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Factors that lead to low parental involvement in farm schools in the Madibeng areaVhulahani, Stephen Mashudu 06 1900 (has links)
The study sought to investigate factors that lead to low parental involvement in rural and farm schools in the Madibeng area. The qualitative research method was used for the study and the interviews were used to collect data from the participants, particularly in-depth interviews and focus group interviews. The study discovered that the majority of teachers and parents did not know what parent involvement was; and it was also discovered that low parental involvement bears a negative effect on learners’ performance, learners’ discipline, cleaning campaign, fundraising, teachers moral, functionality of School Governing bodies and the effectiveness of the Quality of learning and teaching Campaign. As a result of the findings the study recommended measures to curb low parental involvement in schools around the Madibeng Area. / Educational Leadership and Management / M. Ed. (Education Management)
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Educator expectations of parental involvement in three Western Cape Peninsula primary schoolsDe Wit, Pieter January 2007 (has links)
Thesis (MTech (Education))--Cape Peninsula University of Technology, 2007. / Educators often lament the lack of parental involvement necessary to support effective
schooling. Since schools are primarily funded by the state and, in most cases, governed by
the parents, questions arise regarding the parental support that schools need and the
expectations educators have of such parental involvement. Legislation, as contained in the
South African Schools Act, 1996, stipulates the parameters of parental involvement and
authority in the governance of the school and the national Department of Education
encourages close cooperation between parents and schools.
This dissertation explores the questions surrounding parental involvement as it pertains to
the expectations of the educators. The dissension expressed by educators demand an
investigation into the functionality of the mutual support structures. In an attempt to remedy
any existent discord that may exist between the educators and parents, it is necessary to
glean responses directly from the educators to ascertain their perceptions of parental
involvement. To elicit feedback from the educators, a questionnaire was used with both closed questions
and questions which allowed for open/written responses. The questionnaire design allowed
information collection to address educator needs, educator wants and what educators are
currently getting from the parents as far as support and involvement is concerned. Educator
expectations of the most basic and necessary involvement from the parents was weighed up
with their expectations of parental involvement in a healthy educator/parent relationship and
balanced against actual and current involvement and support offered and given by the
parents.
Educators of all three schools indicated that communication ranks as the first priority to
improve parental involvement in the schools. Schools that are committed to improve or
encourage parental involvement first seek to improve the parent-educator relationships. The
areas most in need of parental support are the teaching of discipline and social skills at home
and the encouragement of learners to excel, parental aid at fundraising drives and homework
supervision. These findings support Cherian's view that parental support of the educator is
served by parental interest in the learner's education which includes offers of help to learners
who bring home school work (Cherian, 1991 :938).
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Uma escola em Betel : relações, praticas, alunos, familias e professoras - 1997 a 2000Betini, Maria Estela Sigrist 15 December 2004 (has links)
Orientador: Jose Luis Sanfelice / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-04T02:49:08Z (GMT). No. of bitstreams: 1
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Previous issue date: 2004 / Resumo: O objeto desta dissertação é o estudo da história de uma escola de Ensino Fundamental (1ª à 4ª série), nos anos de 1997 a 2000, no bairro de Betel (Paulínia-SP). Visa registrar o trabalho desenvolvido por suas professoras em função da educação voltada às classes populares. As professoras consideraram e estudaram os alunos da escola em dois aspectos: a classe social à qual pertenciam, através da aproximação com suas famílias, e a análise de cada criança em suas particularidades. Analisaram e estudaram regularmente as práticas escolares em seus resultados, frente aos objetivos definidos no projeto político pedagógico da escola. As condições objetivas e as subjetivas, criadas pelas professoras, são
aqui analisadas, procurando-se dar visibilidade às características das crianças e suas famílias, e mostrar como, hoje, as professoras vêm os resultados obtidos com seus alunos. O estudo faz, também, o entrelaçamento entre a análise da sociedade no seu aspecto global e como esta reflete na conjuntura local, além da relação dialética do trabalho das professoras com a cultura escolar, a resistência e o não-consentimento frente à política
educacional. Em Betel, a educação de cada criança foi possível por terem sido consideradas em sua humanidade, como pessoa particular e como pertencente a uma classesocial / Abstract: The aim of this work is the study of the history of a primary school (1st to 4th grade), between the years 1997 and 2000 in the district of Betel. It aims to report the work developed by its teachers in terms of the education aimed at the underpriviledged classes. The teachers were concerned with and studied the students in two aspects: the social class they belonged to, through the contact with their families, and the analysis of each child in their particularities. The school practices were studied and analysed in their results vis-à-vis the objectives outlined in the school political-pedagogic project. Objective and subjective conditions produced by the teachers are analysed, while an attempt is made to focus on the
characteristics of the children and their families, showing how, today, the teachers see the results obtained with their students. The study also intertwines the analysis of society in its global aspect and how it reflects on the local setting, in addition to the dialectic relationship among the work of the teachers, the school¿s culture, the resistance and unacceptance of the official educational policy. In Betel, the education of each child was possible since they were considered in their humanity, as a particular person and belonging to a social class / Mestrado / Historia, Filosofia e Educação / Mestre em Educação
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An investigation into parental involvements in the learning of mathematics : a case study involving grade 5 San learners and their parentsHamukwaya, Shemunyenge Taleiko January 2010 (has links)
The purpose of this study was to investigate and document parental involvement in a San community in Namibia over a period of two months. The emphasis was to investigate whether San parents in the Omusati region were involved in the learning of mathematics of their children. The learner participants were selected according to those who were open to sharing their ideas. An interpretive approach was used to collect and analyse data. The collected data was gathered from 9 participants (4 learners in grade 5 together with their parents, plus their mathematics teacher). Semi-structured interviews, parental contributions and home visit observations were the three tools that I used to collect data. The selected school is located in a rural area in the Omusati region of northern Namibia. The interviews were conducted in Oshiwambo (the participants‟ mother tongue) and translated into English and then analyzed. I discovered that the selected San parents were involved in some but limited school activities. The findings of this study emphasizes that illiteracy may be one of the contributing factors of low or non-involvement of parents among the San community. Other factors which I found caused parents not to assist their children with homework was parents spending much of their time at the local cuca shops during the day until late in the evenings. The study also highlights possible strategies that can be carried out by teachers to encourage parental involvement in school activities.
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Família x escola : a questão dos limites à criança na perspectiva de pais e professoresBarbosa, Elizabeth Regina Carneiro 29 December 2005 (has links)
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Previous issue date: 2005-12-29 / The motivation to carry through to present research elapses of the necessity of one better understanding on the accomplishment between the Family and the School, in what it says respect to the establishment of limits to the child. During much time, acting in a private institution of education, it of many conflicts between parents was observed existence and professors when the subject in focus is discipline. This implies that the parent argue, with
the biggest naturalness, who do not know than procedure more to accept to discipline its. children and professors, in the majority of the times, they do not know what to make or that attitude to take when seeing a pupil agitating in the classroom. Succeeding the told fidgets previously, the necessity increased to investigate the conception that the parents and the professors have concerning the limits that could be applied the children, especially succeeding its inadequate behaviors. In this direction, a qualitative research was carried through, with 15 educators (being five professors, five mothers and five fathers) that had its
children or pupils registered the basic education of private schools regularly. Because of the carried through interviews, was possible to observe the difficulty that the parents and professors come feeling when the subject in guideline discipline. On the other hand, a convergence concerning the conception of limits is noticed, as well as of the repercussions that its lack of limits can cause. The influence of the conceptions a sort can also be
evidenced, of the media and of the pressures to which they are submitted in the current society. The parents bring absorbed by the work and other concerns of day-by-day; the
professors bring obliged to treat the pupils as customers, had the competitiveness between the private schools that they need the complaining pupils and of the lack of domestic
education give credit that this research can offer a contribution to the studious professional and interested in the subjects family and school. It is had certainty of that it is not conclusive, and still will have very what to search and to learn it enters the complexity of
the subject, its extension and the importance of the current days / A motivação para realizar a presente pesquisa decorre da necessidade de uma melhor compreensão sobre a relação entre a Família e a Escola, no que diz respeito ao
estabelecimento de limites à criança. Os limites aqui estão sendo tomados como sinônimo de disciplina. Durante muito tempo, atuando em uma instituição particular de ensino,
observou-se a existência de muitos conflitos entre pais e professores quando o tema em foco é disciplina. Isso implica que os pais argumentam, com a maior naturalidade, que não sabem mais que procedimentos adotar para disciplinar seus filhos e os professores, na maioria das vezes, não sabem o que fazer ou que atitude tomar ao verem um aluno agitando na sala-deaula. Em decorrência das inquietações relatadas anteriormente, cresceu a necessidade de investigar a concepção que os pais e os professores têm acerca dos limites que poderão ser aplicados às crianças, especialmente em decorrência de seus comportamentos inadequados.
Nesse sentido, foi realizada uma pesquisa qualitativa, com 15 educadores (sendo cinco professores, cinco mães e cinco pais) que tinham seus filhos ou alunos matriculados
regularmente no Ensino Fundamental-I de escolas particulares. Através das entrevistas realizadas, foi possível observar a dificuldade que os pais e os professores vêm sentindo quando o tema em pauta é disciplina. Por outro lado, nota-se uma convergência acerca da concepção de limites, bem como das repercussões que sua falta pode acarretar. Pode-se também constatar a influência das concepções de gênero, da mídia e das pressões às quais as pessoas são submetidas na sociedade atual: os pais sendo absorvidos pelo trabalho e outras preocupações do dia-a-dia; os professores sendo obrigados a tratar os alunos como clientes, devido à competitividade entre as escolas particulares, que precisam dos alunos, e queixosos da falta de sua educação doméstica. Acredita-se que esta pesquisa possa oferecer uma contribuição aos profissionais e estudiosos interessados nos temas família e escola. Tem-se a certeza de que ela não é conclusiva e ainda haverá muito que pesquisar e aprender
ante a complexidade do assunto, sua abrangência e importância nos dias atuais
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Streaming video for parental involvement educationLin, Ching-Ping 01 January 2003 (has links)
The purpose of this project is to develop a way of communication between school and parents. It aims to help parents to be more involved in their children's education. One of the main aspects and focus of this project is the analysis of the use of streaming video.
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Interpersonal relationships and interaction among stakeholders for effective teaching and learning in schools at Dzondo and Dzindi Circuit in Limpopo ProvinceMasakona, Morongwa Florence 06 December 2012 (has links)
Department of Curriculum Studies and Education Management / MEDEM
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Mothers' Perceptions and Preschoolers' Experiences: Cultural Perspectives of Early Childhood EducationWest, Martha M. (Martha Myrick) 08 1900 (has links)
In this qualitative investigation, the ways in which four ethnically diverse mothers' perceptions of early childhood education combined with the school experiences of their children were examined. Research tools included audiotaped interviews with Mexican-American, Korean-American, African-American, and Anglo mothers; videotaped school experiences; and a video message with a viewing guide requesting written reaction.
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Assessment of Embedding Peer Tutors in the Basic Communication Course: Examining Student Engagement, Classroom Climate, Affective Learning, and Communication CompetenceGolsan, Kathryn B. 24 April 2012 (has links)
No description available.
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Teacher Affective Attitudes Inventory: Development and Validation of a Teacher Self-Assessment InstrumentKing, Holly M., King 13 July 2017 (has links)
No description available.
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