Mass media has long been thought to have a detrimental effect on an adolescent’s values and behaviors. Many social ills including violence, misogyny and negative health behaviors, as well as egoistic cultural values have been attributed to mass media’s influence. Yet the media is not all powerful, nor are its powers unable to be combated. In this manuscript, I analyze the Educational Longitudinal Study data from 2002 to 2006 to determine the real effects mass media has on adolescents in comparison to other influences. I find that not all media is equal in influence. Television and video games have different relationships with a teenager’s values and behaviors in comparison to internet use. Additionally, I find that when parents are involved with their children as significant others, they do not negate, but can typically counteract many negative effects of media.

The life of a child has completely transitioned from analogue to digital in the past 20 years. The use of digital devices and media has tripled among children between the ages of 0-8 years old since 2011. With the increasing amount of internet access in places that children and families frequent, it is almost impossible to go anywhere without the Wi-Fi access information being made available to consumers to enjoy while they patronize the business. Educators are in a unique position to find creative ways to incorporate technology into their instruction; however, this nuance is not without its challenges. Many early learning programs have not incorporated technology into their programs for a variety of reasons such as, but not limited to: lack of funding, fear, and the belief that it is not developmentally appropriate. The National Association for the Education of Young Children (NAEYC) and The Fred Rogers Center drafted a joint statement that provided a framework for early childhood educators to use as they introduced technology and digital media into their learning environments. The researcher of this study conducted a mixed methods study with three diverse early learning programs in the southeastern part of the United States. After examining the aforementioned variables, the researcher found there to be no difference in the technology usage rate among the three schools. The findings also indicated that two out of the three schools were better equipped than the other with technology and access to digital media. Despite several of the survey participants having said that they had not received training on how to use digital devices for instructional purposes, an overwhelming 92% of them admitted to using technology for daily task completion. The researcher was not able to collect sufficient data to answer the question about parental influence. However, the researcher has identified this variable as an area for future research and believes that further examination will yield thought-provoking results regarding parental influence.

The rights and responsibilities of parents are viewed very seriously in South Africa in that they are emphasised by the Act of Parliament. The South African Schools Act, No 84 of 1996, places the governance of every school in the hands of parents. The parents are in this way required to perform their roles within the orbit of this Act of parliament. This study is therefore directed at analysing the Schools Act and those sections of the law are discussed which have a direct bearing on the responsibilities and the rights of parents when involved with the school. A comparison is drawn between the national determinants of yesteryears regulating parental involvement as well as the new paradigm statutes regulating parental involvement in the school system. The findings of the literature study led to the empirical study. A questionnaire on this study comprising 46 items was developed. The subjects of this study were made up of 150 parents in the Lichtenburg District of the Department of Education in the North-West Province. The results of 137 respondents were statistically analysed. The study revealed that parents lack knowledge on the statutes relating to their involvement in the schools. Also, there are no measures taken by the schools to capacitate the parents to understand and apply the laws correctly. Finally, parents are not performing their roles adequately as is expected by the law. The findings of this study led to the recommendations on how parents could be helped to do what the law requires. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

La préparation scolaire de l’enfant en maternelle est associée, selon maintes études, à sa réussite scolaire future. Plusieurs facteurs sont liés à la préparation scolaire, dont l’implication parentale en milieu scolaire, quoiqu’il n’y ait pas consensus à ce sujet. Ainsi, la présente étude vise deux objectifs. Il s’agit tout d’abord de définir quelles sont les caractéristiques de l’enseignant, de la famille et de l’enfant étant associées à l’implication parentale. L’objectif principal se centre, pour sa part, sur les liens possibles entre l’implication parentale et la préparation scolaire de l’enfant en maternelle. Les résultats révèlent que l’âge de l’enseignant et son expérience professionnelle, l’âge des parents et la scolarité de la mère sont les caractéristiques liées à l’implication parentale. De plus, chacune des dimensions de la préparation scolaire des enfants en maternelle (santé physique et bien-être, développement cognitif, intégration sociale et autorégulation) est associée à la communication entre l’enseignant et les parents et à la participation parentale à la vie scolaire de l’enfant. Ainsi, notre étude offre un apport intéressant au domaine des sciences de l’éducation en montrant que l’implication parentale est liée à la préparation scolaire de l’enfant. / A number of studies have linked a child’s school adjustment in kindergarten to his or her future academic success. This early preparation entails a number of factors, including parental involvement in the child’s school life, though there is no consensus on the issue. Our study therefore has two objectives. First, it determines which characteristics of the teacher, family and child are associated with parental involvement. The primary objective is to establish possible links between parental involvement and a child’s school adjustment in kindergarten. Our findings indicate that the teacher’s age and professional experience, the age of the parents, and the mother’s education level are factors associated with parental involvement. In addition, we show that each aspect of a child’s school adjustment in kindergarten (i.e. physical health and well-being, cognitive development, social integration, self-regulation, etc.) is associated with parent-teacher communication and parental involvement in the child’s school. Our study thus makes a valuable contribution to the field of education science, by demonstrating the relationship between parental involvement and a child’s school adjustment.

The rights and responsibilities of parents are viewed very seriously in South Africa in that they are emphasised by the Act of Parliament. The South African Schools Act, No 84 of 1996, places the governance of every school in the hands of parents. The parents are in this way required to perform their roles within the orbit of this Act of parliament. This study is therefore directed at analysing the Schools Act and those sections of the law are discussed which have a direct bearing on the responsibilities and the rights of parents when involved with the school. A comparison is drawn between the national determinants of yesteryears regulating parental involvement as well as the new paradigm statutes regulating parental involvement in the school system. The findings of the literature study led to the empirical study. A questionnaire on this study comprising 46 items was developed. The subjects of this study were made up of 150 parents in the Lichtenburg District of the Department of Education in the North-West Province. The results of 137 respondents were statistically analysed. The study revealed that parents lack knowledge on the statutes relating to their involvement in the schools. Also, there are no measures taken by the schools to capacitate the parents to understand and apply the laws correctly. Finally, parents are not performing their roles adequately as is expected by the law. The findings of this study led to the recommendations on how parents could be helped to do what the law requires. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

No description available.

This qualitative study aimed to explore how to handle aggression in therapy from a Gestalt perspective. In order to reach the aim of this study a conceptual framework was done exploring terms central to this project including aggression and Gestalt Play therapy. Unstructured, telephonic interviews were then conducted with seven Gestalt Play therapists working with children in the Western Cape exploring ways to handle and treat aggression in therapy. The data collected during these interviews were then analyzed and several themes were identified and explored by conducting a literature control. Guidelines were then formulated and written on how to handle aggression in therapy from a Gestalt perspective as part of the concluding chapter of this research report. / Social Work / M. Diac (Play Therapy)

Submitted by Mauricio Siviero Ruiz (mauricio.siviero.ruiz@gmail.com) on 2015-03-09T14:33:13Z No. of bitstreams: 1 A Influência Paterna na Proficiência Escolar de Alunos da Rede Municipal Paulistana.pdf: 760612 bytes, checksum: ad279dab4e6ef96050422fbf698628e4 (MD5) / Rejected by Renata de Souza Nascimento (renata.souza@fgv.br), reason: Prezado Maurício, boa tarde Será necessário alguns ajustes na formatação de seu trabalho (primeiras páginas), para que possamos aceita-lo na biblioteca, Encaminharei por e-mail, o que deverá ser alterado. Att Renata on 2015-03-09T18:20:58Z (GMT) / Submitted by Mauricio Siviero Ruiz (mauricio.siviero.ruiz@gmail.com) on 2015-03-09T20:23:57Z No. of bitstreams: 1 A Influência Paterna na Proficiência Escolar de Alunos da Rede Municipal Paulistana.pdf: 762048 bytes, checksum: d96828046a8e276651d7713702e8a37a (MD5) / Rejected by Renata de Souza Nascimento (renata.souza@fgv.br), reason: Encaminhado por e-mail. on 2015-03-09T21:33:03Z (GMT) / Submitted by Mauricio Siviero Ruiz (mauricio.siviero.ruiz@gmail.com) on 2015-03-09T22:00:33Z No. of bitstreams: 1 A Influência Paterna na Proficiência Escolar de Alunos da Rede Municipal Paulistana.pdf: 917371 bytes, checksum: 4068e6f61693b9e68ce1187f473a733f (MD5) / Approved for entry into archive by Renata de Souza Nascimento (renata.souza@fgv.br) on 2015-03-09T22:02:53Z (GMT) No. of bitstreams: 1 A Influência Paterna na Proficiência Escolar de Alunos da Rede Municipal Paulistana.pdf: 917371 bytes, checksum: 4068e6f61693b9e68ce1187f473a733f (MD5) / Made available in DSpace on 2015-03-10T12:17:11Z (GMT). No. of bitstreams: 1 A Influência Paterna na Proficiência Escolar de Alunos da Rede Municipal Paulistana.pdf: 917371 bytes, checksum: 4068e6f61693b9e68ce1187f473a733f (MD5) Previous issue date: 2015-02-10 / The problems of the Brazilian public education have always been the target of various economic and social studies. The problems are not just quantity - more jobs, schools or teachers. It is mainly quality. Much of the faculty do not have mastery of subjects that they teach and do not have remuneration that ensures satisfaction and willingness to teach. Schools do not provide adequate infrastructure for students - lack of investment in technology, accessibility, extracurricular courses. Thus, the parent involvement in the school life of children may be an important factor in student academic proficiency, and may ensure greater academic achievement for Brazilian students. The objective of this work is to study whether some attitudes of the parents can play an important role in school proficiency of their children. Data were used from 2009 and 2010 Prova São Paulo. This test was applied in municipal schools in the city of São Paulo. It was found that the interaction between parents and the school, as well as the interaction between parents and children, is significant in the academic performance of students. Parents who participate in the day-to-day school cause positive effects on proficiency of their children. It was also found that students whose academic performance worsens over time get more help from their parents with school issues. / Os problemas do ensino público brasileiro sempre foram pauta para diversos estudos econômicos e sociais. Os problemas não são apenas de quantidade – de mais vagas, escolas ou professores. É, principalmente, de qualidade. Grande parte do corpo docente não possui domínio das disciplinas que lecionam e não possui remuneração que garanta satisfação e vontade de ensinar. As escolas não oferecem infraestrutura adequada para os alunos - faltam investimentos em tecnologia, acessibilidade, cursos extracurriculares. Com isso, a influência dos pais na vida escolar dos filhos pode ser fator importante na proficiência acadêmica do estudante, podendo garantir maior rendimento escolar para os alunos brasileiros. O objetivo deste trabalho é estudar se algumas atitudes dos pais podem desempenhar papel importante na proficiência escolar de seus filhos. Para isso foram utilizados dados da Prova São Paulo dos anos de 2009 e 2010. Este exame foi aplicado nas escolas da rede municipal de ensino da cidade de São Paulo. Verificou-se que a interação entre os pais e a escola, assim como a interação entre pais e filhos, é significante no desempenho escolar dos alunos. Pais que participam do dia-a-dia escolar causam efeitos positivos na proficiência dos seus filhos. Constatou-se também, que alunos cujo rendimento escolar piora ao longo do tempo recebem mais ajuda dos seus pais nas tarefas escolares.

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

Managing discipline in schools is one of the fundamentals of effective teaching and learning. It is evident that ineffective discipline management in schools would eventually jeopardize the efficacy of teaching and learning. So, it is crucial that legitimate, democratic disciplinary measures and procedures should be employed. The aim of this study was to investigate ways of managing discipline in selected secondary schools within Sekhukhune District, Limpopo. A qualitative research approach was chosen, employing research methods which included individual interviews, focus group interviews and non-participant observation. The investigation focused on four secondary schools which were purposefully sampled to participate in the study. The research concentrated only on the views of the educators and the principals. This investigation revealed that principals and educators still find themselves in a predicament in applying contemporary disciplinary measures due to a lack of training or minimal training regarding alternatives to corporal punishment. / Educational Leadership and Management / M. Ed. (Education Management)