The overall purpose of this thesis was to explore the program “Bredsands Brobyggare,” which aims to increase immigrant parents’ involvement and participation in their children’s schooling. This was achieved by studying how the “bridge builders” experience relationship building with the parents and what strategies they use while working with the target group, as well as how these strategies are considered to affect the parents’ involvement in school. In the thesis, four semi-structured interviews were conducted with service providers working in the investigated program. The results were analyzed from a hermeneutic abductive approach through a thematic analysis. Dempsey and Sandler’s theoretical model of motivational sources for parents’ involvement in their children’s schooling is the theoretical framework underlying the analysis. The results showed that the bridge builders used their cultural-understanding ability to build a relationship with the parents and increased other professionals’ awareness and understanding of their difficulties and needs. Furthermore, after establishing a relationship with the parents, the bridge builders used other approaches, such as a strength-based approach and the implementation of individualized support according to the parents’ needs, aiming to create a stable line of communication between school and home, which in turn can potentially develop parents’ involvement in their children’s schooling. / Det övergripande syftet med denna uppsats är att utforska programmet "Bredsands Brobyggare" vars syfte är att öka utrikesfödda föräldrars engagemang och delaktighet i sina barns skolgång. Detta genom att studera hur yrkesutövarna, de så kallade "brobyggarna", upplever relationsbyggandet med föräldrarna och vilka strategier de använder i arbetet med målgruppen, samt hur dessa strategier anses påverka föräldrarnas delaktighet i skolan. I uppsatsen genomförs fyra semistrukturerade intervjuer med yrkesutövare som arbetar inom den undersökta verksamheten. Resultatet analyserades utifrån en hermeneutisk abduktiv ansats, genom en tematisk innehållsanalys. Den teoretiska ramen som ligger till grund för analysen är Dempsey and Sandlers teoretiska modell om motivationskällor för föräldrars delaktighet i barnets skolgång. Resultatet visar att yrkesutövarna använder sig av relationsskapande och andra förhållningssätt vid arbete med föräldrar som har en invandrarbakgrund. Specifikt indikerar resultatet att brobyggarna använder sig av sin kulturell-förståelse förmåga, både för att bygga en relation med föräldrarna samt för att öka övrig personals medvetenhet och förståelse av föräldrarnas svårigheter och behov. Efter etablering av relation med föräldrarna, använder brobyggarna andra förhållningssätt till exempel som ett styrkebaserat förhållningssätt samt implementering av individualiserat stöd enligt föräldrars behov, detta i syfte att skapa en stabil linje av kommunikation mellan skolan och hemmet som i sin tur kan tänkas utveckla föräldrars delaktighet i sina barns skolgång.

This study focuses on the barriers that hinder the Zulu-speaking English second language learner in the Foundation Phase in acquiring basic reading and spelling skills. Nine hypotheses were developed from the literature study. Emanating from this, a quantitative empirical investigation, undertaken at various Foundation Phase schools in and around the greater Durban area, examined these barriers. A questionnaire was used as the main instrument in investigating these barriers. The study highlighted the relationships between the various variables. These relationships were, in the main, found significant. The research has indicated that contextual, language, school and intrinsic factors are significantly correlated to the problems L2 learners experience in acquiring English reading and spelling skills. The limitations of this investigation were discussed and recommendations, based on these results, were forwarded. / Educational Studies / M. Ed. (Guidance & Counselling)

The aim of this study is to discover how primary scholars as substitute parents, contemplate the perceiving aspect of their substitute parenting. In the theoretical chapters the demands set for adults as primary educators and their development, are viewed. A comparative study between the primary edu­ cator and the child, rounds it off. The experiencing, giving meaning to, and the consequent involvement of substitute parents in their life-world, follow. The research design, substantiates the choice of format, methods of data col­ lection and analyses. Examples of raw data gathered from various tests are presented. Finally, the consolidated data is interpreted. The findings of this study is that substitute parents experience their tasks as being pleasant. Substitute parents are generally over involved with their siblings. This culminates in the development of a strong bond between substitute parents and younger siblings. Substitute parents require support and guidance from an adult to enable them to become adults and venture in their life-world. / In bierdie studie is die leefWereld van die substituut-ouer bestudeer. Die oorhoofse doel van hierdie studie is om met behulp van teoretiese en empiriese studies, ondersoek in te stel na substituut-ouers se belewing van bulle besondere taak. Die studie neem 'n amwang met 'n beskrywing van die primere opvoeder se verantwoordelikhede en eise. Die ontwikkeling van die volwassene word daama bestudeer. Verder Is gelet op die e1se en ontwikkeling wat aan kindwecs gelykgestel word. Die doel hiermee, is om uiteindelik 'n vergelyking te kan tref tussen die volwassene en die kind. Nadat so 'n vergclyking tussen die kind en volwassene gemaak is, sal die probleme wat die kind as substituut-ouer ervaar, oorweeg kan word. Die literatuurstudie kulmincer in substituut-ouers se unieke betekenisgewing, betrokkenheid en belewing aan en by bulle leefWereld. Dan word die literatuurstudie opgevolg deur die navorsingsontwerp, keuse van steekproef­ neming asook wyses van dataverameling en -analisering. Ten slotte word daar gekyk na die verslaggewing aangaande inligting soos bekom met behulp van die verkenningsmedia, te wete individuele onderhoude met die deelnemers aan die navorsing, die Bene-Anthony gesinsverhou­ dingstoets, die Persoonlikheidsvraelys vir kinders, die projeksiemedia van Jacobs en Vrey en die Kinestetiese huisgesinstekeninge. Die gekonsolideerde data word dan geinterpreteer en weergegee ten einde die postulate soos in boofstuk 5 uiteengesit te beantwoord. Die belangrikste bevindings van die studie is dat die taak van substituut­ ouerswees vir laerskoolkinders aangenaam is. Hierdie aangename belewing van hulle taak as substituut-ouers, dra egter nie by tot die vonning van 'n positiewe selfkonsep by die substituut-ouer nie. Substituut-ouers ervaar angs en kommer aangaande hulle substituut-ouerskap. Hulle voel nie bevoeg om as substituut-ouers op te tree nie. Substituut-ouers IS oar die algemeen oorbetrokke by hulle broers en susters. Hulle sien om na hulle sibbe, verseker dat hulle veilig is en verleen hulp aan hulle, waar nodig. Hierdie betrokkenheid veroorsaak 'n sterk band tussen die leerlinge. Hierdie sterk band wat tussen die substituut-ouers en hulle sibbe bestaan, is egter afwesig tussen die substituut-ouers en hulle eie ouers. Substituut-ouers toon dan oak teen die verwagting van die navorser in, dat hulle nie beskik oor 'n verantwoordelikheidsin nie. Substituut-ouers k:an eerder beskryf word as teruggetrokke, met min deursettingsvennoe, prikkelbaar, goedhartig, onderdanig, athanklik en inskiklik. Die studie toon ten slotte dat substituut-ouers betrokke raak by hulle taak as substituut-ouers, vanwee 'n aansporingsmiddel, te wete sakgeld. Benewens vir die bogenoemde bevindings, toon die studie oak dat die ondersteuning en begeleiding van substituut-ouers deur 'n volwassene tot volwassenheid noodsaaklik is. / Psychology of Education / M. Ed. (Voorligting)

Much has been said and written over recent years about Attention-Deficit/Hyperactivity Disorder. There is a certain amount of confusion as to what exactly the condition constitutes and controversy continues to rage regarding treatment. A significant number of children appear to be affected. Previously, parents and teachers ·were blamed for failing to discipline effectively. Often, the difficulties remained undiagnosed and untreated. Thanks to the wisdom of so many experts who have generously shared their knowledge and considerable expertise, there is an increased awareness of ADHD. Although there is no cure, there are ways to manage the difficulties. However, early diagnosis and intervention is critical. Since many different symptoms are associated with the disorder, a multi-modal treatment plan has been found to lead to a better outcome. For the purpose of this study, a multi-modal programme was planned to address the needs of a small group of children with ADHD and their parents. The intention was to empower the parents, within a supportive group environment, by providing them with knowledge about the disorder and guidelines for managing the difficult behaviour. In addition, an attempt was made to change the negative behaviour patterns of the children through the medium of story-telling. It was hoped that by reducing the levels of parental stress, parents would be more competent to cope with their educational demands, so that their children could be guided more positively towards adulthood. The results of the programme were positive. Teachers and parents reported better behaviour by the children. The parents' stress levels were reduced. The parents expressed greater understanding about the disorder and a hopefulness that they could better manage their children. They felt they had benefitted from the advice given by other parents who were facing similar challenges. However, they felt that a short-term programme was insufficient to address all their needs and they expressed a need for ongoing support. In view of the chronicity of the disorder and the constantly changing needs of the child on his journey towards adulthood, cognisance was taken of the fact that longterm intervention is essential. / Psychology of Education / D.Ed. (Psychology of Education)

The Junior primary teachers have the task of catering for the needs of pupils of varying abilities in their charge. With the admission of culturally different groups of children (many of them from disadvantaged communities) to schools previously accustomed to having one cultural group, this task of catering for the needs of pupils presents a problem as teachers are not trained to deal with disadvantaged children. The aim of this study was to formulate scientifically sound guidelines according to which class teachers can plan and implement language programmes for disadvantaged learners. In order to formulate such guidelines, a theoretical investigation was undertaken on normal language development and on the effects of disadvantagement on the scholastic and language performance of the child. Various programmes available for disadvantaged learners which are being implemented in other countries were evaluated. On the basis of these findings guidelines were suggested to class teachers for planning language programmes for disadvantaged learners. / Teacher Education / M. Ed. (Orthopedagogics)

The aim of this study was to investigate the causes of learner dropout in secondary schools around Johannesburg South, Gauteng Province. Twenty-seven participants from three secondary schools in Orange Farm area were purposively sampled for the study. A qualitative design was used. In-depth interviews were conducted to collect data to allow the researcher a platform to ask open-response questions and to explore the participants’ perspectives about the causes of learner dropout. The data was analysed thematically by carefully identifying and describing significant themes that emerged from educators, learners, parents, SGB chairpersons and principal’s responses to interview questions. The study revealed that teenage pregnancy, lack of parental involvement, substance abuse and peer pressure, among others, were the causes of learner dropout. The study recommends that schools put more efforts on abstinence programs, sex education and the use of contraceptives such as condoms, pills and injectables; training of educators on the management of drugs and pregnancy, and resuscitation of extra-mural activities. Recommendations for further research were made. / Inclusive Education / M. Ed. (Inclusive Education)

The South African Schools Act No. 84 of 1996 mandated the establishment of the democratically elected School Governing Body (SGB). The SGB’s mandate was to ensure the smooth running of the school, quality education and parental involvement in learners’ academic achievement. The study examined the effect of school governance and parental involvement in raising Grade 12 academic achievement in rural schools. A qualitative investigation at three schools in the Mkhuhlu circuit, Bohlabela District in Mpumalanga was done. Data were collected by means of in-depth interviews with one principal, one teacher, one SGB member, three Grade 12 learners and three parents at each of the three participating schools and document analysis was done as a method of collecting data. The findings of the study revealed that SGBs and parents are not aware of their importance on the learners’ education. The study recommends that SGBs and parents be empowered by principals in order for them to execute their roles effectively. / Umthetho wezikole waseNingizimu Afrika Nombolo 84 wango 1996 wagunyaza ukusungulwa kwekomiti lesikole (SGB) elikhethwe ngokwentando yeningi. Lomthetho ugunyaze lelikomiti lesikole ukuthi lenze isiqiniseko sokuthi isikole sihamba ngokwendlela, imfundo isezingeni eliphezulu kanye nokubandakanya abazali ukuze imiphumela yesikole ibe phezulu. Lolucwaningo luhlole umphumela wokubandakanya ikomiti lesikole kanye nabazali emfundweni yezingane ukuphakamisa imiphumela yebanga leshumi ezikoleni zasemakhaya esifundazweni saseMpumalanga. Lolucwaningo lwenziwe ezikoleni ezintathu zesifunda saseMkhuhlu eBohlabela. Uphenyo nzulu lwenziwe kuthishanhloko oyedwa, uthisha oyedwa, ilunga lekomiti lesikole elilodwa, abafundi bebanga leshumi abathathu kanye nabazali abathathu kwase kuhlaziywa nezincwadi zesikole. Imiphumela yalolucwaningo ikhombise ukuthi amakomiti ezikole kanye nabazali abanalo ulwazi oluphelele ngokubaluleka kwabo emfundweni yezingane. Izincomo ezenziwe ezokuthi othishanhloko kufanele baqeqeshe amakomiti ezikole kanye nabazali ukuze benze umsebenzi wabo ngempumelelo. / Mulayo wa Afrika Tshipembe nomboro 84 wa 1996 wo nea maanda u tewa ha komiti dza u langula matshimbidzele a zwikolo (SGB) yo khethwaho nga lutamo lwa vhathu vhanzhi. Ndivho ya komiti iyi ndi u langulwa ha zwikolo nga ndila kwao, pfunzo ya maimo a ntha na u dzhenelela ha vhabebi kha ubvelela ha vhagudiswa kha mishumo ya tshikolo. Tsedzuluso ino yo sedzulusa ndeme ya komiti ya u langula matshimbidzele a zwikolo na u dzhenelela ha vhabebi kha u khwinisa mvelelo dza murole wa vhufumi na vhuvhili kha zwikolo dza mahayani. Tsedzuluso iyi yo itwa kha zwikolo zwiraru kha dzingu la Mkhuhlu, Tshitirikini tsha Bohlabela, vunduni la Mpumalanga. Mawanwa a tsedzuluso iyi o kuvhanganywa uya nga mbudziso dza vhudzivha na thoho ya tshikolo, mudededzi muthi, murado muthi wa komiti ya matshimbidzele a tshikolo, vhagudiswa vhararu na vhabebi vhararu kha tshinwe na tshinwe tsha zwikolo zwo bulwaho afho ntha, na tsedzuluso ya manwalwa. Mawanwa ayi tsedzuluso a sumbedza uri SGB na vhabebi avhana nzhele nga vhuthogwa havho kha pfunzo ya vhagudiswa. Tsedzuluso ino i themendela uri SGB na vhabebi vha maandafhadzwe nga thoho ya tshikolo hu u itela uri vha kone u ita mushumo wavho nga ndila kwao / Educational Management and Leadership / M. Ed. (Education Management)

This dissertation study, entitled ‘The development of a reading culture in the Foundation Phase through comprehensive parent involvement’, focused on the challenge of developing a reading culture in which a positive change takes place in the learners’ attitudes towards reading and in particular, towards reading for enjoyment, when parents are comprehensively involved in the process. The research is found to be relevant as many of the learners in the participating school showed little to no interest in reading for enjoyment and saw reading merely as a means of studying. The methodology used in the study is qualitative in nature and included a literature review, case studies and semi-structured interviews. The results of the study showed that the implementation of a comprehensive parent involvement model has a positive impact on the creation of a reading culture. The learners were more inclined to read for enjoyment when their parents participated both in reading programmes and in fun reading activities at home. The learners and parents who actively participated in this study all indicated that they had a greater appreciation of reading for enjoyment after the implementation of the programme. Based on the study findings, recommendations were made for improvements to assist in the issue of creating a reading culture in schools. / Die studie getiteld ‘Die ontwikkeling van ‘n lees-kultuur in die Grondslagfase deur omvattende ouerbetrokkenheid’, het gefokus op die uitdaging om ‘n lees-kultuur te ontwikkel waar ‘n positiewe verandering in leerders se gevoel teenoor lees plaasvind, spesifiek lees vir genot, wanneer hulle ouers intensief betrokke is in die proses. Die navorsing is relevant aangesien baie van die leerders in die betrokke skool min tot geen belangstelling getoon het teenoor lees vir genot en het lees bloot as ‘n metode van studie beleef. Die metodologie wat in die studie gebruik was was kwalitatief van aard en het ‘n literatuurstudie, gevallestudies en semi-gestruktureerde onderhoude ingesluit. Die resultate van die studie het getoon dat die implementering van ‘n omvattende ouer-betrokkenheid model ‘n positiewe impak op die ontwikkeling van ‘n lees-kultuur gehad het. Die leerders was meer geneig om vir genot te lees wanneer hulle ouers deelgeneem het aan die lees-program en aan die pret lees-aktiwiteite tuis. Die leerders en hulle ouers wat aktief deelgeneem het aan die studie, het almal aangedui dat hulle ‘n groter waardering vir lees vir genot gehad het na die implementering van die program. Voorstelle om te help met die ontwikkeling van ‘n lees-kultuur is gemaak wat gebaseer was op die bevindings van die studie. / Thuto, e nang le sehlooho se reng 'Ho nts'etsa pele setso sa ho bala ka Sekhahla sa Motheo ka ho kenyeletsa ho kopanyelletsa ha motsoali', ho lebisitse phephetso ea ho hlaolela setso sa ho bala moo phetoho e ntle e etsoang ka maikutlo a barupeluoa ho bala le ka ho khetheha, ho bala bakeng sa thabo, ha batsoali ba ikakhela ka setotsoana mosebetsing ona. Phuputso e fumanoa e le ea bohlokoa ha ba bangata ho baithuti sekolong se kenang sekolo ba sa bontše thahasello ho bala bakeng sa thabo 'me ba bona ho bala feela e le mokhoa oa ho ithuta. Mokhoa o sebelisoang thuputsong ea lipatlisiso e ne e le mokhoa oa boleng bo botle 'me o kenyelelitse tlhahlobo ea lingoliloeng, lipatlisiso tsa liketsahalo le lipuisano tse sa tšoaneng. Liphello tsa phuputso li bontšitse hore ts'ebetso ea kakaretso ea ho kenya letsoho ho motsoali e na le tšusumetso e matla ho thehoa ha setso sa ho bala. Barupeluoa ba ne ba rata ho bala bakeng sa thabo ha batsoali ba bona ba ne ba kopanela ka bobeli mananeong a ho bala le mesebetsing e monate ea ho bala lapeng. Baithuti le batsoali ba ileng ba kenya letsoho thuputsong ena bohle ba bontšitse hore ba ananela haholo ho bala bakeng sa thabo ka mor'a kopo ea ts'ebetso. Ho itšetlehile ka liphuputso tsa lithuto, liphuputso li entsoe bakeng sa ntlafatso ea ho thusa tabeng ea ho theha setso sa ho bala likolong. / Educational Foundations / M. Ed. (Socio-Education)

Parental involvement (PI) in three socio-economic disparate primary schools in Ile-Ife in Nigeria was investigated in the study. The study explored the effect of socio-economic status on PI using three schools representing the Lower socioeconomic status (LSES), Middle socio-economic status (MSES) and Higher socioeconomic status (HSES). The study reported how parents of three different income groups practice and perceive PI and how teachers perceive PI at the schools and what their expectations are regarding PI. The data used for empirical investigation was drawn from 15 parents and 15 teachers at each of the three schools. The parents were selected using convenience sampling and were individually interviewed while teachers are selected by purposeful random sampling and data was collected using focus group interviews and survey questionnaires. Results shows that parents’ available time, interest, level of education, social capital, parent-teacher contact and socio-economic status (SES) affected PI of which time, SES and interest were the most important factors affecting PI. PI is evidenced in all SES groups as joint cooperation between parents and teachers in support of children’s scholastic pursuit. The study suggests that, contrary to conventional opinion, parents of LSES generally have high educational goals for their children and evidence noteworthy PI practices. PI should be strengthened by building on existing positive endeavors and addressing areas of PI which are lagging behind. Strategies to strengthen these endeavors are recommended in conclusion of the study. / Educational Leadership and Management / M. Ed. (Education Management)

This study focuses on the barriers that hinder the Zulu-speaking English second language learner in the Foundation Phase in acquiring basic reading and spelling skills. Nine hypotheses were developed from the literature study. Emanating from this, a quantitative empirical investigation, undertaken at various Foundation Phase schools in and around the greater Durban area, examined these barriers. A questionnaire was used as the main instrument in investigating these barriers. The study highlighted the relationships between the various variables. These relationships were, in the main, found significant. The research has indicated that contextual, language, school and intrinsic factors are significantly correlated to the problems L2 learners experience in acquiring English reading and spelling skills. The limitations of this investigation were discussed and recommendations, based on these results, were forwarded. / Educational Studies / M. Ed. (Guidance & Counselling)