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Onderwysers se belewenis van ouerbetrokkenheid in die leerproses van verstandelik gestremde kindersBotha, Janine 30 November 2007 (has links)
Text in Afrikaans / The focus of this qualitative study is the way teachers experience parental involvement in the learning process of mentally disabled children. Five participants, teaching at a school for disabled children for more than ten years and working with children between the ages of six and 18, participated in this study. Individual, unstructured interviews were conducted with the participants to describe how they experience parental involvement in the learning process of mentally disabled children. The interviews were recorded and transcribed. Nine recurring themes were identified in the transcriptions and compared with current literature. The aim of the study was not to generalize the findings, as it was a qualitative study and the participants were given the opportunity to share their experience. The result of this study is a detailed description of how teachers experience parental involvement in the learning process of mentally disabled children. / Social Work / M.Diac
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Família x escola : a questão dos limites à criança na perspectiva de pais e professoresElizabeth Regina Carneiro Barbosa 29 December 2005 (has links)
A motivação para realizar a presente pesquisa decorre da necessidade de uma melhor compreensão sobre a relação entre a Família e a Escola, no que diz respeito ao
estabelecimento de limites à criança. Os limites aqui estão sendo tomados como sinônimo de disciplina. Durante muito tempo, atuando em uma instituição particular de ensino,
observou-se a existência de muitos conflitos entre pais e professores quando o tema em foco é disciplina. Isso implica que os pais argumentam, com a maior naturalidade, que não sabem mais que procedimentos adotar para disciplinar seus filhos e os professores, na maioria das vezes, não sabem o que fazer ou que atitude tomar ao verem um aluno agitando na sala-deaula. Em decorrência das inquietações relatadas anteriormente, cresceu a necessidade de investigar a concepção que os pais e os professores têm acerca dos limites que poderão ser aplicados às crianças, especialmente em decorrência de seus comportamentos inadequados.
Nesse sentido, foi realizada uma pesquisa qualitativa, com 15 educadores (sendo cinco professores, cinco mães e cinco pais) que tinham seus filhos ou alunos matriculados
regularmente no Ensino Fundamental-I de escolas particulares. Através das entrevistas realizadas, foi possível observar a dificuldade que os pais e os professores vêm sentindo quando o tema em pauta é disciplina. Por outro lado, nota-se uma convergência acerca da concepção de limites, bem como das repercussões que sua falta pode acarretar. Pode-se também constatar a influência das concepções de gênero, da mídia e das pressões às quais as pessoas são submetidas na sociedade atual: os pais sendo absorvidos pelo trabalho e outras preocupações do dia-a-dia; os professores sendo obrigados a tratar os alunos como clientes, devido à competitividade entre as escolas particulares, que precisam dos alunos, e queixosos da falta de sua educação doméstica. Acredita-se que esta pesquisa possa oferecer uma contribuição aos profissionais e estudiosos interessados nos temas família e escola. Tem-se a certeza de que ela não é conclusiva e ainda haverá muito que pesquisar e aprender
ante a complexidade do assunto, sua abrangência e importância nos dias atuais / The motivation to carry through to present research elapses of the necessity of one better understanding on the accomplishment between the Family and the School, in what it says respect to the establishment of limits to the child. During much time, acting in a private institution of education, it of many conflicts between parents was observed existence and professors when the subject in focus is discipline. This implies that the parent argue, with
the biggest naturalness, who do not know than procedure more to accept to discipline its. children and professors, in the majority of the times, they do not know what to make or that attitude to take when seeing a pupil agitating in the classroom. Succeeding the told fidgets previously, the necessity increased to investigate the conception that the parents and the professors have concerning the limits that could be applied the children, especially succeeding its inadequate behaviors. In this direction, a qualitative research was carried through, with 15 educators (being five professors, five mothers and five fathers) that had its
children or pupils registered the basic education of private schools regularly. Because of the carried through interviews, was possible to observe the difficulty that the parents and professors come feeling when the subject in guideline discipline. On the other hand, a convergence concerning the conception of limits is noticed, as well as of the repercussions that its lack of limits can cause. The influence of the conceptions a sort can also be
evidenced, of the media and of the pressures to which they are submitted in the current society. The parents bring absorbed by the work and other concerns of day-by-day; the
professors bring obliged to treat the pupils as customers, had the competitiveness between the private schools that they need the complaining pupils and of the lack of domestic
education give credit that this research can offer a contribution to the studious professional and interested in the subjects family and school. It is had certainty of that it is not conclusive, and still will have very what to search and to learn it enters the complexity of
the subject, its extension and the importance of the current days
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Parental involvement in primary schools situated in informal settlementsMofoka, Jerry George January 2004 (has links)
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.
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Parental involvement in the governance of secondary school in Eritrea: Current trends and future possibilitiesSebhat, Kidanemariam Menghistu January 2003 (has links)
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
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Power relations within the homework processHenderson, Joyce Margaret January 2006 (has links)
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.
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Chinese parents and ESL teachers : understanding and negotiating their differencesGuo, Yan 05 1900 (has links)
Research indicates that the limited communication between English as a Second
Language (ESL) teachers and parents is a serious problem confronting educators.
However, no serious study has been done to date on ESL parent-teacher communication
that adequately recognizes the problematic nature of such communication and that
approaches the discourse data from a functional linguistic perspective.
This study investigates the communication processes between ESL teachers and
Chinese immigrant parents (chiefly from Taiwan, Hong Kong, and Mainland China)
through a focal communication event, ESL Parents' Night, when they discuss their views
of an ESL program in particular and the education of immigrant adolescent students in
general. The study falls within the theoretical perspectives of learning organization,
negotiation of intercultural conflict in a multilingual situation, language socialization, and
sociocultural views of activity. Data were collected by multiple methods: 1) observations
of twelve ESL department planning meetings and three annual Parents' Nights, 2)
individual interviews of teachers and bilingual assistants who acted as intermediaries
between teachers and parents, and 3) a focus group discussion. Specifically, the
methodology combines qualitative research approaches and discourse analysis.
Results indicate that teachers viewed the ESL program positively whereas many
parents perceived it negatively. Teachers and parents were deeply divided both by what
and how they were discussing at Parents' Night. This 'double difference' creates a major
difficulty for intercultural negotiation of conflict, and preconditions aiding dialogue and
negotiation become vitally important. Noting variation in interaction in different parts of
Parents' Night, the study discusses various conditions that may have promoted or
hindered the intercultural negotiation of these conflicts. The researcher's analysis of the
difficulties of communication between Chinese parents and Canadian teachers at Parents'
Night demonstrates less a solution to intercultural conflict than a need for continuous
negotiation between the two cultural groups.
Implications of this research include the need to expand the boundaries of language
socialization theory to give a greater role to reflective processes, and learning organization
theory to include multilingual and multicultural issues. It also provides practical
suggestions for improving intercultural communication between parents and teachers in
the interest of adolescent ESL learners frequently caught between conflicting sets of
attitudes and expectations. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate
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Parent advocacy : a private role in a public institutionMoss, John Colin 05 1900 (has links)
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
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Family literacy events promoting early reading and writing behaviorsO'Neal, H. Todd 01 January 1994 (has links)
Whole language approach.
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Team research on intrinsic motivation in student populations: A continuing projectPetrovick, Marian Brow 01 January 1998 (has links)
No description available.
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The Cucamonga Middle School web page: Using parent input to redesign an existing school web pageMyers, Paul Thomas 01 January 2001 (has links)
This project focused on the enhancement of an existing school web page. Schools have jumped on the bandwagon in record numbers in the past couple of years publishing web pages about their schools. Cucamonga Middle School is no exception, having first published a web site in 1995. Utilizing information gathered from a survey, the author/webmaster created a redesign of the existing school webpage. The wants and needs of parents, as noted in the survey were the driving force behind the redesign.
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