The purpose of this study was to examine teacher and parent perceptions of the impact of a high-family engagement model, Academic Parent-Teacher Teams (APTT). Teacher and parent surveys were administered to determine the relationship between the following variables: teacher leadership, administrative support, parental perceptions of effectiveness of communications, parental perceptions of convenience of scheduling of meetings, parental perceptions of usefulness of meetings, family engagement, and student academic achievement. Data from a Pearson correlation and a regression test were analyzed to determine which variables had the greatest significance on the impact of APTT on family engagement and student academic achievement. Based on the results of the study, parental perception of effectiveness of communications, parental perception of convenience of scheduling of meetings, and parental perception of usefulness of meetings had the greatest significance with family engagement and student academic achievement. Recommendations were suggested for policy-makers, district leaders, educational leaders, teachers, and future researchers.

According to the South African Schools Act no 86 or 1994, school governing bodies determine the official language used as Language of Learning and Teaching (LoLT) in public schools. Black community primary schools use home language in the Foundation Phase, and switch to English from the fourth grade. This study investigates Zulu as LoLT in the Foundation Phase in selected township primary schools in Gauteng East District. A qualitative inquiry used semi-structured interviews to collect data from Grade Three teachers. Findings were that educators welcomed use of learner’s Home Language as LoLT; due to diverse linguistic backgrounds of teachers and learners, Zulu was not used effectively in classrooms; code switching to English was prevalent; parent involvement was poor due to parents’ lack of Zulu proficiency and learning and teaching materials were mainly in English. The review of school language policies and the provision of multiple medium classes to accommodate language diversity were recommended. / Educational Studies / M. Ed. (Early Childhood Development)

How do perceived community and school cultural values affect Latinx immigrant parents’ decisions to engage with their children’s schools? What lessons might their experiences have for our understanding of parent involvement beyond the parameters of traditional models of parent involvement? Engaging parents as advocates for school success in the home is particularly important for English Language Learners (ELs). Tapping into the experiences of EL parents is a resource educators can use to increase parental involvement and, consequently, student academic achievement. This qualitative case study grounded in Critical Inquiry and Cultural Historic Activity Theory examined the perceptions and experiences of 5 working-class Latino immigrant mothers whose children were enrolled in two elementary schools in southern California. Parents were purposively selected from two predominantly Latinx urban Elementary schools to participate in individual interviews and focus groups. This study addresses an urgent need to survey the current context of immigrant families and, because most research on the subject of parent involvement takes a subtractive or deficit approach that often devalues the experiences and perceptions of Latinx immigrant parents, it responds to a need for studies that approach the subject from an asset based perspective that includes the voices of the parents themselves. Examining the narratives of the parents from their own perspectives, this study provides a platform from which parent voices can be heard and creates a space where the historical and current particulars of home and community practices, histories, and activities become as relevant as those of the dominant culture(s), thus creating equitable conditions where the social justice mission of education—which is to provide quality education for all—is more likely to be fulfilled.

Darbe yra atliekama teorinė pasaulietinių ir religinių nevyriausybinių organizacijų veiklos ypatybių , padedant spręsti pradinukų socialines problemas, analizė. Iškeltos hipotezės: 1. Pasaulietinės ir religinės NVO taiko panašius veiklos metodus padėti pradinukams (Nulinė hipotezė). 2. Religinių ir pasaulietinių NVO darbe su vaikais ir tėvais dar nėra plačiai taikomi socialinio dalyvavimo ir partnerystės principai. 3. Mokyklų pedagogai turi įvairias nuostatas ir lūkesčius dėl NVO dienos centrų. Šie lūkesčiai priklauso nuo NVO vykdomos veiklos (Alternatyvioji hipotezė). Anketinės apklausos metodu buvo atliktas tyrimas, kurio tikslas - ištirti pasaulietinių ir religinių nevyriausybinių organizacijų veiklos ypatybes, padedant spręsti pradinukų socialines problemas. Atlikta statistinė (aprašomoji vidurkių; neparametrinė; vienafaktorinė dispersinė; koreliacinė bei regresinė) surinktų duomenų analizės. Empirinėje dalyje nagrinėjamas darbas su vaikais socialinio dalyvavimo aspektu, apimantis: darbą su tėvais (Partnerystės modelis), tarpininkavimą, partnerystę su institucijomis , vertybių laikymąsi NVO dienos centruose. Svarbiausios empirinio tyrimo išvados: 1. Tyrimas parodė, kad stengiamasi taikyti vaikų socialinio dalyvavimo principus NVO; į NVO gyvenimą stengiamasi įtraukti ir tėvus, tačiau tam ne visada pakanka tėvų motyvacijos ar NVO surandamų būdų tai motyvacijai kelti. Taigi hipotezė apie socialinį dalyvavimą ir partnerystę NVO iš dalies pasitvirtino. 2... [toliau žr. visą tekstą] / The analysis of theoretical world and religious non-governmental organizations peculiarities of activity starting to solve infants' problems has been done in the work. The hypothesis has been enthroned: 1. World NGO and religious NGO apply similar methods of activity to help infants (Zero hypothesis). 2. In religious and world NGO work with children and parents social participation and partnership’s principles. 3. Schools pedagogues have various attitudes and expectations to NGO day centers which depend on NGO work activity (Alternative hypothesis). According to the questionnaire method, the research has been done and the aim of this research – to investigate peculiarities of world and religious non-governmental organizations which would help to solve infants’ problems. Statistical data analysis (describing averages’, non-parametrical analysis, one factor dispersive analysis, correlation and regression analysis) has been done. 47 NGO day centers workers, children's parents and 79 pedagogues who are working with infants from Lithuania have participated in the research. The work with infants in social aspect, work with parents (Partnership model), intermediation, partnership with institutions, pursuance of values in NGO day centers are analyzing in the empirical part. The most important conclusions of the empirical research are: 1. The research showed that there is trying to apply children's social participation principles in NGO, to involve parents in the life of NGO... [to full text]

Thesis (MPhil)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: The study was conducted at the Lungisa High School, at KwaDwesi in Port Elizabeth. The study aimed at describing attitudes of parents of adolescents of this school as possible reasons for the lack of sexuality education for their adolescents. The sample comprised 150 parents of adolescents (guardians) who participated in the survey. Probability sampling was used. This means that each member of the parent population had a specificable probability of being chosen. A questionnaire, two focus groups and interviews were used to solicit responses. Use of descriptive statistics helped in presenting and analysing the data. The survey revealed that parents‟ attitudes inhibit them from talking about sexuality issues to their adolescents. Parents also fear that if they talk about sexuality issues to their adolescents, they will be sexually active at a younger age. Responses of participants (married parents living together, single mothers, single fathers and guardians) indicated this concern. It can be concluded that education for parents of adolescents is imperative. They must be caused to join the fight against HIV and AIDS, but first they must shed these attitudes to reduce HIV infection and other sexually transmitted infections (STIs). Suggestions and recommendations of the syllabus for this kind of education are discussed under the “Conclusion and Recommendations” part of the research article. / AFRIKAANSE OPSOMMING: Hierdie studie was uitgevoer by Hoërskool Lungisa op KwaDwesi, Port Elizabeth. Die fokus van die studie poog om die houdings van ouers van adolessente as moontlike redes aan te voer vir die gebrek van seksualiteitsopvoeding vir hul adolessente kinders. 'n Steekproef van 150 ouers (sowel as voogde) het deelgeneem aan die opname. Die waarskynlikheid monsterneming metode was gebruik. Dit beteken dat elke lid van die ouer-populasie het 'n bepaalde waarskynlikheid om gekies te word. 'n Vraelys, twee fokusgroepe en onderhoude is gebruik om reaksie van die deelnemers uit te lok. Die gebruik van beskrywende statistiek het gehelp met die voorstelling en analisering van data. Die opname het getoon dat die houdings van ouers verhinder hulle om seksualiteitskwelpunte met hul adolessente kinders te bespreek. Ouers vrees dat die praatjies met betrekking tot seksualiteitskwelpunte met hul adolessente kinders sal lei tot vroeë seksuele betrokkenheid op 'n jonger ouderdom. Antwoorde van deelnemers (getroude ouers wat saamwoon, enkel ma's, enkel pa's en voogde) het hierdie besorgheid aangedui. Ter afsluiting kan beklemtoon word dat opvoeding van ouers uiters belangrik is. Ouers moet aangemoedig word om aan te sluit by die oorlog teen Vigs, maar hulle moet eers hul houdings aanpas sodat MIV-infeksie en ander seksuele oordraagbare infeksies verminder word. Voorstelle en aanbevelings van die sillabus van hierdie soort opvoeding word bespreek onder die “Slot en aanbevelings” gedeelte van hierdie artikel.

Η εργασία αυτή διερευνά τη σχολική ενδυνάμωση ως συνάρτηση της επαγγελματικής ανάπτυξης των εκπαιδευτικών, της σχολικής ηγεσίας και της γονεϊκής εμπλοκής στο σχολείο. Ακολούθως, εξετάζονται οι θέσεις της Ομοσπονδίας Λειτουργών Μέσης Εκπαίδευσης (Ο.Λ.Μ.Ε.) για βασικά ζητήματα σχολικής ενδυνάμωσης, όπως αυτές διατυπώθηκαν στα πληροφορικά δελτία της Ομοσπονδίας της περιόδου 1979-2009. Οι παράμετροι που θα διερευνηθούν στο πλαίσιο της εξέτασης του λόγου της Ο.Λ.Μ.Ε. αφορούν: α) Στην επιμόρφωση των εκπαιδευτικών και στη διεξαγωγή έρευνας από τους ίδιους. β) Στην άσκηση σχολικής ηγεσίας από τους διευθυντές και τους εκπαιδευτικούς. γ) Στη συνεργασία εκπαιδευτικών και γονέων καθώς και στη συμμετοχή των γονέων στη λήψη σχολικών αποφάσεων. / This study explores school empowerment as a function of teacher development, school leadership and parent involvement. It also examines the position of the Federation of Secondary School Teachers (O.L.M.E.) about school empowerment during the 1979-2009 period, as it has been formulated in the official bulletins of the Federation. More specifically, it examines the following aspects of school empowerment: Teachers' training and teachers' research, school leadership and teacher leadership, teachers-parents' collaboration and parents' participation in the school decision making process.

Text in Afrikaans with summaries in Afrikaans and English / This study addresses the problem of the lack of an assessment model for the reception year that is theoretically grounded and can be implemented in practice by developing an outcomes-based assessment model. Assessment in an outcomes-based approach moves from an evaluative model to a model designed to appraise the learner's development and learning. Learners are assessed continuously and in an holistic manner by means of multiple methods that are part of the daily facilitation of learning. Following an introductory orientation (chapter 1), it is indicated that despite the radical transformation in education there are as yet few signs of any direct impact on assessment practices in the reception year. The importance of assessment in an outcomes-based model is firmly rooted in official policies but its implementation in practice is problematic. Assessment in the reception year is also complicated by problems in teaching practice. The unique nature of outcomes-based teaching is analysed in depth in chapter 2 in order to draw up theoretical guidelines on which to base the assessment model. The theoretical reflection in chapter 3 provides answers to the question: "Why should assessment take place?" The question is answered after considering the distinctive nature of and main reasons for reception year teaching. In an outcomes-based teaching approach it is particularly important to answer this question because assessment is more than simply evaluating the extent to which demarcated contents have been mastered. Chapter 4 explores authentic assessment methods that accommodate the unique nature of reception year teaching and an outcomes-based approach. Methods such as parent interviews, portfolios of learners' work and observation by means of incident records, checklists and participation charts are appropriate assessment methods. The points at which assessment information is collected and how it is interpreted and communicated are also examined. The proposed model, based on the theoretical findings, was presented to experts in the field of early childhood development for their input on its practical implementability. It was found that the model can be implemented in practice, provided in-service training is provided. The final chapter of the study consists of a summary, findings and recommendations regarding the practical implementation of the assessment model in the reception year. / Educational Studies / D.Ed. (Teacher Education)

Parent-teacher conferences are an important component of parent involvement practice in any school. However, parent-teacher conferences often come short of the expectations of both parents and teachers and fail to lead to lasting solutions to learners' problems. This study focuses on the implementation of parent-teacher conferences in primary schools. The problem was investigated by means of a literature study and an empirical investigation. The literature identified approaches to and models of parent involvement, common barriers to parent-teacher communication and the characteristics of effective conferences. A qualitative investigation explored the process of a small sample of parent-teacher conferences in a selected primary school in Mamelodi, Gauteng Province. Data was gathered by participant observation. Findings showed that teacher talk predominated during conferences; the importance of mutual trust and teachers' listening to parents; guiding parents to improve learning at home and barriers to communication. Recommendations based on the findings were made. / Educational Studies / M.Ed. (Education management)

Parent involvement is consistently ranked high among the key components of effective schools, and as a result is one of the brightest prospects for the future of public education. This study sought to develop a reliable measure to strengthen parent-teacher relationships that included previously unidentified aspects. Using a qualitative approach, 27 participants were purposely selected to be interviewed in order to determine the challenges stakeholders face in arranging constructive parent-teacher relationships. In addition to parents-teacher relationships, the goal was to determine the role of school principals in managing effective communication to strengthen these relationships between parents and teachers. Results identified numerous reliable parent involvement factors reflecting home monitoring, effective school involvement, and educational management. Attitude toward learning and competence motivation of learners learning behavior were positively identified when all stakeholders work together as a team. Education management that translates high expectations strengthens parent-teacher relationships for the sake of optimal learner development. / Educational Studies / M. Ed. (Education Management)

This study on parent involvement in Early Childhood Development in KwaZulu Natal investigates the experiences of educators and parents of the different types of parent and community involvement as set out in the Epstein typology. In order to investigate this phenomenon a thorough background of the theory and practice of the Epstein model has been provided. In addition the work of other researchers that support the Epstein typology of parent involvement forms an integral part of the discussions. As parent involvement is the key focus of the study, parent involvement in education before and after 1994 are discussed. In this regard relevant educational policy and legislation that are designed to increase the role of parents and the community in Early Childhood Development are highlighted. Parents' role in the provision of Early Childhood Development is explored. The provision of Early Childhood Development in KwaZulu Natal, which provides a backdrop for the investigation, is explained. In addition contextual factors that influence parent involvement in KwaZulu Natal are provided. The research methodology and the research design used in this study are described in detail. By means of a qualitative approach the experiences of a small sample of educators and parents in Early Childhood Development are explored using the six types of parent involvement that include parenting, communicating, volunteering, learning at home and collaborating with the community as set out in Epstein's comprehensive model. The experiences of educators and parents of Grade R learners of the six types of involvement have been included. Although all schools engage in some form of parent involvement, it is evident that not all schools involve parents in all types of parent involvement to the same extent. The study concludes with recommendations for developing strategies to involve parents more effectively in Early Childhood Development in KwaZulu Natal. / Educational Studies / D. Ed. (Comparative Education)