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Selected effects of a school performance review and development process (SPRAD) on parent participation in a school and parent/teacher relationships : a single site case studyOrreill, Anthony John, n/a January 1996 (has links)
School Performance Review and Development (SPRAD) was a major innovation in school
evaluation in the Australian Capital Territory. One of its aims was to encourage teachers
and parents to work together in evaluating and developing policy across all areas of school
life: Administration and Management, Finances, Curriculum and Assessment, Staff and
Student Welfare and overall School Climate.
SPRAD is different from other forms of school review in that it is system-initiated but kept
under the control of the participants. The ACT Department of Education and Training
supplies the resourcing and consultative assistance.
One of the hopes for SPRAD was that, in bringing teachers and parents closer together, it
would create a greater understanding of where each group stood in relation to the other
and strengthen parent/teacher relationships.
The focus areas for this study were parent participation in classroom and related activities,
the various channels of information employed within the school such as school
newsletters, reports and interviews, specific notices and letters relaying matters peculiar to
class groups and school sectors, parent/teacher information-sharing sessions,
parent/teacher involvement in board and P & C activities, and other forms of formal and
informal contact.
The study highlights the differences and similarities between teachers and parents in
relation to "professionalism" and "partnership", and areas of conflict highlighted by
Beacham & Hoadley (1979) who discuss the Fortress Model of Schooling, and Darland
(lanni et al: 1975) who writes of the "anyone can teach attitude" displayed by many
members of the public, i.e. the attitude that because all people have had some experience
of schooling, then their opinions on education carry as much weight as those of the
professionals; the feeling that what was good for them is good for their children, because
they have "been there, done that" and teachers do not really know very much more than
they (the public) do.
SPRAD was seen to be a helpful factor in developing some aspects of parent/teacher
relationships. Satisfaction with parent participation in classroom activities had increased
overall despite some drops in actual parent presence at the activities because of the
movement of children into the Senior areas of the school. Another example was the
lessening of the degree of dissatisfaction with teachers' professional development
programmes, especially pupil-free school development days.
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A survey of family involvement in schools : the Corvallis, Oregon School District familyMcCoy, P. K. 01 June 1995 (has links)
Graduation date: 1996
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Using online technologies to improve communications between school and home : an internship report /Hillier, Tony, January 2005 (has links)
Thesis (M.Ed.)--Memorial University of Newfoundland, 2005. / Bibliography: leaves 34-35.
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Parent perceptions of their communication with their children's school community a case study /Trischitta, Lisa M. January 2005 (has links)
Thesis (M.S.)--University of Delaware, 2005. / Principal faculty advisor: Bahira Sherif-Trask, Individual & Family Studies. Includes bibliographical references.
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A study of meaning attained from teachers' perspectives on multiyear teaching /Lael, Anita V. January 2000 (has links)
Thesis (Ed. D.)--University of Missouri-Columbia, 2000. / Leaf 100 blank. 41 unnumbered leaves in Appendix between leaf 103-106. Typescript. Vita. Includes bibliographical references (leaves 94-99). Also available on the Internet.
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A study of meaning attained from teachers' perspectives on multiyear teachingLael, Anita V. January 2000 (has links)
Thesis (Ed. D.)--University of Missouri-Columbia, 2000. / Leaf 100 blank. 41 unnumbered leaves in Appendix between leaf 103-106. Typescript. Vita. Includes bibliographical references (leaves 94-99). Also available on the Internet.
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Factors leading to the success of a parent-teacher association (PTA): a case study in a secondary school in HongKongShum, Chi-yuen., 岑志遠. January 2009 (has links)
published_or_final_version / Education / Master / Master of Education
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Parental involvement in the education of learners in the Vhuronga II circuit.Tshishonga, Matodzi Thalitha. January 2009 (has links)
Thesis (MTech. degree in Education.)--Tshwane University of Technology, 2009. / The improvement of the teaching-learning process in schools is enhanced by the involvement of parents in their children's learning. Parental involvement has the capacity to create a partnership between the most important role players in the education system, namely; teachers, parents and learners. According to this approach, parents are the most effective and reliable individuals who play a significant part in their children's education. The aim of this study is to investigate the nature of parental involvement in the education of learners in the Vhuronga II Circuit.
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The effectiveness of social work intervention in promoting parental involvement in formal pre-school teaching.Gathiram, Neeta. January 1987
The study aimed firstly to explore whether there were any differences in
the quality of parent-child interactions in those children who scored
high and those who scored low on the Pupil Behavior Rating Scale.
Sixty-five pupils were randomly selected and rated on the Pupil Behavior
Rating Scale concurrently by the teacher and the researcher. Ten of the
highest performers and 10 lowest performers were then studied
predominantly by the use of a questionnaire constructed by the
researcher.
However, the results of the study was hampered by the use of the
questionnaire in that, unlike participant observation, it only showed
differences in a limited number of areas. Much useful information,
however, was obtained about the two groups of families, especially
relating to socio-economic variables and attitudes to pre-schoo1
education.
A second aim was to investigate the role of the social worker in
promoting parental involvement in pre-schoo1 education. Here, the
utilization of a needs assessment profile indicated that groupwork and
social work intervention aimed at teachers were possible ways to promote
parental involvement in pre-school education. An intervention programme
was thus planned and executed by the researcher which confirmed that the
social worker can be a useful resource in promoting home-school
relations.
Recommendations were made in regard to the role of the social worker,
how the school system can be improved to promote parental involvement,
and suggestions on future research. / Thesis (M.A.)-University of Durban-Westville, 1987.
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Investigating a parent/teacher-librarian collaboration process in a school library research programRamsay, Joan Margaret 05 1900 (has links)
In school library research programs involving enquiry-based learning,
a challenge for students doing research emerges when they take their projects
home and turn to their parents for assistance. Often parents do not have
sufficient knowledge of the research program and critical thinking to be able
to effectively help their children. Many of them are unfamiliar with an
inquiry-based research process and this inevitably leads to anxiety for both
parents and children.
A literature review revealed that parents do want to help their children
at home with schoolwork, but are confused about the amount and kind of
assistance they should provide. Moreover, research on parent involvement in
school library research programs is virtually nonexistent, which stimulated
the researcher to conduct this study.
The purpose of this study was to investigate a parent/teacher-librarian
(PTL) collaboration process intended to assist parents wanting to help their
children more effectively with research homework. Before the
implementation of this study, a school library research program was well-established
(1988-1999), but it included no formal integration of parent
involvement. The study investigated (a) parent, student, and teacher-librarian
concerns that arose during collaboration, (b) resolutions of those concerns,
(c) techniques that facilitated collaboration and parent assistance, and (d) the
benefits and disadvantages of the collaboration process.
One questionnaire was mailed at the beginning of the study to the
parents of all 72 grade seven students in one Lower Mainland elementary
school and, as a final evaluation, a second questionnaire was mailed to the
parents of 28 grade seven students who had committed time to be in the
study. Between the two questionnaires, a subset of eight parents and their
corresponding children became primary subjects and were interviewed after
they had worked with their children on research question formulation at
home. Previous to working with their children, these eight parents had
received a detailed overview of the student research program, two training
sessions with the teacher-librarian and a variety of options for
communicating directly with her at any time during the study.
A major objective of the study was to collaboratively solve the major
concerns that emerged during the study and a procedure was developed for
that purpose. The parents and teacher-librarian together created guidelines for
future parent involvement where resolutions of the concerns were stated. The
greatest concern for all parties was the dilemma of balancing the student
desire for independence and ownership of the projects with the parents' offer
of help. The guidelines helped clarify the right kind of assistance for parents
to give, while the overview and two training sessions increased parents'
research knowledge base and allowed them to suggest improvements to
strengthen the collaboration process and the library program.
Because the PTL collaboration process provided all participants with
more benefits than disadvantages, both the parents and teacher-librarian
unanimously agreed that the PTL collaboration process merited continuance.
With the supporting structure of a parent/ teacher collaboration process
attached to learning activities at home, parent confidence about guiding
children can be increased, the students can see positive results in learning,
and a school library research program can thereby be strengthened. The
teacher-librarian, the researcher in this study, felt her practice was improved
with the addition of the PTL collaboration process. Moreover, its continuance
could contribute ultimately to the development of students whose convictions
are based on more reflective enquiry and thoughtful research.
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