions of math ability, etc) during the transition to middle school. Child math interest was postulated to moderate this association. Results indicated that low maternal homework involvement predicts worsening child math-related outcomes, but only for children who were intrinsically uninterested in math. The findings hold important implications for parents, who must work to ensure that they remain engaged in their children’s activities, especially if children appear uninterested in math. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection