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Bestuurstyl en skoolklimaat as determinante van ouerbetrokkenheid by formele onderwys04 November 2014 (has links)
M.Ed. (Education) / Please refer to full text to view abstract
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Perspectives on communication from teachers and Chinese American families of exceptional studentsLin, Hsiu-chen 28 August 2008 (has links)
Not available / text
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A case study of the relationship between students' home backgrounds and their mathematics performance.Salakoff, Barak Tom. January 2006 (has links)
This is an investigation explaining the relationship between the home environment and mathematics performance of 12 grade eight students from a high school in Durban, South Africa. One of the data collection methods was a 25-question test, based on the TIMSS test, namely a TIMSS equivalent mathematics test. The test was analysed and its relation to the South African syllabus, the students' familiarity with the type of questions and the multiple-choice mode of answer used in the TIMSS study, was investigated. The test scores were also used to identify high performing and low performing students to be interviewed about their mathematical, personal and home backgrounds. A student questionnaire was administered to these selected students as a basis for the interviews. An in depth one on one interview and records of the students' achievements in grade 7 and grade 8 in languages and mathematics, as well as school family records were used for the analysis. The life stories of the six high performing and six low performing students were then constructed and analysed with respect to: their achievements in mathematics and language; their home backgrounds; how their mathematics performance is affected by their home environments; and the effect of parental involvement in their lives. Finally research findings from the interviews on the home lives and experiences of the 12 grade 8 students from a high school in Durban are presented. Implications are put forward and recommendations made. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2006.
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The role of the school in promoting parental participation in education : an investigation in a public primary school.Kannapathi, Kathlyn Lillian. January 2012 (has links)
The study aimed to explore the role of the school in promoting parental participation in
education. Parents’ perceptions of their role in education and the benefits of their
participation were also explored. Lastly, the study aimed to identify support structures
designed and implemented by schools to assist parents overcome barriers to their
participation.
The study employed qualitative methods. Data was collected in two stages. Firstly,
questionnaires were administered to parents and school staff. Returned questionnaires
were analysed. The data collected using the questionnaires was used as a springboard for
the second stage of data collection. This second stage included semi-structured
interviews conducted with educators and school managers. These interviews provided
the researcher with in – depth information which built on the information gathered
through the questionnaires.
The study aimed to explore the role of the school in promoting parental participation in
education by exploring various aspects that impact parental involvement within the
school. Attitude of school staff, school climate, school policy, communication and
management of parental participation were identified as aspects within a school that
impact parental participation in education.
The research revealed that while parents and school staff agreed that parental
participation in education is beneficial, parents’ perception of their participation was
limited to assisting their children with homework tasks. In addition, school staff were
unclear of their expectations of parents.
Findings revealed that the school plays an imperative role in promoting parental
participation in education since they have control over factors such as school climate,
school policy, home-school communication and management of parental participation
which all impact levels of parental participation within a school. The study also found
that the school in the study lacked support structures to assist parents overcome barriers
to their participation.
The study concludes by making recommendations for improved levels of parental
participation in education based on the findings of the study. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.
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The factors promoting parental involvement at a secondary school in KwaZulu-Natal.Naicker, Kalavani. January 2013 (has links)
This study explores the factors that promote parental involvement at a secondary school in Kwa-Zulu Natal. The study was conducted with twelve learners from grades 10 to grade 12, six educators and six parents. The theories on parental involvement that guided the study were the ecological theory of Bronfenbrenner and the role theory. The methodology used to obtain data were interviews with learners, teachers and parents.
The literature review looked at the extent of parental involvement, the barriers experienced by parents and the benefits of parental involvement. The literature also looked at views of how parents can be encouraged to become more active in schools. The qualitative method was utilized to determine the factors promoting parental involvement. The focus group was used with the learners and the semi structured interviews was used with the teachers and parents. Themes were formed using the collected data that was organized and analyzed
The findings of the data showed that there is a need for greater parental involvement. Parents and teachers agreed that there are certain barriers that prevent parents from becoming more involved in the education of their children. There is a need for a concerted effort amongst parents and teachers to communicate and work as a team for effective teaching and learning to take place. Schools need to consider that parents face problems and they need to work with parents to overcome these barriers. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2013.
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It's the small things that count : making sense of working in a partnership to support the inclusion of a child with autism spectrum disorder : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Teaching and Learning in the University of Canterbury /Guerin, Annette Patricia. January 2008 (has links)
Thesis (MTchLn)--University of Canterbury, 2008. / Typescript (photocopy). Includes bibliographical references (leaves 101-109). Also available via the World Wide Web.
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Shared responsibilities of families and schools : a case study of secondary schools teachers and parents perceptions /Hou, Nim-shan, Nancy. January 1996 (has links)
Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references.
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Teachers' perceptions towards setting up of PTAs in kindergartens in Hong Kong : is parental involvement a barrier or convenience? /Chan Tsang, Kin-lok. January 1998 (has links)
Thesis (M. Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 95-96).
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Shared responsibilities of families and schools a case study of secondary schools teachers and parents perceptions /Hou, Nim-shan, Nancy. January 1996 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references. Also available in print.
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Teachers' perceptions towards setting up of PTAs in kindergartens in Hong Kong is parental involvement a barrier or convenience? /Chan Tsang, Kin-lok. January 1998 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 95-96). Also available in print.
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