The purpose of this study is to examine the influence and level of parental involvement in the FET phase in Greater Delareyville and to identify the causes of poor parental involvement in learning and teaching. Parents have capabilities and responsibilities of creating vibrant learning areas to promote learners' performance. On the other hand, it is believed that a child, who has not developed any sense of security and competence at home, will fail to explore his/her world and develop a sense of curiosity that is essential for learning and teaching. It is further noted that situational analysis is the best effort to be carried out by parents to ensure that the environment/context in which the children learn is appealing and attractive to fulfill their needs. The problem is while parents should be interested at all costs in the life of their children, watch their moves, guide, advice them regularly, control their work and ensure that they are free to do their work without disturbance, many parents seem not to be interested. This also affects the children and parents of schools in the Greater Delareyville Area. In other instances, teachers blame parents for their lack of interest in their children's education. Data was analysed qualitatively and quantitatively. A computer aided statistical analysis was employed to compute the results of the study. The population for the study was drawn from the secondary schools of the Greater Delareyville APO. Out of the 200 secondary schools in the Greater Delareyville APO. 50 schools were randomly selected for the study. From each of the 50 randomly selected secondary Greater De!areyville APO: a principal, deputy principal, departmental head and an educator were requested to complete the questionnaire. The sample of (N=200) was composed of a total of (4 ) respondents from each of the 50 randomly selected secondary schools in the Greater Delareyvile APO. From the findings of the empirical study and literature review, it is revealed that parental mvolvement in the teaching and learning should be effective. !t !s r.ooed ~1:2: by implementing vaiious decisons made by the committee developed by schools, parents will be more involved in the teaching and learning of their children as they feel that their decisions are seriously considered. The following key words are important in the study as they sum up the writer's ideas in his work. They are thus briefly explained in terms of how they relate to one another in order to reflect a concrete topic of research. Parental involvement is a broad term that includes several forms of participation in education and with the schools in which parents can support their children's schooling by attending school functions and responding to school obligations such as parents- teacher conferences. The primary aim of this involvement is to improve their children's schoolwork, providing encouragement, arranging for appropriate study time and space, modelling desired behaviour, monitoring home-works and actively tutoring their children at home. (Cotton & Wikeland, 2009; 235) Learning is an activity in which the person being taught actively wishes to benefit from the teaching and absorbs particular learning content or by constructing meaningful and structured information in his or her own mind. As acts of teaching and learning are thus polymorphous, indicating that they take many forms (Van Heerden , Van der Merwe, Grobler and Loggerennberg; 2004: 61) Teaching is an act of appropriately displaying some subject matter with the intent that someone learns it. fcl phase refers to Further Education and Training made of various providers such as senior secondary school, technical colleges, National Government Organisations, private training centres, private companies, industry training centres and community colleges, (Policy Document, 1997: 9). However, this study focuses on parental involvement in high schools. / Thesis (M. Ed) North-West University, Mafikeng Campus, 2012

The purpose of this study is to examine the influence and level of parental involvement in the FET phase in Greater Delareyville and to identify the causes of poor parental involvement in learning and teaching. Parents have capabilities and responsibilities of creating vibrant learning areas to promote learners' performance. On the other hand, it is believed that a child, who has not developed any sense of security and competence at home, will fail to explore his/her world and develop a sense of curiosity that is essential for learning and teaching. It is further noted that situational analysis is the best effort to be carried out by parents to ensure that the environment/context in which the children learn is appealing and attractive to fulfil their needs. The problem is while parents should be interested at all costs in the life of their children, watch their moves, guide, advice them regularly, control their work and ensure that they are free to do their work without disturbance, many parents seem not to be interested. This also affects the children and parents of schools in the Greater Delareyville Area. In other instances, teachers blame parents for their lack of interest in their children's education. Data was analysed qualitatively and quantitatively. A computer aided statistical analysis was employed to compute the results of the study. The population for the study was drawn from the secondary schools of the Greater Delareyville APO. Out of the 200 secondary schools in the Greater Delareyville APO. 50 schools were randomly selected for the study. From each of the 50 randomly selected secondary schools in the Greater Delareyville APO: a principal, deputy principal, departmental head and an educator were requested to complete the questionnaire. The sample of (N=200) was composed of a total of (4 ) respondents from each of the 50 randomly selected secondary schools in the Greater Delareyville APO. From the findings of the empirical study and literature review, it is revealed that parental involvement in the teaching and learning should be effective. It is hoped that by implementing various decisions made by the committee developed by schools, parents will be more involved in the teaching and learning of their children as they feel that their decisions are seriously considered. The following key words are important in the study as they sum up the writer's ideas in his work. They are thus briefly explained in terms of how they relate to one another in order to reflect a concrete topic of research. Parental involvement is a broad term that includes several forms of participation in education and with the schools in which parents can support their children's schooling by attending school functions and responding to school obligations such as parents- teacher conferences. The primary aim of this involvement is to improve their children's schoolwork, providing encouragement, arranging for appropriate study time and space, modelling desired behaviour, monitoring home-works and actively tutoring their children at home. ( Cotton & Wikeland, 2009; 235) Learning is an activity in which the person being taught actively wishes to benefit from the teaching and absorbs particular learning content or by constructing meaningful and structured information in his or her own mind. As acts of teaching and learning are thus polymorphous, indicating that they take many forms ( Van Heerden , Van der Merwe, Grobler and Loggerennberg; 2004: 61) Teaching is an act of appropriately displaying some subject matter with the intent that someone learns it. FET phase refers to Further Education and Training made of various providers such as senior secondary school, technical colleges, National Government Organisations, private training centres, private companies, industry training centres and community colleges, (Policy Document, 1997: 9). However, this study focuses on parental involvement in high schools. / Thesis (M.Ed) North-West University, Mafikeng Campus, 2012

published_or_final_version / Education / Master / Master of Education

This mixed methods study investigated teacher, parent, and school leader perceptions of the impact of parent communications and expectation on teacher practices, focusing specifically on four categories: grading, communication, instructional, and curriculum practices. Quantitative data were collected through online surveys from 25 teachers in second through fifth grades, as well as 96 parents of second through fifthgraders, in five private Jewish day schools located in the Southeastern United States. Qualitative data were collected from ten teachers, ten parents, and three school leaders who provided interviews, where they elaborated on the nature of parental communications and expectations at their own schools and their perceptions of their impact on teacher practices. The findings indicated that parent communications take place with high frequency, and are initiated fairly evenly between parents and teachers. Parents and teachers differ on their perceptions of negativity of communications, with teachers reporting more negative communications than parents. A t-test was conducted on the survey items that corresponded with the four categories to compare parent and teacher responses. There were some statistically significant differences in the perceptions of parents and teachers of the impact of particular types of parent communications on teacher practices in private Jewish day schools. These included requests for reviews of a child's grade or a grade change, as well as requests for changes in the content of homework. However, the qualitative data overwhelmingly indicated that parents and teachers have similar perceptions of the impact of parents communications and. They felt that parents occasionally request certain changes, but that these changes have minimal impact in the classroom, outside of isolated, individual events. expectations The school leaders who participated in the study agreed that, for the most part, the dayto- day practices of teachers were not greatly impacted by parent communications. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2013.

The purpose of this project is to assist parents, through the development of a school-based Family Literacy Institute, to learn to actively help their children when they read at home. The study will teach parents how to pick appropriate books for and with their children and use them as a read aloud. It is, also, to get parents involved with their children's literacy development and to support their educational experiences from elementary school through high school.

The participation of parents in the schooling of their children has become a central policy objective of the education sector in Australia as well as other parts of the developed world. The discourse of parent participation emphasises a need for parents to be involved in order to maximise the benefits of their child’s education. Parent participation includes such practices as parents and schools working as partners to improve the well-being and achievements of an individual child to formal participation of parents in decision-making forums. This thesis approaches the issue of parent participation through a study of parent advocacy bodies as they deal with policy issues and interface with parents as the school level and governments at the policy level. The policy area of gender equity is used as an illustrative example to analyse parent advocacy bodies’ structures and ways of operating. As a result of the empirical work that involved semi-structured interviews, observation techniques and extensive use of archival material, this thesis revisits the theory of positional goods as it reflects the notion and understanding parents have broadly that education is positional in that only few can achieve the highest levels of education and hence effort is exerted in ensuring their child achieves as highly as possible. This thesis argues that gender equity is caught in this thriving to capture a positional good that is elusive for most but appears enhanced by the use of adequate gender equity strategies. The action of parents within parent advocacy bodies reflected the fight over scarce resources that were perceived to be enhancing educational outcomes for girls at the expense of boys. / Doctor of Philosophy (PhD)

<p>This research focused on parental involvement in the rural farm area in Citrusdal to examine the nature and characteristics of farm worker parents&rsquo / involvement in their children&rsquo / s&rsquo / education. This study followed a mixed method approach (qualitative and quantitive approach) to determine if parents are involved in their children&rsquo / s education. Questionnaires and interviews were used for data gathering. Participants that were involved were a sample of the parents, and the learners of the four schools in Citrusdal area. From the data gathered the findings of the study indicated that farm-worker parents in rural farms of Citrusdal area are involved in their children&rsquo / s education and that mothers are more involved than fathers in their children&rsquo / s education. I hope this research will make a contribution towards understanding the involvement of the farm-worker parents in their children&rsquo / s education. I have also proposed possible recommendations to assist the school-based personnel and the parents in developing and sustaining a stronger and more positive role in their children&rsquo / s education.</p>

Child-Friendly School has been adopted as a national policy for basic education in many developing countries and UNICEF has also adopted the policy as an international framework for basic education. In Cambodia, the practice has now gone up to lower-secondary schools. Dimension 5 of this policy encompasses school openness to community participations which include those of parents and other important members of the community such as elderly, clergymen, village chiefs, and NGO representatives. What is not often heard of in many schools is the extent to which and through what means the stakeholders communicate about their children‘s education. Recognizing this gap, this research was devised to explore current practices and channels of communication that the stakeholders have advocated in Cambodia. This research employed a mixed research design in which both qualitative and quantitative data were collected. Five teachers, eight key informants and two student representatives were purposefully selected for semi-structured interview, while 33 parents and 33 students were also purposefully recruited for self-administered (face-to-face) questionnaires. In addition, field observation, document analysis, and focus group discussion were also employed in this study. The study found that the current practices of parent-school-community partnerships have not met the desired outcomes of CFS‘s dimension 5 yet. More attention should be placed on attracting parental and community involvements. For example, reconstructing the existing mechanisms such as SSC and SC for better involvement, more school‘s effort to reach out to parents and more attention from national level on policy and law on parent-teacher relation are needed. / published_or_final_version / Education / Master / Master of Education

No description available.

<p>This research focused on parental involvement in the rural farm area in Citrusdal to examine the nature and characteristics of farm worker parents&rsquo / involvement in their children&rsquo / s&rsquo / education. This study followed a mixed method approach (qualitative and quantitive approach) to determine if parents are involved in their children&rsquo / s education. Questionnaires and interviews were used for data gathering. Participants that were involved were a sample of the parents, and the learners of the four schools in Citrusdal area. From the data gathered the findings of the study indicated that farm-worker parents in rural farms of Citrusdal area are involved in their children&rsquo / s education and that mothers are more involved than fathers in their children&rsquo / s education. I hope this research will make a contribution towards understanding the involvement of the farm-worker parents in their children&rsquo / s education. I have also proposed possible recommendations to assist the school-based personnel and the parents in developing and sustaining a stronger and more positive role in their children&rsquo / s education.</p>