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Shared responsibilities of families and schools: a case study of secondary schools teachers and parentsperceptionsHou, Nim-shan, Nancy., 侯念珊. January 1996 (has links)
published_or_final_version / Education / Master / Master of Education
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An exploratory study of parents' participation in an association of parents of mentally handicapped childrenAu, Sin-suet, Helena., 歐羨雪. January 1989 (has links)
published_or_final_version / Social Work / Master / Master of Social Work
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Practices that are in place at a diverse school where African American students have increased achievementCarlson, Dawn Michelle 09 February 2011 (has links)
African American students are disproportionately underachieving in public elementary schools (National Center for Education Statistics, 2003). School staff and school leaders need to understand why an achievement gap still exists between the White and the African American students on their campuses (Kafele, 2009; Noguera, 2003; Denbo, 2002; Ferguson, 2001). A few schools have made a significant difference in school achievement for students of color and researchers and educators need to identify what these schools are doing differently to promote student success, especially for African American students (Chenoweth, 2009; Carter, 2000; Reyes, Scribner, & Scribner, 1999). The purpose of this study was to identify the practices that are in place at a diverse school where African American students have increased achievement. The study took a holistic look at one diverse elementary school in order to highlight the practices that assisted in the school’s success with African American students and their achievement.
The research questions for this study are:
1. What practices are in place at a diverse school where African American students have increased achievement?
2. What policies are in place at a diverse school where African American students have increased achievement?
The framework for the study is based on Samuel Casey Carter’s Study of 21 High-Performing, High-Poverty Schools. The methodology for this study used qualitative research guidelines, was ethnographic in nature, and used a single-case study approach. The data was gathered through observations, interviews, focus groups, and analysis of documental data. The findings for effective practices include: Supportive Leadership, Implementing Change, Staff Development, Distributive Leadership, Departmentalization, School-Wide Programs, Student Resources, Teacher Resources, Communication, and Planning and Teaming. The findings for effective policies include: Open Door Policy, Student Placement, Site-Based Decision Making Committee, Parent-Teacher Organization, and Grading.
The conclusions are that policies and practices must be in place for schools to run effectively and increase achievement. The specific practices and policies that appear to support African American students may be beneficial to campuses with similar backgrounds or demographics. Schools that embrace practices and policies, such as these are in a better position to enhance the achievement for all African American students. / text
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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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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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A study of the collaborative team approach in education support services in the Western Cape.Tau, Mamathealira Irene January 2006 (has links)
<p>In South Africa, some of the problems experienced in moving towards an inclusive education system are a lack of resources, a lack of commitment and a poor understanding of how to aid successful inclusion. The implementation of inclusion is a process that has been initiated by Education White Paper 6 (Dept. of Education, 2001) and is still in the process of developing the necessary education support. This study aimed to investigate the collaboration between the District Based Support Team, the School Based Support Team and the School Governing Body which represents the parents. The main objective was to investigate how the above bodies support and assist learners who experience barriers to learning, development and participation through a collaborative and consultative problem approach.</p>
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A study of the collaborative team approach in education support services in the Western Cape.Tau, Mamathealira Irene January 2006 (has links)
<p>In South Africa, some of the problems experienced in moving towards an inclusive education system are a lack of resources, a lack of commitment and a poor understanding of how to aid successful inclusion. The implementation of inclusion is a process that has been initiated by Education White Paper 6 (Dept. of Education, 2001) and is still in the process of developing the necessary education support. This study aimed to investigate the collaboration between the District Based Support Team, the School Based Support Team and the School Governing Body which represents the parents. The main objective was to investigate how the above bodies support and assist learners who experience barriers to learning, development and participation through a collaborative and consultative problem approach.</p>
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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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A study of the collaborative team approach in education support services in the Western CapeTau, Mamathealira Irene January 2006 (has links)
Magister Educationis - MEd / In South Africa, some of the problems experienced in moving towards an inclusive education system are a lack of resources, a lack of commitment and a poor understanding of how to aid successful inclusion. The implementation of inclusion is a process that has been initiated by Education White Paper 6 (Dept. of Education, 2001) and is still in the process of developing the necessary education support. This study aimed to investigate the collaboration between the District Based Support Team, the School Based Support Team and the School Governing Body which represents the parents. The main objective was to investigate how the above bodies support and assist learners who experience barriers to learning, development and participation through a collaborative and consultative problem approach. / South Africa
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Teachers' perceptions towards setting up of PTAs in kindergartens in Hong Kong: is parental involvement a barrieror convenience?Chan Tsang, Kin-lok., 陳曾建樂. January 1998 (has links)
published_or_final_version / Education / Master / Master of Education
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