This work's aim is to chart the extent and the actual forms of cooperation between innovative schools and families at the beginning of school attendance. In this case, innovative school is defined as a school that teaches children to read by the genetic method or that teaches the children in the primary school the Fraus mathematics by authors Hejný, Jirotková, Slezáková-Kratochvílová, Michnová. In the theoretical part, I find out the principles on which both the new concept of Fraus mathematics and the genetic method of reading are based, and I make a link between them and the constructivist conception of teaching as well as the teacher's competences. In a wider context, this work discusses the work with mistake and emphasizes the significance of creativity. In the practical part, I used the method of written questionnaire to find out the actual forms of cooperation between these schools and families before and after the children enter the first class. Also, the questionnaire finds out what are the teachers' crucial urges to change the way of teaching of mathematics and reading as well as what is the positive of this change in the teacher's view.

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Thesis submitted in fulfilment of the requirements for the degree Doctor of Education in the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2013 / Parental involvement in rural multigrade schools in South Africa is poor. This is mainly due to a lack of support for and insufficient knowledge regarding the development of a programme that would increase parental involvement at rural multigrade schools in South Africa. The context of multigrade education in South Africa reflects the reality of a lack of parental involvement. South African rural multigrade education is beset by a variety of internal and external challenges which have a detrimental effect on effective parental involvement. However, in the rural multigrade school context, parents have untapped potential that needs to be identified and acted upon in order to empower parents; this could provide the rural marginalised children with meaningful access to quality education. Research has proved that parental involvement has a positive effect on the quality of education. According to research, the six types of parental involvement are parenting, communicating, volunteering, learning at home, decision-making and collaborating with the community. In this study the focus was on involving parents in learning and allowing them to become active partners in education. To increase parental involvement in learning at rural multigrade schools in South Africa, an intervention was needed. This intervention came in the form of a school, community and family partnership programme. The core elements of a school, community and family partnership programme (SCAF partnership programme) were the creation of partnerships and communication channels between the school, community and family, as well as the utilisation of existing community resources. These core elements had a specific focus on learning. This study used Bourdieu's (1986) theory on capital and Epstein's (1995) theory of overlapping spheres of influence. The purpose of this study was to determine the characteristics of an effective school, community and family partnership programme that would increase parental involvement in learning at rural multigrade schools in South Africa. Design-based research was employed in order to design, develop and test the proposed programme. Research was conducted in two phases. During the preliminary phase, a needs and content analysis, review of literature, and the development of a conceptual or theoretical framework for the study were conducted. This was followed by a prototyping phase which is an iterative design phase consisting of iterations, each being a micro-cycle of research with formative evaluation as the most important research activity, and which is aimed at improving and refining the intervention. Summative evaluation was conducted during the prototype phase in order to determine whether the solution or intervention met the pre-determined specifications. Data gathered during this study indicated: 1. The SCAF partnership programme can increase parental involvement in learning at rural multigrade schools if certain product and process characteristics are active. 2. The SCAF partnership programme allows utilising school, home and community capital through interaction and collaboration to increase parental involvement in learning. 3. A SCAF partnership programme should focus on learning through creating partnerships and opportunities for communication, and utilising community resources. 4. A SCAF partnership programme should be employed through a specific process. 5. Design research offers an appropriate and powerful approach to design, develop and implement a SCAF partnership programme that increases parental involvement in learning at rural multigrade schools. Keywords: Parental involvement, Parents, Design Research, Rural multigrade schools, Rural multigrade education

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.

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