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)

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In this qualitative study, the experiences of families who attended an early child development program Stay and Play were explored. Stay and Play is an early child development program that promotes healthy parent and child relationships. Belsky's (1984) process model - determinants of parenting and attachment theory served as the theoretical framework for this study. Twenty-three parents participated and thirty-two children were in attendance - with only four children able to articulate their responses. Person centered interviewing was conducted with thirteen [one-parent] families, and family centered interviews occurred with five [two-parent families] Utilizing thematic analysis, three themes were established: The functional role of Stay and Play; the structural role of Stay and Play, and parent's experiences with Stay and Play. Parents reported positive experiences with Stay and Play and in particular attended sessions to: Enhance parenting skills; bond with their children; and develop peer relationships. / xi, 121 leaves ; 29 cm

Password protected which will not allow abstract to be copied. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.

The purpose of this study was to ascertain the effect of a parent involvement education program on the academic achievement, school behavior, and educational motivation of Hispanic students enrolled in a bilingual education program. Fifty bilingual fourth-grade students and their parents were compared to 50 bilingual fourth-grade students and their parents who were subjected to a parent education program. The groups were randomly assigned from a stratified random sample. Students in each group were given the Student Attitude Measure prior to treatment and immediately following the parent involvement training. Parents in each group were given the Parent Opinion Inventory prior to and immediately following the parent involvement training. Students were also compared utilizing a norm-referenced achievement test. Discipline referrals were compared between the experimental group and the control group.

This qualitative study investigated parents' awareness of and involvement in their prekindergarten child's literacy development. In addition, the feasibility of parents using a home literacy portfolio for the purpose of exchanging literacy information with teachers at a parent/teacher conference was examined. Participants included six parent/child dyads, who qualified for a Texas public school prekindergarten program by meeting the requirements for either free or reduced lunches or for the English-as-a-Second Language program. Research tools included audiotaped interviews with parents and with teachers; observations at parent/child workshop sessions, which were also videotaped; and work samples, including a home literacy portfolio from each child. Findings indicate that parents are involved in their children's literacy development. Also, at home, children participate in both open-ended literacy activities and drill-oriented literacy activities, with most of the activities falling into the open-ended category. According to the findings, all of the parents were more aware of their child's literacy achievements after attending the parent/child workshop and developing a home literacy portfolio. In addition, the home literacy portfolio proved to be a useful tool for sharing information at parent/teacher conferences. Parents and teachers exchanged literacy information at the parent/teacher conference. In the process of explaining the portfolios, the parents shared information about their child's drawing development, writing development, and reading development. In contrast, the teachers shared some literacy information with the parents, but much of the information teachers shared reflected the child's participation in class or general information about the child. The findings suggest that the parent/child workshop is a cost-effective vehicle for directly involving parents in their child's education. Moreover, developing a home literacy portfolio provides a means of involving parents with their child and of helping parents' become more aware of their child's literacy development.

D.Phil. (Education) / Please refer to full text to view abstract

Orientador: Luciene Regina Paulino Tognetta / Banca: Pablo Javier Castro Carrasco / Banca: Vanessa Fagionatto Vicentin / Resumo: O cotidiano escolar está repleto de situações de violências, indisciplinas, incivilidades, muitas vezes tratadas pela escola como uma forma única de agressão. Diante disso, se intensificam os problemas de desrespeito nas relações interpessoais, em especial, nas relações entre pares, vistas em tantas vezes por educadores como "brincadeiras da idade", demonstrando o despreparo para identificar uma forma de violência específica - o bullying - e, potencialmente, para intervir adequadamente. Esse fenômeno vem sendo estudado, inclusive, buscando-se as explicações do fenômeno e as relações familiares presentes nos papéis assumidos pelos envolvidos em situações de bullying. Nesse ínterim, esta pesquisa, de caráter exploratório e descritivo, tem como objetivos: verificar as possíveis diferenças entre a percepção da disciplina de educação parental por participantes dos SAIs - Sistema de Apoio entre Iguais - e não participantes; verificar se as variáveis gênero, escolaridade e idade dos pais se relacionam com a disciplina de educação parental percebida pelos alunos; verificar se existem correspondências entre as formas de disciplina parental percebidas por adolescentes e suas participações em situações de bullying (como autor, alvo e espectador). Participam dessa pesquisa 1366 alunos do fundamental II de escolas particulares de diferentes municípios paulistas, divididos em dois grupos. Para atender a um dos objetivos específicos, 131 adolescentes foram escolhidos intencionalmente por pa... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The daily school life is full of violent situations, indiscipline and incivilities, often treated by the school as a unique form of aggression. Hence, the problems of disrespect in interpersonal relationships, specifically, the ones among peers, seen so often by educators as "jokes of age", shows the lack of training to identify a specific form of violence - bullying - and, potentially, how to step in properly. This phenomenon has been studied, also, it's been searched for statements about the relations of family in the roles assumed by those involved in bullying scenes and for bullying itself. In the meantime, the current exploratory and descriptive research aims to know the characteristics of parental education disciplines perceived by teenagers; verify if there are connections between these characteristics and their role in bullying situations (as target, author or bystander), and, finally, to know if there are connections between the forms of parental education disciplines and the participation of the teenagers in peer support systems and the ones who are not related to these services at schools. The search counts with 1366 teenagers from private schools in different cities from São Paulo state (Brazil), spread in two groups. In order to fulfill one of the specified goals, 131 students take part on the study, intentionally, for being part of a peer support system (SAIs) implanted in their schools. The other respondents in the convenience sample are a group of students who... (Complete abstract click electronic access below) / Mestre

The involvement and active participation o f stakeholders in school governance through a fair representation creates a sense o f accountability, ownership and belonging to a school. This study examined and assessed the roles and functions played by the School Governing Bodies (SGBs) in Lesotho Secondary and high schools. In doing this, the study investigates how the roles and functions are put into practice and find out the stakeholders perceptions about the SGBs. A case study of four high schools was carried out. To capture the stakeholders’ perception about the SGBs, the study used semi-structured interviews and unstructured observations. The opinions were sought from the following stakeholders; parents ,teachers, chiefs, proprietor’s, nominees, district education officers (DEOs) and District Resource Teachers(DRTs). In addition, this study was informed by local and international literature on school governance. The study reveals that even though tha Lesotho policy on school governance was established within a short time without adequate preparations, the structure is highly supported by the respondents. However the members o f SGBs need regular training for the duties they are expected to perform and to know the powers they have. The findings also indicate that, if there are strong bonds and partnerships between the members of SGBs, teachers, students and the community at large, there will be cooperation and commitment. The study recommends that learners should be included in the SGB because they are future leaders. If you do not take the children forward, the future will remain in the past.