This theses is focused on the difference in the organization of free time within the children's home and the children's home with school. In the theoretical part of this theses there is described institutional and protective care. There are also specified types of institutional care and facilities by Czech ministries. There are also explained the most common reasons for placement of children to institutional care and further specification of legislation and statistics of placing children to foster care. There is also explained the concept and importance of leisure in sections function of free time and in the views of leisure. The theoretical part is also focused on the personality of the educator. There are also described leisure places for free time in children's homes and children's homes with school. The last important point in the theoretical part is the chapter of significant differences in the work of the children's home and the children's home with school. In the practical part, there are compared two children's homes and two children's homes with school using interviews and case studies. The purpose of this theses was to find out what is the difference in the organization of leisure activities and hinterland for leisure activities within the children's home and the children's home with school from the perspective of children and young people who live there and also from the perspective of educators.

Text in Afrikaans / Die gesin word as die kemeenheid in die samelewing beskou en speel 'n belangrike rol in die opvoeding, versorging en sosialisering van die kind, asook in die instandhouding van die samelewing. In vele opsigte vertoon die eietydse gesinslewe tekens van disorganisasie, soos in die hoe egskeidingsyfer, gesinsverbrokkeling, gesinsmoord, hoe voorkoms van buite-egtelike verhoudinge en saamwonery weerspieel word, en bestaan daar tereg kommer oor die funksionering van en opvoedingsbegeleiding in die gesin. Eietydse samelewingsverskynsels oefen 'n wesenlike en belemmerende invloed op die opvoeding van die kind en jeugdige in die gesin uit en dra by tot die toenemende kwesbaarheid van die eietydse kemgesin. Vanwee die eise waaraan hedendaagse gesinsopvoeding onderwerp word, is dit nodig dat die erosie in die gesinslewe teegewerk moet word. Hierdie studie poog om die verband tussen gesinsopvoeding en eietydse samelewingsverskynsels so te interpreteer dat riglyne vir die instandhouding van 'n toereikende gesinslewe geformuleer kan word. / The family is regarded as the basic unit of society and it plays an important role in the education, care and socialisation of the child, and in the maintenance of society. In many instances, contemporary family life shows signs of disorganisation, such as the high divorce rate, family disintegration, family murders, high incidence of extramarital relationships and cohabitation, and arouse concern about the functioning of and educational guidance within family life. Modem-day societal phenomena have a detrimental effect on the education of the child and youth in the family and contribute to the vulnerability of the contemporary nuclear family. Given the stringent demands which face today's family education, it has become necessary to counteract the erosion of family life. This study attempts to determine the relation between family education and modern-day societal phenomena to such an extent that guidelines for the preservation of adequate family life can be formulated. / Educational Studies / M. Ed. (Sosio-Opvoedkunde)

This study pointed out that without parental involvement in the children's education, the latter cannot fulfil its pre-set goals. The family together with the community, have to contribute a lot to the development and improvement of the education system. Implications of parental involvement, together with parents, and children's rights was discussed. The latter fact was supplemented with the educational laws of South Africa and the Constitution of the Republic of South Africa. To determine the problems experienced by teachers in dealing with parents, concerning school related matters, teachers and parents' responses are discussed in this study. In this study America and Britain have been put as examples as far as parental involvement in children's education is concerned. It was concluded that the government together with the parents have to take drastic steps to rectify the situation in the rural areas of the Eastern Cape Province. / Educational Studies / M.Ed. (History of Education)

Thesis (MTech (Education))--Cape Technikon, 2004. / The study focuses on the level of parental involvement in the primary schools situated in informal settlements. The area of research was limited to the informal settlements of the Cape Flats in Cape Town. The identified areas were Philippi, Weltevreden valley, Khayelitsha and Crossroads. The principals, members of the governing bodies as well, as a sample of parents not serving on governing bodies were interviewed on the level of involvement. A case study of schools was undertaken on governance, communication, school involvement, home involvement as well as extra-curricular activities. The findings of the research were that parents are not innovative when it comes to school activities. They expect too much from the schools. Parents do not ask too many questions. They accept what the schools tell them. Parents generally do not help children at home with their studies. They hardly ever watch their children while participating in extra-curricular activities. The researcher made conclusions and made recommendations.

M.Ed. (Educational Linguistics) / This research project has two primary focuses. The first focus explores home literacy practices of Turkish immigrant children in South Africa, who are learning the English language in the school context to be able to carry on their education in the country, and how congruent these home literacy practices are with the school literacy practices. To be able to discover this, I studied their experiences with family members in their homes, as well their experiences in the school setting. The second focus is the parental involvement of Turkish immigrant parents’ in the schooling of their children and how their being involved can be facilitated for more effective communication between parents and the school. To explore this area, my project is framed by two broad theories of literacy: literacy as social practice and immigrant literacies. In this study two sets of data were collected: the primary data were interviews conducted with immigrant children, their parents and the teachers, while observations made up the secondary component of my data. The data was analysed by using content analysis. This helped me code the data into six manageable themes, which produced a collection of findings regarding immigrant children’s home literacy practices which are different from the school literacy, their experiences at school in their process of adaptation, and parental involvement in the school activities. The acknowledged themes of this research are clearly interrelated: feelings of Turkish immigrant children before coming to South Africa, their experiences regarding language learning, home literacy practices, the school’s view on immigrant children, segregation between local and immigrant children and parental involvement. The results of this research project were stimulating and displayed that how the literacy practices of immigrant children differ in different contexts such as home and school and in what ways the school can build on them to facilitate adaptation and language learning for them, as well as the new ways to promote immigrant parents’ actively partaking in the school activities.

Magister Educationis - MEd / This study was designed to investigate the current policies and practices of secondary school governance in Eritrea. There is a basic need to investigate the nature of parental involvement in school governance, particularly in relation to policies enshrined in the Parent Teacher Association (PTA) guidelines. The study examined the parents' commitment to execute their school governance role properly and to determine their capacity to fulfil their responsibilities with respect to the powers and functions vested in them. Education was merely the domain of the school and parents were discouraged from interfering in matters of school governance, therefore parental participation has been very limited. Thus, the focus of the study was to investigate the prevailing problems that curtail parental involvement and identify appropriate strategies for improving and strengthening school governance. / South Africa

The purpose of the present archival study was to investigate the relationship between parental substance abuse and the risk for maladjustment and psychopathology in children in a clinic sample. Children of alcoholic parents and children of drug-dependent parents were compared to children of non-substance abusing parents. The subjects were 83 boys age 6 to 12. Children of substance abuse parents had lower levels of adaptive functioning and higher levels of school behavioral problems. Although previous studies have reported a strong association between an adverse family environment and the risk of child maladjustment, the present study did not find that the addition of an adverse family environment increased the risk for maladjustment or school behavioral problems in children of substance abusers.

The thesis deals with the topic of academic self-efficacy of pupils who have been given protective or institutional education due to significant problematic behaviour by the court and who became clients of children's homes with the school. First, the concept of self-efficacy and the concept of academic self-efficacy is presented. Resources as well as social environment issues and gender differences are related to academic self-efficacy. The following chapter describes the topic of problematic behaviour and behavioural disorders. The third chapter is devoted to protection and constitutional care. The last chapter describes the topic of academic self-efficacy of students with problematic behaviour. The empirical part includes research carried out in children's homes with students showing significant problematic behaviour, using the Myself As a Learner Scale and Children's Self- Efficacy Scale questionnaires. A significant difference was found between the level of academic self-efficacy between a set of pupils from children's homes with a school and a set of pupils from ordinary upper primary schools. Only a partial correlation has been proved between the study average and the level of academic self-efficacy. There was no difference in the level of academic self-efficacy between genders. Equally, the...

This research focuses on aspects of parental involvement in homework and the differing power relations which homework uncovered within the family. It is concerned with the deeper implications of homework through exploring the attitudes, behaviours and beliefs of teachers and/or parents and/or pupils and to consider who really is in control of the homework process, the perceived and actual roles of the participants, the resistances to homework and the possible changing social factors which impinge on homework. This thesis offers a unique contribution to the homework discourses as it uses a qualitative approach, drawing on an extended version of the French and Raven (1959) conceptualisation of power as a means of interrogating the data, by labelling certain attitudes, behaviours and beliefs, to seek explanations of the patterns of power. These patterns of power are exposed through the family’s story of their engagement, or not, in the homework process. The notion of engaging pupils in the learning process is at the heart of many of the recent educational initiatives, arising from the National debate on Education (2002). At the heart of these new initiatives is the notion of learners being actively involved in the learning process, in and out of the classroom to encourage them to take responsibility for their learning. A number of implications for pupils, parents, teachers and the government are considered. These particularly relate to the effective practices of teachers and parents as a means of preventing the pupils from controlling the homework process and to the government to consider appropriate and effective means of ensuring that all concerned are engaged in conducting homework which is interesting, stimulating and motivating.

Parental involvement in schools has been contested for decades. Although it is clear that parents have a responsibility to care for and nurture their children, the legislated role of schools to educate children leaves somewhat ambiguous the role of parents. Using Hannah Arendt's notions of public and private and the emergence of a social sphere this conceptual research examines the complex relationship of parents to schools. Using the British Columbia Confederation of Parent Advisory Councils (BCCPAC) Parent Advocacy Project as one model, this study illustrates how parents can play an important role in the public school education of their children. Parental involvement and legislated governance of schools have emerged as major educational issues in Canada. The struggle for control in education has its roots in the history of public education, legislation, the emergence of unions and the postindustrial global production/consumption market place economy. These issues reveal the emergence of a "social" sphere blurring the public/private distinctions, dominated by bureaucracy and alienating citizens from their political responsibilities to determine a good life. The emerging role of parents as advocates for their children in the schools may restore some balance to the public/private relationship, however, it may also reveal some of the problems of power and control within the system. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate