Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references. Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 95-96). Also available in print.

Thesis (Ed. D.)--Illinois State University, 2002. / Title from title page screen, viewed February 7, 2006. Dissertation Committee: Maureen E. Angell (chair), Jeffrey P. Bakken, Barbara M. Fulk, James R. Thompson, W. Paul Vogt. Includes bibliographical references (leaves 94-103) and abstract. Also available in print.

Thesis (Ph. D.)--Illinois State University, 1996. / Title from title page screen, viewed May 23, 2006. Dissertation Committee: Paul J. Baker, Kenneth H. Strand (co-chairs), Sarah Booth, Anita H. Lupo. Includes bibliographical references (leaves 80-90) and abstract. Also available in print.

The aim of the study was to investigate teacher practices to involve parents in homework in Namibian schools, particularly in the Ombuumbuu cluster in the Onesi circuit. The problem was conducted by a literature study and empirical investigation. The literature review explored the views of teachers regarding the involvement of parents in their children's homework, the need for parent involvement in homework and an exploration of models of effective practices to ensure parent involvement in homework. The empirical study investigated the nature and effectiveness of teacher practices to involve parents in homework in schools in the Ombuumbuu cluster. The findings indicated that although most teachers in the study agreed that parent involvement in homework is important for learners' success, the literature review and the empirical investigation showed little parent involvement in homework in many schools. Based on the literature and the empirical investigation, recommendations were made for teachers with regard to the improvement of parent involvement in homework. / Educational studies / M. Ed.

Orientador: Marcia Maria Strazzacappa Hernandez / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-04T06:59:57Z (GMT). No. of bitstreams: 1 Carvalho_KarinaAparecidaPintoSilva_M.pdf: 583023 bytes, checksum: e8cde3715e4983fa0769fd6e8c735b47 (MD5) Previous issue date: 2005 / Resumo: A interação professor - aluno e suas conseqüências na formação de crianças, jovens e adultos, têm sido objeto de diversos estudos na área da Educação. Na área do ensino da dança, mais especificamente, do ensino do ballet clássico, esta discussão foi até então pouco abordada. O objetivo desta pesquisa é investigar se a relação professor-aluno no ensino de ballet é determinante para a permanência (ou abandono) do aluno na dança. Partimos da premissa de que o ballet, em meio às outras técnicas de dança ensinadas em escolas livres (academias, conservatórios), continua sendo a mais disseminada, por isso a forma como é ensinada pode influenciar a concepção que o aluno terá sobre dança. Trata-se de uma técnica rígida e sistematizada, que impõe um padrão físico pré-estabelecido e talvez em virtude disto, o que se constata nas aulas é uma postura austera do professor em relação a seus alunos, ilustrada aqui pela imagem do bastão em punho. Acreditamos que a relação professor-aluno mais próxima e a preocupação com a individualidade do aluno muito teriam a enriquecer o ensino de dança / Abstract: The teacher-student relationship and its affects over children, young people and adults development, has been the subject of several studies in educational area. In the area of dance education, c1assical ballet education specificity, this theme has been little discussed. The subject of this research is investigating if the teacher-student relationship in barbet education has any importance in stimulating the students' interest or causing them to give up. We've started on the premise that since ballet, among other dance techniques taught in free schools (academies, conservatories), continues to be the more widely taught, and that there is real importance in the way it is taught: it can have an influence on the student's concept of dancing. Ballet is a rigid and systematic technique, which imposes a pre-established physical standard and, perhaps, it could be the reason that we usably see an austere teacher posture in relation with his/her students, here illustrated by the image of stick in hand. We believe that a c1oser teacher-student relationship in which the teacher is concerned with each individual can ready enrich dance education / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestre em Educação

M.Ed. (Educational Psychology) / In South Africa today, inclusive education, as it relates to the inclusion of a child with a disability in a main steam classroom, is practised increasingly. Effective inclusion requires both collaboration between and mutual support for all the role players involved. The South African Schools Act of 1996 and the Education White Paper 6 of 2001 recognise parents' right to choose an appropriate school for their child in the local community. The White Paper 6 provides the framework for developing an inclusive education and training system and recognises the important role that parents play in developing inclusive schools and practices. Parents can play an important part not only in the success with which their child is included but also in the determination of the social validity of inclusive education in the South African context. It is therefore important to consult with parents as potential partners and to acknowledge their perceptions on inclusive education for their children. This is necessary in order to inform the theory and establishment of inclusive schools and to further enhance parent-school partnerships. Research on inclusive education in South Africa has mainly focused on the attitudes and perceptions of teachers and relatively little research has been done on parents' perceptions of including a child with a disability in a mainstream school. The purpose of this research investigation i.? therefore to contribute to the . knowledge base that could promote parent-school partnerships in an inclusive education system. The inquiry into the perceptions of parents of a child with a disability in a mainstream school demanded the use of a basic interpretive qualitative study. This approach was chosen primarily due to the fact that the study was aimed at gaining an in-depth understanding of parents' perceptions. Eleven 'information rich cases' were purposefully selected for focus group interviews and a semistructured individual interview, and these formed the primary sources of data. Secondary sources of data included participant observation and field notes as well as the use of a document, in the form of a biographical questionnaire.

M.Ed. (Educational Management) / The research comprises the management of parental involvement in the extra-curricular program ofthe secondary school. In chapter one the problem that gave rise to the research is formulated as follows; In spite of the corporate idea of "partnership in education," parental involvement in the extra- curricular program tends to be virtually non-existent. With regard to this problem, the following question is posed: How should the educational leader (school principal) act to ensure successful parental involvement in the extra-curricular program of the school? Research is hence directed with the following objectives: * to provide fundamental pedagogic grounds for parental involvement * to analyse the management task ofthe principal in this regard, and * to provide practical guidelines for the implementation ofa parental involvement program. The methods applied to obtain the aims of the research are a literature study and the formulation of tendencies formed from unstructured personal interviews with principals. The field of study is limited to defining the responsibilities and input ofparents in said program. In chapters two, three and four each of the above mentioned research objectives are examined respectively. The focus of research in chapter two is set on the argument that parental involvement is principally based on: * the acceptance of the fact that parents are the primary educators of their children * parents will have a say in the education and instruction of their children in terms of the baptismal vows, and * education is a community task and therefore justifies parental involvement. In chapter three the headmaster's obligation to manage the parental involvement program in such a way that optimal parental participation is achieved, is researched. Chapter four indicates the various possibilities of parental involvement and practical guidelines are given for the possible implementation and coordination of such a program. Opportunities for parental involvement and participation in the extra-curricular activities of a school are plentiful. The competent headmaster must,' by showing a positive attitude towards the above mentioned program and applying purposeful management skills, ensure successful . parental involvement. This involvement must be to the benefit ofall children!

The law relating to, and having an impact on, parental involvement has increased in quantity and complexity in the last couple of decades. It is therefore overwhelming to find out that parents are still taking a back seat as far as parental involvement is concerned in schools. Parents and educators have to work together towards one common goal, to assist learners in their journey through adulthood. The focus of the research was the role of the school management team in promoting parental involvement in the education of their children; how the school’s climate can be changed and be made accessible to parents. Educators must be taught how to invite and involve parents in the school’s activities. Parents have to be empowered as effective participants in school activities. Parents and educators should work together in solving their own problems and to overcome numerous challenges in their schools. Parents and educators have to develop trust and be able to remove the obstacles, various elements and factors that prevent them from working together to develop the schools as powerful working organisations. Parents and educators have to collaborate in building their educational objectives. The research attempted to determine all the possible causes of the non-involvement of parents in the education of their children. The researcher also believed that if the problem of non-involvement of parents can be solved, the learner’s academic achievements can improve drastically. The findings and recommendations indicate that parental involvement remains a crucial point in all the efforts to enhance school effectiveness. The researcher in the study also investigated the assumption that parents from the townships do not take part in their children’s activities because they don’t care.

Since Namibia gained independence parents have increasingly been seen as equal partners in the education process. The Education Act 16 of 2001 provides for the democratic participation in schools by parents, learners and other education stakeholders through the introduction of regional Education Forums and School Boards in schools Parental involvement in school governance has been widely researched and has become a ‘hot topic’ worldwide, including in Namibia. This study investigated and described parental involvement through the School Board in school governance in a secondary school in Otjozondjupa region, Namibia. The study was conducted within a qualitative, interpretive paradigm. The study employed three data collection tools namely, semi-structured interviews, document analysis and observation. The School Board was made up of parents of different classes and backgrounds, i.e. employed, unemployed, professionals and business persons and with different levels of educational background. These members create a network that represents the voices of parents from different social groups, with different levels of social capital. The different levels of social capital shape the nature of the contributions and interactions on the Board. The study found that in spite of the frequency of interaction between the School Board, parents and the community the School Board is still in a dilemma as it is unable to connect with its prominent source of potential support, such as the business community, due to an outdated view that the school is well-off based on its historic status of privilege. With respect to communications with parents the focus tends to be on the negatives of learners’ behaviour or performance and the task of the parents in this regard. Broadening the agenda of the collaboration to include positive aspects of the child would add to the motivation of parents and open possibilities for new forms of collaboration. The school lacks a well-coordinated system for utilizing the available resources as well as community expertise for the benefit of the school. On the strength of the findings, one of the recommendations is for a more structured program and strategy for the Boards various interactions with the community and parents.