Fung Pan-Chung. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 46-54). / Abstracts in English and Chinese ; questionnaire in Chinese. / Acknowledgement --- p.i / Table of Contents --- p.ii / Abstract (English) --- p.iv / Abstract (Chinese) --- p.v / Chapter Chapter One --- Introduction --- p.1 / Language Development and Hearing Impairment / Positive Home Literacy Environment / Dialogical Reading Intervention for Hearing-Impaired / Children with Hearing Impairment and Their Use of Chinese Language / Objectives of the Present Study / Chapter Chapter Two --- Method --- p.17 / Participants / Design / Materials / Design / Procedures / Chapter Chapter Three --- Results --- p.27 / Demographics / Preschool and Primary Chinese Literacy Scale / Peabody Picture Vocabulary Test ´ؤ Third Edition / Feedback Questionnaire / Chapter Chapter Four --- Discussion --- p.35 / Discussion of the Effectiveness of Dialogical Reading Intervention / Reasons for the Success of Dialogical Reading on Hearing-Impaired / Importance of the Result from the Present Study / Recommendations to Parents and Educators / Limitations and Further Studies / Conclusion / References --- p.46 / Appendixes --- p.55 / Chapter A. --- Guideline for the Dialogical Reading Group / Chapter B. --- Example of Picture Cards for the Dialogical Group / Chapter C. --- Calendar Checklist for Dialogical and Normal Reading Group / Chapter D. --- Demographic Information Questionnaire / Chapter E. --- Follow-up Questionnaire for the Dialogical Reading Group / Chapter F. --- Follow-up Questionnaire for the Normal Reading Group

藍郁平. / 呈交日期: 2006年2月. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 143-149). / Cheng jiao ri qi: 2006 nian 2 yue. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (p. 143-149). / Lan Yuping.

The purpose of this study was to develop an instructional tool, which would enable students and their parents to access the student's progress electronically at anytime and to determine if students whose parents utilized the teacher-created website and used email to communicate showed significant improvement in student's academics, behavior and attendance.

 Much of the research on parental involvement in education has focused on its positive influence on school-aged students in the western culture. This thesis examined Chinese parental involvement in the early years by conducting three empirical studies in Hong Kong and Shenzhen. Study 1 was designed to be qualitative in nature to examine kindergarten teachers’ and parents’ perceptions and practices of parental involvement by conducting focus group interviews with 35 teachers and 41 parents. Responses revealed that teachers and parents defined parental involvement differently, in which teachers defined it as parents assisting the teachers or the school, while parents defined it as the support they provide for their child’s learning and development. Respondents also had varying opinions about the current parental involvement practices and discussed different family, school and child factors that influence parental involvement. Study 2 investigated the association between parental involvement and children’s readiness for school using a sample of 431 children. Parents’ involvement was examined using parents’ self-report, whereas readiness for school was assessed using two child tests and parents’ report. Results indicated that parents practiced more home-based involvement than school-based involvement. All parental involvement dimensions significantly predicted overall readiness for school; however, only the dimensions of Language and Cognitive Activities and Home-School Conferencing were found the significantly predictors of children’s Chinese literacy and cognitive development. Study 3 was a follow-up investigation of the changes in parents’ perceptions and practices of parental involvement during the transition from kindergarten to primary school. Individual interviews were conducted with 18 parents three months after their child’s school entrance. Compared to their involvement during the kindergarten years, most parents indicated a shift to become more academic oriented in their involvement and expressed their dissatisfaction in the distant parent-teacher relationship in the primary school. Implications, limitations and future research directions on this topic are discussed. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

This project examines the impact factors such as parent involvement and teacher support have on Mexican American students' decisions about higher education.

The aim of the study was to investigate teacher practices to involve parents in homework in Namibian schools, particularly in the Ombuumbuu cluster in the Onesi circuit. The problem was conducted by a literature study and empirical investigation. The literature review explored the views of teachers regarding the involvement of parents in their children's homework, the need for parent involvement in homework and an exploration of models of effective practices to ensure parent involvement in homework. The empirical study investigated the nature and effectiveness of teacher practices to involve parents in homework in schools in the Ombuumbuu cluster. The findings indicated that although most teachers in the study agreed that parent involvement in homework is important for learners' success, the literature review and the empirical investigation showed little parent involvement in homework in many schools. Based on the literature and the empirical investigation, recommendations were made for teachers with regard to the improvement of parent involvement in homework. / Educational studies / M. Ed.

Thesis (MCur)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Research indicates that human touch plays an integral role in an infant’s ability to thrive and grow, with a correlation existing between tactile stimulation and optimal physical, emotional, cognitive, and social development. The aim of this study was to explore the level of knowledge of first time mothers attending Mowbray Maternity Hospital (MMH) regarding the importance of tactile stimulation during infancy and early childhood. A descriptive, non-experimental, research design was employed, using a pilot tested structured questionnaire for data collection during face-to-face interviews conducted by the Principal Investigator. Questions were divided into four domains: knowledge about the impact of tactile stimulation on the bonding domain, the emotional domain, physical domain and the social domain of infants and children. The inclusion of one open-ended question allowed participants to suggest recommendations for improved knowledge and care. A sample of 41 participants, constituting 40% of the study population (N=101) was randomly selected from MMH. Prior ethical approval was obtained from the Human Research Ethics Committee of Stellenbosch University, and operational approval from the Western Cape Department of Health, and the Research Committee and Senior Management of MMH. Written informed consent was obtained from the study participants. The quantitative data was analysed using Statistica (Version 10) with the assistance of a statistician. The qualitative data yielded from the one open-ended question was analysed thematically and then quantified. The findings show that 90% (n=37) of the participants were knowledgeable about tactile stimulation strategies, 81% (n=33) knew about the impact of tactile stimulation on the bonding domain, 75% (n=31) on the emotional domain, 52% (n=21) on the physical domain and 43% (n=18) on the social domain. Although all participants had reported for out-patient antenatal care on four and more occasions, 73% (n=30) indicated that they had improved their knowledge regarding pregnancy, labour, birth, and parenting by reading magazines, 20% (n=8) reported that a health care worker had spoken to them about the benefits of tactile stimulation, and 15% (n=6) had received literature on the benefits of tactile stimulation. The open-ended question generated several findings which included suggestions to enhance healthcare by providing information and training about tactile stimulation and perinatal matters when attending antenatal clinic; by offering assistance with infant feeding during the postnatal period; and by improving the attitude and professional stance of health care workers. The study findings suggest that first time mothers at MMH are not adequately knowledgeable about the importance of tactile stimulation during infancy and early childhood. Grounded in the empirical findings and based on the suggestions offered by the participants, several recommendations, including improved information and training, were identified toward strengthening tactile stimulation knowledge and practice at both the parental and health care provider levels. / AFRIKAANSE OPSOMMING: Studies toon dat menslike aanraking ‘n belangrike rol in ‘n baba se algemene vermoëns om te groei speel, terwyl ‘n positiewe korrelasie tussen koestering en optimale fisiese, emosionele, kognitiewe en sosiale ontwikkeling bestaan. Die doel van hierdie studie was om vas te stel of moeders, wat vir die eerste keer geboorte geskenk het, en geskeduleer was om by Mowbray Kraamhospitaal geboorte te skenk, ingelig was aangaande die belangrikheid van streling tydens babaskap en die vroeë kinderjare. ‘n Beskrywende, nie-eksperimentele navorsingstudie is uitgevoer, deur van ‘n gestruktureerde, onderhoudsvraelys vir die insameling van data gebruik te maak. Vrae was opverdeeld in die volgende seksies: kennis rakende die impak van babastreling op die band tussen moeder en baba, kennis rakende die impak op die emosienele dimensie, en kennis rakende die impak van babastreling op die fisiese en sosiale dimensies van babas en kinders. Die ewekansige gekose studie-groep van een-enveertig deelneemers het 40% van die studie-populasie uitgemaak. Voorafgaande etiese en operationele toestemming is vanaf die Menslike Etiese Kommittee van die Universiteit van Stellenbosch, die Wes-Kaapse Departement van Gesondheid en vanaf die Navorsings kommittee en Bestuur van Mowbray Kraamhospitaal verkry. Geskrewe toestemming is voor aanvang van die een-tot-een onderhoude vanaf die deelneners verkry. Die kwantitiewe data is met die hulp van ‘n statistikus deur die gebruik van die sagteware, Statistica (Weergawe10) geanaliseer. Die kwalitiewe data wat na aanleiding van die oop-eindigende vraag verkry is, is tematies geanaliseer en gekwantifiseer. Die resultate het getoon dat meeste 90% (n=37) van die deelnemers met die algemene praktyke van babastrelingstrategië gedurende babaskap bekend was. Die persentasie vir deelnemers se kennis rakende die impak van babastreling op die band tussen moeder en baba was 81% (n=33), en vir kennis omtrent die emosienele dimensie 75% (n=31), die impak van babastreling op die fisiese 52% (n=21) en die sosiale 43% (n=18) dimensies van babas en kinders. Alhoewel alle deelneemers vir voorgeboorte kliniek gerapporteer het, het 73% (n=30), terugvoer dat hulle hulle kennis omtrent swangerskap, geboorte en ouerskap verbreed het deur tydskrifte te lees, 20% (n=8) van die deelnemers gerapporteer het dat ‘n gesondheidswerker met hulle omtrent die voordele van babastreling gepraat het, terwyl 15% (n=6) leesmaterial rakende die voordele van babstreling ontvang het. Die oop-eindigende vraag het verskeie bevindings opgelewer met voorstelle met betrekking tot die verbetering van gesondheidsorg en opleiding, opleiding aangaande die voorgeboortelike sorg wat hulle ontvang het en aangaande perinatale aangeleenthede en stimulasie van babas deur streling. Deelneemers het ook voorgestel dat verpleegsters hulp aan moeders behoort te verleen met die voeding van hul babas in die periode na geboorte en dat gesondheidsorgwerkers hulle professionaliteit en gesindhede jeens pasiënte behoort te verbeter. Ten slotte het die uitkomste van hierdie studie aangedui dat, moeders wat vir die eerste keer geboorte geskenk het by Mowbray Kraamhospitaal, onvoldoende kennis dra oor die belangrikheid van stimulasie van hulle babas en jong kinders deur streling. Gegrond in die empiriese bevindings en gebaseer op die voorstelle van deelnemers, is verskeie aanbevelings geïdentifiseer vir die moontlike verbetering van kennis rakende streling op die ouer- en gesondheidswerkervlakke.

Thesis (DPhil)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: The practice of partnership to the benefit of education is as old as education itself: Partners of education were involved in the most primitive societies. Partners are still of indispensable importance in postmodern societies. This study points out that the conventional partners to education (parent, church and state) have been of importance through the centuries and that partnership involvement should be of increasing importance in times to come. Concurrently, it has become necessary to involve new up-to-date supplementary education partners to address the numerous challenges in the field of education. The parent comes to light as the first and foremost partner in education and is therefore worthy of the connotation primary education partner. History illustrates how certain communities, due to specific perspectives on wond and life, ideologies and educational institutions, tried to scale down the functions of this partner. Nowhere, however, could it be achieved successfully, without serious harmful consequences for the child who is to be educated. The safety and security that the child experiences in the parental home and within the family structure is of the utmost importance for the young child. The proliferation in the number of parentiess children as a result of an increase in the divorce rate, family murders and especially the pandemic MI virus is alarming in this respect. Additional partners will have to be found to address the child's need of security. The anchor provided by participation in religious activities is likewise for the developing child of importance. In addition, the church, in the widest sense of its meaning, emphasizes certain norms and moral values. It provides programmes, which ensure to prevent the youths from derailment along dangerous and destructive routes. The church needs to be admitted and invited to be an essential partner. The state is justly being viewed as a chief partner to education and training, on account of its functions such as the funding of formal education, the provision of a general curriculum and the making of legislation governing education. This important position in the education partnership does not mean that the state should play the dominant role. It does not qualify the state to prescribe to the other partners how they should perform their roles. Partnership presupposes c0- operation and stringent prescriptions by the state would be unacceptable and counter-productive to the respective partners. The conventional partners will have to realise that each has a meaningful contribution to make, which cannot be substituted. by anyone of the others, A comparative study of partnership in Kenya, Cuba and Germany serves as a background study. In an ever-fast changing wortd in which extremely heavy demands are made to education and its partners, it is clear that new education partners have to be found to assist the school. The conventional partners are just not able to fulfit the task by themselves. This study identifies a number of supplementary partners that could, on account of the particular challenges facing· education in South Africa, make a valuable contribution. Partners deserve their position as partners due to the functional role that they could play at a specific stage in the ongoing process of education development. As times change, and new needs come into existence, other partners will have to be identified to support the existing, conventional partners. / AFRIKAANSE OPSOMMING: Die gebruik van vennote wat vir die opvoeding van waarde kan wees, is so oud soos die opvoeding self. Opvoedingsvennote het in die mees primitiewe samelewings voorgekom en is in die postmoderne samelewings steeds van onmisbare belang. Hierdie studie dui aan dat die konvensionele opvoedingsvennote (ouer, kerk, staat) deur die eeue van belang was en dat hul vennootskaplike deelname in die toekoms verhoog behoort te word. Terselfdertyd het dit nodig geword om nuwerwetse, supplementêre opvoedingsvennote te betrek om die talle uitdagings op onderwysgebied die hoof te bied. Die ouer tree na vore as die eerste en vernaamste opvoedingsvennoot en is as sodanig die benaming primêre opvoedingsvennoot waardig. Die geskiedenis toon aan hoedat sekere gemeenskappe op grond van bepaalde partikuliere wêreld- en lewensbeskouings, ideologieë en opvoedingsdoelstellings die rol van hierdie vennoot wou afskaal, maar dat dit nêrens sonder nadelige gevolge vir die opvoedeling gedoen kon word nie. Die veiligheid, sekuriteit en geborgenheid wat die kind in die ouerhuis en binne die gesinstruktuur beleef, is veral vir die jong kind van allergrootse belang. Die groter wordende getalouerlose kinders as gevolg van 'n toename in egskeidings, gesinsmoorde en veral die pandemiese MI-virus, is in hierdie verband kommerwekkend. Supptementêre vennote sal daarom gevind moet word om die kind se behoefte aan geborgenheid aan te spreek. Die verankerdheid wat deelname aan religieuse aktiwiteite bied, is eweneens vir die ontwikkelende kind van belang. Daarbenewens beklemtoon die kerk, in die wydste sin gedefinieer, sekere norme en morele waardes en voorsien hy programme wat verseker dat die jeug se vryetydsbesteding en drang na plesier nie op gevaarlike, afbrekende roetes ontspoor nie. Die kerk sal steeds as noodsaaklike opvoedingsvennoot toegelaat en uitgenooi moet word. Die staat word vanweë funksies soos die befondsing van formele onderwys, die daarstelling van 'n algemene kurrikulum en die neerlê van onderwyswetgewing met reg as hoofvennoot van die opvoeding, onderwys en opleiding beskou. Hierdie posisie in die vennootskap beteken nie dat die staat die oorheersende rol speel en aan ander vennote kan voorskryf hoedanig hul rolle sal wees nie. Vennootskap veronderstel samewerking en streng voorskriftelikhede sal vir medevennote onaanvaarbaar wees. Die konvensionele vennote sal moet besef dat elkeen se bydrae tot die opvoeding belangrik is en nie deur ander vennote vervang kan word nie. 'n Vergelykende studie van vennootskaplikheid in Kenia, Kuba en Duitsland dien as agtergrond tot die studie. In 'n wêreld wat vinnig en voortdurend verander en waar hoë eise aan die opvoeding en sy vennote gestel word, is dit duidelik dat nuwe opvoedingsvennote gevind sal moet word om bystand te ver1een. Die konvensionele vennote is gewoon nie in staat om die mas alleen op te kom nie. Hierdie studie identifiseer 'n aantal supplementêre vennote wat, op grond van die eiesoortige probleme wat in die Suid-Afrikaanse opvoeding ondervind word, van waarde sal kan wees. Soos tye verander en nuwe behoeftes ontstaan, sal ander vennote geïdentifiseer moet word om die konvensienete opvoedingsvennote te ondersteun.