Submitted by Ana Carla Almeida (ana.almeida@ucsal.br) on 2017-03-21T18:05:01Z No. of bitstreams: 1 TESE DOUTORADO Hannah Fiterman PDF.pdf: 3157155 bytes, checksum: 95680954d316318d124df37806cab517 (MD5) / Approved for entry into archive by Rosemary Magalhães (rosemary.magalhaes@ucsal.br) on 2017-03-21T19:51:33Z (GMT) No. of bitstreams: 1 TESE DOUTORADO Hannah Fiterman PDF.pdf: 3157155 bytes, checksum: 95680954d316318d124df37806cab517 (MD5) / Made available in DSpace on 2017-03-21T19:51:33Z (GMT). No. of bitstreams: 1 TESE DOUTORADO Hannah Fiterman PDF.pdf: 3157155 bytes, checksum: 95680954d316318d124df37806cab517 (MD5) Previous issue date: 2016-12-15 / Diversas transformações familiares, culturais e históricas ocorridas na sociedade contemporânea tornaram mais complexo e plural o papel do pai na família. Com essas mudanças acontecendo, fica cada vez mais relevante estudar o envolvimento paterno no período de transição para a paternidade. Nesse sentido, a presente Tese de Doutorado tem por objetivo geral investigar, na perspectiva do pai, o envolvimento paterno durante a gestação, o parto e o terceiro mês do bebê. Para alcançar tal propósito, foi utilizado o método de pesquisa qualitativa longitudinal. Participaram da investigação 30 homens que estavam sendo pais pela primeira vez. Eles residiam em Salvador (BA) e foram acessados em uma clínica particular de ginecologia e obstetrícia, localizada em um bairro de classe média-alta de Salvador. Foram construídos três roteiros de entrevista semiestruturadas, contendo questões abertas, cada um deles foi aplicado em um dos seguintes momentos: (a) último trimestre de gestação; (b) uma semana após o parto; (c) aos três meses do bebê. As entrevistas foram gravadas e realizadas em local de conveniência para os pais e todos assinaram o Termo de Consentimento Livre e Esclarecido. O projeto de pesquisa foi aprovado pelo Comitê de Ética em Pesquisa Maternidade Climério de Oliveira, número do parecer 482.943. As gravações foram transcritas e foram construídas categorias a partir das respostas obtidas. Os dados foram analisados por analise de conteúdo qualitativa. Os principais resultados foram: o envolvimento paterno na gravidez se deu por meio do desejo e afetividade do pai em relação ao filho imaginado e do bom relacionamento com a mãe do bebê. Já no parto, o envolvimento foi constatado desde a primeira vez que o pai viu o filho e o segurou colo. Por fim, aos três meses do bebê, tal envolvimento se mostrou nas diversas formas de interação, na qualidade do envolvimento no tempo disponível para a criança e nas responsabilidades adquiridas ao cuidar do filho. Conclui-se que os pais estavam de um modo geral envolvidos com seus filhos, que tanto no desejo quanto na prática mostravam-se bastante envolvidos, apresentando um movimento crescente de envolvimento ao se considerar os três momentos de coleta de dados. / Various family, cultural, and historical transformations in contemporary society have made the father's role in the family more complex and plural. With these changes happening, it becomes increasingly relevant to study paternal involvement in the transition to paternity. In this sense, the present doctoral thesis has as general objective to investigate, from the perspective of the father, the paternal involvement during the gestation, the delivery and the third month of the baby. To achieve this purpose, the longitudinal qualitative research method was used. 30 men who were about being parents for the first time took part in the research. They resided in Salvador (BA) and were addressed in a private gynecology and obstetrics clinic, located in a middle-upper class neighborhood of Salvador. For the data collection, three semi-structured interview scripts were built; containing open questions, each of them was applied in one of the following moments: (a) the last trimester of pregnancy of the first child; (B) one week after delivery; (C) three months of the baby. The research project was approved by the Research Ethics Committee of Maternity Climério de Oliveira, whose opinion number was 456,434. The interviews were recorded and held in a place of convenience for the parents and all signed the Term of Free and Informed Consent. The recordings were transcribed and categories were constructed from the answers obtained. Data were analyzed through qualitative content analysis. The main results were: paternal involvement in pregnancy occurred through the desire and affection of the father in relation to the imagined child and the good relationship with the baby's mother. Already in the delivery, the involvement was verified from the first time the father saw the son and he held him on his lap. Finally, when the baby was three months old, the involvement was shown in the different forms of interaction, in the quality of the involvement and in the time available to the child and in the responsibilities acquired when caring for the child. It was concluded that parents were generally involved with their children, both by the desire and in the practice they were quite involved, presenting a growing movement of involvement when considering the three moments of the data collection.

Made available in DSpace on 2016-06-02T19:46:04Z (GMT). No. of bitstreams: 1 2359.pdf: 1333601 bytes, checksum: b4596b8e9cd0eee7eec054d789340ba3 (MD5) Previous issue date: 2009-03-11 / Universidade Federal de Sao Carlos / Healthy infant development greatly depends on the quality of interactions between the children and their primary caregivers. In its turn, based on Bronfrenbrenner´s bioecological model, parental involvement is affected by the responsibilities and relationships that parents must attend to in various spheres of their lives, which can contribute to the intensification or distancing of the parent-child relationship. As such, it is hypothesized that the parents jobs can have a positive or negative influence on their children s development, depending on the frequency with which job-related demands interfere with their family involvement, generating insatisfaction and stress. The effect of such problems should be even more intense when occupational stress is extreme and chronic, leading to burnout. In view of the importance of identifying factors that can affect the quality of parental involvement, the overall objective of this study was to examine the relationships that exist among stress, burnout and parental involvement among mothers whose children attend preschool. In total, 56 working mothers were interviewed, whose children (between three and five years old) attended a public daycare for at least half days. Using instruments previously tested in other studies, measures were made of the frequency of demands in the family and work spheres and of conflicts between these demands, of the adequacy of various practical resources (support provided by their husband and other relatives) and psychological resources (work satisfaction, perception of the adequacy of their family role performance) to help them deal with these demands, and of the results of the stress process on the well-being of the mothers (stress and burnout symptoms) and on their involvement with the target child. Mothers who reported spending a greater number of hours on domestic chores had higher stress and burnout scores and made lower evaluations of the frequency of their involvement with the target child. In addition, on days with a heavy workload, the respondents reported that they had less frequent positive parenting interactions with their child, such as playing and conversing. With respect to stress and burnout, the regression analyses indicated that mothers who said that work demands interfered with their family life had lower job satisfaction at the same time that the more the mothers could allow family tasks to reduce work performance (without losing their jobs), the greater their job satisfaction. The greater the mothers job satisfaction (fewer extra demands and more flexibility) the lower their stress. Reinforcing this, mothers whose job demands interfered more frequently with their family life had less positive perceptions of the adequacy of their parental role performance and presented symptoms of burnout with a higher frequency. These results provide information that contributes to a better understanding of a critical phase in the life of working women, while their children are young, pointing to a need for a widening of the social support network of workers with children in this age group, and for the review of policies and worker s rights, so as to reduce the stress and burden felt by working parents and to promote more positive parenting involvements in the lives of their children. / O desenvolvimento infantil saudável depende significativamente da qualidade das interações entre a criança e seus cuidadores principais. Por sua vez, segundo o modelo bioecológico de Bronfenbrenner, o envolvimento parental é afetado pelas responsabilidades e relacionamentos que os pais mantêm nas diferentes esferas de suas vidas que podem contribuir para a estreitamento ou distanciamento da relação pai-filho. Assim, levanta-se a hipótese de que o trabalho dos pais pode influenciar positiva ou negativamente no desenvolvimento dos filhos, a depender da freqüência com a qual demandas na esfera profissional interfiram no envolvimento familiar, gerando insatisfações e estresse. O efeito destes problemas deveria ser ainda mais intenso quando o estresse ocupacional fosse extremo e crônico, levando ao burnout. Tendo em vista a importância de identificar fatores que podem afetar a qualidade do envolvimento parental, o objetivo geral desta pesquisa foi de examinar as relações entre estresse, burnout e envolvimento parental em mães trabalhadoras, cujos filhos freqüentam escolas infantis. Foram entrevistadas 56 trabalhadoras, mães de filhos de três a cinco anos que freqüentavam uma creche pública em pelo menos meio período. Utilizando instrumentos previamente testados em outros estudos, foram aferidas a freqüência das demandas nas esferas de trabalho e família e dos conflitos entre estas, a adequação de diferentes recursos práticos (apoio recebido do marido e familiares) e psicológicos (satisfação no trabalho, percepção da adequação do desempenho no papel familiar) para lidar com estas demandas e os resultados do processo de estresse para o bem-estar das mães (sintomas de estresse e burnout ) e no seu envolvimento com o filho alvo. Verificou-se que as mulheres que afirmavam dedicar mais horas às atividades domésticas atingiram mais altos escores de estresse e burnout e se avaliaram como estando menos envolvidas com seus filhos alvo. Além disso, em dias de carga de trabalho pesada, as respondentes disseram que interagiam menos com seus filhos em atividades relacionadas ao envolvimento parental positivo, como brincar e conversar. Em relação ao estresse e ao burnout, as análises de regressão apontaram que quanto mais freqüentemente as demandas no trabalho interferiam na vida familiar, menor a satisfação no trabalho, ao mesmo tempo em que mães que puderam deixar demandas familiares reduzirem seu desempenho no trabalho (sem perder o emprego) estavam mais satisfeitas no trabalho. Quanto maior a satisfação no trabalho (menos tarefas extras e maior flexibilidade), menores os escores de estresse. Reforçando isso, quanto mais freqüentes foram as demandas do âmbito profissional que interferiam na família, mais baixa a percepção da adequação do desempenho no papel familiar e mais freqüentes foram os sintomas de burnout. Estes resultados trazem informações que contribuem para uma melhor compreensão de uma fase crítica na vida de mulheres que trabalham enquanto seus filhos são pequenos, apontando para a necessidade de ampliação da rede de suporte social de trabalhadores que têm filhos nessa faixa etária, bem como a revisão de políticas e direitos trabalhistas, a fim de reduzir a sobrecarga e o estresse parental e para promover um envolvimento mais positivo na vida dos filhos.

The study is a qualitative explanation of the manifestations of learning support in the lives of high school learners experiencing barriers to learning. The primary research question that guided this study was: How does learning support manifest itself in the lives of high school learners? Nine learners repeating grade nine were sampled to participate in the study. Co-participating were nine family members, seven educators and the principal. Interviews and observations were conducted to determine the nature of barriers to learning experienced by high school learners, and the ways in which learning support manifests in their lives. Theme analysis was then used to analyze the data collected. This process yielded two main themes, e.g. barriers to learning and manifestations of learning support . The two main themes were then further divided into eight sub-themes and fourteen categories. The findings of the study are articulated in terms of the ecosystemic perspective, which then indicated that barriers to learning issued from factors related to learners, educators, families, the education system and society. The sub-themes and categories that emerged on barriers to learning are discussed in detail in the thesis. The study further revealed that learning support manifests in diverse ways for the participants in this study, i) in terms of knowledge about and the availability of learning support, ii) in terms of guidance, advice, motivation, encouragement and one-on-one support, iii) in terms of extra classes, extra work and assistance with schoolwork and finally, iv) in terms of the mobilization of available resources. In conclusion, the study illustrates that there is low consistency in the ways in which learning support manifests in the lives of the learners in the study. It also shows a lack of formal avenues that can be accessed for learning support by the learners experiencing barriers to learning. / Thesis (PhD (Learning Support, Guidance and Counselling))--University of Pretoria, 2007. / Educational Psychology / unrestricted

Of the nine South African provinces, Limpopo Province has produced the worst Grade 12 results in the ten years between 1996 and 2006. Yet Thohoyandou and Mutale districts in that province performed outstandingly well from 1994 to 2006. This study aimed to find out what influential factors made the difference within these two districts between high-performing and poorly performing schools, by comparing those that performed well with those that performed badly. Data were gathered by means of questionnaires completed by a total of 87 teachers, and structured interviews were conducted with principals. The sample of 24 schools was divided into two types, ‘high performing’ and ‘poorly performing’. By means of the questionnaires, a total of 114 variables were explored, encompassing a number of different factors, from which a total of 18 hypotheses were derived: three concerning teacher factors (qualifications, home language), 10 concerning school factors (locality, number of classrooms, assembly hall, library etc. and teacher-generated problems), one concerning parental involvement, two concerning teacher motivation and management (frequency and scheduling of staff meetings), and two concerning learner motivation and management (including performance with notes and summaries). The data from both groups of schools were compared in order to test the 18 hypotheses on the influence of different variables upon Grade 12 results, the null hypothesis being, of course, that there was no influence. Before this was done, pairs of variables were also compared and subjected to chi-square testing for each of the two groups of schools to see which of the factors might be related to one another in some way, thus impacting on interpretation of the results of the hypothesis testing. For each of the two groups of schools, results from the questionnaires were analyzed by means of: <ul> <li>Frequency analyses and descriptive statistics extracted from the tables of results where they were of possible interest. Variables such as the gender of teachers were, for example, included.</li> <li>Contingency tables with chi-square analysis testing the independence of the variables where possible relationships between the variables could emerge.</li> <li>Contingency tables with chi-square analysis where the connection was not significant and independence of the variables from each other could therefore be assumed.</li></ul> The chi-square analysis tested the difference between the variables at a 0.5% level of significance. Results of the various analyses were not particularly conclusive. Those with the most reliable levels of significance suggested that the most important variables were those relating to interpersonal relationships, specifically those involving different types of contact. Where staff meetings were scheduled and not particularly frequent, Grade 12 results were better. These results were also better where there was frequent contact between parents and teachers. The results of this study and in this sample area suggest that a school’s management style is more important to Grade 12 performance than the provision of funding and facilities. Further investigation is needed before these conclusions can be generalized to other districts and provinces. / Thesis (PhD)--University of Pretoria, 2008. / Curriculum Studies / unrestricted

The establishment of a culture of teaching and learning in disadvantaged high schools is a challenging phenomenon since the inception of the new democratic South Africa. This study attempts to investigate variables contributing towards the establishment of a culture of teaching and learning in high schools. It is revealed through literature study that some investigations into this research topic has already been done in South Africa, but little if none is done in the disadvantaged high schools in the North-West Province, that is the reason why I was prompted to pursue this topic further. The high failure rate in Grade 12 results according to my opinion is a serious concern and is on the lips of every teacher, learner, parent, politician and relevant stakeholders. This high failure rate is, according to the findings from the literature review, caused by factors such as underqualified and unqualified teachers, inadequate resources, over-crowded classrooms, poor infra-structures (buildings), poor socio economic background of learners’ parents, inconducive environment at school and inadequate role played by teachers and learners in the teaching and learning situation. One expects that the majority of disadvantaged schools would have achieved above the 70% as the pass rate benchmark in the final Grade 12 examinations. However, in most schools in the disadvantaged area this is not the case. Based on the above statement and the complexity of the study in consultation with variables employed, I opted to use both quantitative and qualitative research designs with an aim to attempt to obtain consistency, validity and reliability of the research results. The analyses of the results reveal that most disadvantaged schools still experience a poor culture of teaching and learning. This is evidenced by low Grade 12 pass rate results in some of the provinces, including North-West. The research revealed that the variables impacting on the performance of learners at schools are subjected to a complexity of integrated activities many of which are difficult to isolate as predominantly responsible for poor performance as such. What does appear to be an issue of concern is the apparent lack of dedication one would expect from some teachers working with secondary school learners. One could conclude from the many responses that poor achievement is directly linked to poor teaching and that the latter would again be the result of poor qualifications, lack of resources, poor support systems and most important however, a lack of commitment and dedication needed to ensure a professional approach towards classroom management and teaching. / Dissertation (PhD (Curriculum and Instructional Design and Development))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

Parental involvement in education in Kenya is mainly limited to financial contributions and teacher-parent meetings. Given the high cost of education and the need to improve quality of education, parental involvement is important. The effectiveness of educational restructuring initiatives therefore would depend on more comprehensive parental involvement in schools. A literature study investigated existing programmes and models of parental involvement in schools as well as legislation as pertaining to parental involvement in Kenya. A qualitative design utilising Epstein’s model of parental involvement was used to examine parental involvement practice in public primary schools in Kenya. Accordingly, a qualitative approach within purposefully selected schools study was conducted. The findings suggested that parental involvement activities in the study sample fitted Epstein’s typology comparatively well. Based on the findings recommendations for the improvement of parental involvement practice were presented. / Educational Leadership and Management / D. Ed. (Education Management)

Limited research has been conducted about the involvement of parents in the education of children with autism spectrum disorder (ASD) in South Africa. The main aim of this study was to explore how involved parents and teachers are in the education of learners with ASD in a special educational needs school in Emalahleni. The research investigation was rooted in Epstein’s model for parental involvement. Situated in the interpretivist paradigm, the study adopted a qualitative approach. Data were collected through interviews, document analysis and observations with four parents and four teachers in a special educational needs school in Emalahleni, accommodating learners with ASD. Only parents of learners with ASD and teachers working with children with ASD were included in the study. The findings of the study highlight the importance of parental involvement, benefits and barriers that are associated with parental involvement in the education of children with ASD. The researcher also reported on ways in which parental involvement in the education of children with ASD can be enhanced. The recommendations concluded that in order to promote academic success, the teachers and the parents need to work together. Lastly, the data obtained in this study can be used as a baseline for future research on the parental involvement in South Africa. Future research is needed in order to determine the barriers and benefits of parental involvement in the education of learners with ASD in South Africa. / Inclusive Education / M. Ed. (Inclusive Education)

Parental involvement plays a very important role in the development of a child’s formal education. This study explored various management strategies that might serve as guidelines to improve parental involvement in primary schools. The conceptual framework that informed this study was factors that determine school effectiveness as well as Epstein’s theory of overlapping spheres and her typology on parental involvement that served as the theoretical framework. A qualitative research approach was used for this study, as it allowed the researcher to conduct in-depth interviews with six principals in Southern Tshwane primary schools and examined relevant documents to collect data. The research indicates that most schools comprehend the importance of parental involvement, yet lack structured implementation frameworks for parental involvement. The study recommends that schools need to plan, manage and implement a parental involvement programme according to the unique circumstances of the school. / Ukubandakanyeka kwabazali kudlala indima ebalulekile kakhulu ekuthuthukiseni imfundo esemthethweni yengane. Lolucwaningo luhlola amasu ahlukahlukene okuphatha angase asebenze njengemihlahlandlela yokuthuthukisa ukubandakanyeka kwabazali ezikoleni zamabanga aphansi ase Ningizimu neTshwane. Umhlahlandlela womqondo owazisa lolucwaningo yizici ezenza ukusebenza kahle ezikoleni kanye nenkolelo ka-Epstein yezinhlaka eziqhamukayo ekubandakanyeni kwabazali okwakungumhlahlandlela wemfundo. Indlela yokucwaninga eyasetshenziswa kulolucwaningo yenza ukuthi umcwaningi aqhube izingxoxo ezijulile nothishanhloko abayisithupha bezikole zamabanga aphansi ase Ningizimu neTshwane, futhi wahlola nemibhalo efanele ukuqoqa imininingwane. Ucwaningo lubonisa ukuthi izikole eziningi zinalo ulwazi lokubaluleka kokubandakanya abazali kodwa azinazo izinhlaka ezihlelekile zokwenza ukuthi abazali babandakanyeke. Ucwaningo lukhuthaza ukuthi izikole zidinga ukuhlela, ukuphatha nokusebenzisa uhlelo lokubandakanya abazali ngokuvumelana nezimo ezihlukile zesikole. / U dzhenelela ha vhabebi ndi tshipida tsha ndeme tsha u aluwa ha pfunzo ya vhana. Tsedzuluso ino yo sedzulusa ndila dzo fhambanaho dza u langula dzine dza shumisiwa sa nyeletshedzo dza u khwinisa u dzhenelela ha vhabebi kha zwikolo zwa fhundzo dza fhasi Tshitirikini tsha Tshipembe ha Tshwane. Tsedzuluso ino yo di sendeka nga zwithu zwine zwa bveledza tshumelo ya maimo a ntha a zwikolo na pfunzo khulwane ya Epstein ya masia a no shumisana kha u dzhenelela ha vhabebi zwine zwa shumisiwa sa maga a kuhumbulele. Tsedzuluso ino yo shumisa maitele a u sedzulusa a qualitative, ngauri a tendela musedzulusi u vhudzisa mbudziso dzo dzudzanywaho na thoho dza tshikolo dza rathi dza zwikolo zwa fhasi Tshitirikini tsha Tshipembe ha Tshwane, na u sedzulusa manwalo o no yelana na tsedzuluso ino kuvhanganya ndivho. Tsedzuluso i sumbedza uri vhunzhi ha zwikolo zwi dzhiela nzhele u dzhenelela ha vhabebi, fhedzi a zwina maitele o dzudzanywaho a u eletshedza u dzhenelela avhabebi. Tsedzuluso ino i themendela uri zwikolo zwi tea u dzudzanya, u langula na u shumisa maitele o themendelwaho a u katela u dzhenelela ha vhabebi uya nga u fhambana-fhambana ha nyimele dza zwikolo. / Educational Management and Leadership / M. Ed. (Education Management)

The purpose of this phenomenological study was to discover the perceptions of caregivers and teachers regarding parental involvement at alternative schools in Eastern North Carolina. The lack of parental involvement at some schools is a systemic issue that involves continued efforts by school staff to include caregivers in promoting student success. The difficulties of engaging parents of alternative students result in little interaction between caregivers and educators. It is essential to understand how caregivers and educators perceive parental involvement and assess the quality of parental participation in an alternative educational setting. A qualitative research method was chosen to comprehensively examine teachers' and caregivers' experiences and perceptions related to parental involvement in alternative school students' education. The researcher utilized criterion-based sampling for participant selection. To participate, caregiver participants must have been a caregiver of an alternative school student. Teacher participants needed to be fully licensed and the teacher of record for a class of alternative school students. Six teachers and six caregivers who met the criterion established for participation consented to be interviewed through Zoom. The findings include themes four key themes: school dynamics valued by caregivers, teacher concerns about the lack of resources and support to involve caregivers, caregiver scheduling conflicts, and caregiver-teacher relationships. Through these findings, caregivers revealed that school culture, student services, academics, and scheduling were all factors that facilitated their involvement. Teachers indicated that their personal experiences with parental participation, the lack of resources, and the quality of relationships they had with caregivers determined their engagement level with caregivers.

No description available.