Homework in mathematics is a well-debated subject and can affect young children’s everyday life. This paper aims to investigate teachers' decisions regarding mathematics homework using the question “Which factors influence teachers in using homework in mathematics?” through an analysis of the existing research. The basis of the study consists of twelve articles and materials from different parts of the world. Results showed that many factors can impact the decision and how much is different from one teacher to another. Parents' view of homework and their influence on their children's learning in mathematics is something that emerged significant in the use of homework. The role of equality in the discussion of homework is also something that emerged as noticeable as all students have different prerequisites. The findings in our study showed that homework in mathematics do not have a negative impact on students´ academic achievement as long as the homework consists of a moderate amount. One of our most significant findings of this paper concluded that homework should be adapted to every individual and their needs, which teachers have to consider. Our professional development has increased by this study, as a result of a better understanding of the research area.

Although play is a vital concept and a core element within early childhood development, it is quickly diminishing throughout our schools. It is critical to provide an awareness that play is important in the development of young children and allows . children the opportunity to grow socially, emotionally, physically and cognitively. This thesis provides some play strategies and implications for parents to ensure their children's optimal development.

No description available.

No description available.

No description available.

Trust is an important factor affecting parent-teacher relationships. In urban schools, the lack of trust between parents and teachers is exacerbated by racial and social class differences (Bryk and Schneider, 2002). This paper examines how relational trust was both fostered and inhibited between low-income parents and their children's teachers in a low-income urban school. Data was collected through a qualitative research design based in observations and interviews in one high poverty urban school. Results suggest that teacher demonstrations of care for their profession, for parents, and for students were the most crucial factors for building parent trust in teachers. Parent competence and integrity emerged as the most salient facets of teacher trust in parents. This research highlights the importance of purposeful teacher action to build trust with low-income parents by demonstrating personal regard for their profession, their students, and their students' parents. Additionally, teachers must become knowledgeable about the strengths and struggles of low-income urban families and the way social class shapes parents' beliefs about childrearing methods and their role in their children's education. / Urban Education

Beginning with a brief historical analysis of how the education system came to be and an analysis of culture, themes came forth demonstrating the White Anglo-Saxon Protestant (WASP) roots of education no longer align with the diversity of society. Parental engagement in education has been veered as a pillar of overall success; however, it was consistently view through a nonculturally responsive lens and geared toward early childhood and elementary education, leaving out high school as an equally important facet of a child’s development. Synthesizing the themes of cultural responsiveness, parental engagement, and positive relationships, a culturally responsive guide emerges to create a starting point for public high schools to serve their uniquely diverse populations in creation and promotion of parental engagement.

This research focuses on the issue of parent involvement at selected secondary schools in the Zeerust District of the North West Province in order to gain an understanding of relevant participants’ views on the following aspects that relate to the management of parent involvement: the concept of parent involvement, ways in which parent involvement should be realised, its benefits and challenges, as well as strategies to improve the management of parent involvement in the education of learner children. The theoretical frameworks that informed this study were Epstein’s theories of overlapping spheres and her typology of parent involvement, as well as Bronfenbrenner’s ecological model. These frameworks provided a meaningful lens for interpreting data and making recommendations in the final chapter. The researcher undertook an extensive literature study and conducted interviews with principals, SGB chairpersons, as well as selected SGB parent members and other active and inactive parents from the selected schools in the Zeerust district. The research shows, inter alia, that parent involvement has various benefits and that it faces several challenges which affect the management thereof. Benefits concern improvement in terms of academic performance of learners, provision of teaching and learning resources, relationships between parents and the school, learner motivation and school attendance. Challenges to parent involvement that were identified were time constraints of parents, poor communication between home and school, parents’ lack of interest and commitment, principals’ limitations in terms of the management of parent involvement, parents’ limited education, negative parental attitudes and negative teacher attitudes. Key recommendations were made in terms of Bronfenbrenner’s micro, exo- and macrosystem for addressing the management of parent involvement in a synergetic manner. They concerned, inter alia, the national Department of Basic Education in the macrosystem, provincial Departments of Basic Education in the exosystem and schools and parents in the microsystem. / Educational Leadership and Management / M. Ed. (Education Management)

Black urban schools in South Africa are frequently beset by problems such as inadequate facilities and resources; poor motivation among teachers and pupils; poor family relations and a high incidence of violence. Against this background and in view of evidence that effective parent involvement in education addresses many of these problems, this study explored parent involvement in black urban communities. A literature study investigated existing theories and models of parent involvement; the urbanisation of and educational provision for black people in South Africa in historical perspective and the limited involvement of black parents in schools. Furthermore, legislation concerning education and parent involvement since 1994 was reviewed. A qualitative investigation of parent involvement in three primary schools in a black urban community in Gauteng was conducted. Data gathering was done by participant observation; in-depth interviews with three principals and focus group interviews with three groups of teachers and four groups of parents. Data were analysed, discussed and synthesised. The major findings emerged: school-home relations are shaped by the context of a particular school and community; as a result of changing family structures, children are cared for by different caregivers who require advice on parenting; poverty and overcrowded living conditions adversely affect family life and thus, home-school relations; caregivers experience difficulty in adjusting to changed family circumstances; young people often display behavioural problems and a lack of discipline; poor motivation to learn; are sexually active and require parental and teachers' guidance. Conditions in urban schools were exacerbated by disruption in primary and secondary schools during the apartheid era. Parents require advice in preparing children for school and supporting them at school. Teachers need parental support to fulfil their multiple roles; guidance in implementing a school policy on parent involvement; improving communication between the school and home; involving parents in children's home learning and decision making in the school. While the current government policy to establish governing structures in schools is commendable, it is recommended that, because comprehensive parent involvement programmes have long-term positive effects, parent involvement should be implemented more broadly than envisaged by present policy. / Educational Studies / D. Ed. (Comparative Education)

Black urban schools in South Africa are frequently beset by problems such as inadequate facilities and resources; poor motivation among teachers and pupils; poor family relations and a high incidence of violence. Against this background and in view of evidence that effective parent involvement in education addresses many of these problems, this study explored parent involvement in black urban communities. A literature study investigated existing theories and models of parent involvement; the urbanisation of and educational provision for black people in South Africa in historical perspective and the limited involvement of black parents in schools. Furthermore, legislation concerning education and parent involvement since 1994 was reviewed. A qualitative investigation of parent involvement in three primary schools in a black urban community in Gauteng was conducted. Data gathering was done by participant observation; in-depth interviews with three principals and focus group interviews with three groups of teachers and four groups of parents. Data were analysed, discussed and synthesised. The major findings emerged: school-home relations are shaped by the context of a particular school and community; as a result of changing family structures, children are cared for by different caregivers who require advice on parenting; poverty and overcrowded living conditions adversely affect family life and thus, home-school relations; caregivers experience difficulty in adjusting to changed family circumstances; young people often display behavioural problems and a lack of discipline; poor motivation to learn; are sexually active and require parental and teachers' guidance. Conditions in urban schools were exacerbated by disruption in primary and secondary schools during the apartheid era. Parents require advice in preparing children for school and supporting them at school. Teachers need parental support to fulfil their multiple roles; guidance in implementing a school policy on parent involvement; improving communication between the school and home; involving parents in children's home learning and decision making in the school. While the current government policy to establish governing structures in schools is commendable, it is recommended that, because comprehensive parent involvement programmes have long-term positive effects, parent involvement should be implemented more broadly than envisaged by present policy. / Educational Studies / D. Ed. (Comparative Education)