Thesis (M. Ed.)--University of South Africa, 2002.

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No description available.

Thesis (MEd)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: The South African education system, like any other organisation is constantly in the process of change. Critical issues that gave rise to the transformation of the education system in South Africa will be identified in this study. The education crisis is briefly discussed with reference to the educational, social and political demands. A synopsis of the reports, recommendations and outcomes is given. The conclusion drawn from all these reports was that there was a need for a new democratic education system. The establishment of a single, unified democratic education system was therefore the ideal that was striven for. A framework of the new democratic system with special reference to the historical developments prior to 1994 until the integrated system that officially came into power with the 1996 Schools Act is broadly discussed. Matters referred to include, the political struggle and the education crises that gave rise to restructuring, the establishment of a new system as well as the problems surrounding governance and management in the new system. Various governance and management models relevant to transformation and democracy are examined. The conclusion reached is that a real partnership that builds on mutual trust and respect is the desired relationship to promote democracy. Consequently a variety of governing and management partnerships are described and their implications for education identified. Educational governance and management are complex issues and the decentralisation of political balance at national and local level is placed under a magnifying glass. The steps taken to reinforce and re-establish this educational partnership are also evaluated. Focus is placed on the activities especially of the governing bodies of individual schools and how the democratic process is interpreted and the principles applied by the role players. The impact of a governing body as a "juristic person" on the existence of their individual schools is assessed. The different standards, values and attitudes reflected through governance in the education process are indicated. In the light of the problems with integration in the educational process and interpretation of certain laws a concept analysis has been done and various shortcomings, successes, and future trends pinpointed. In conclusion, certain recommendations are made for successful governance and management during the restructuring process. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse onderwysstelsel, soos enige ander organisasie, is gedurig in 'n proses van verandering. In hierdie studie word die kritiese kwessies wat aanleiding gegee het tot die transformasie van die onderwysstelsel in Suid- Afrika geïdentifiseer. Die krisisse wat in die onderwys ontstaan is kortliks beskryf na aanleiding van onderwyskundige, sosiale en politieke eise. 'n Oorsig is oor verslae, aanbevelings en uitkomste gegee. Uit die gevolgtrekking gemaak uit alle verslae was dat daar 'n behoefte aan 'n nuwe demokratiese onderwysstelsel bestaan het. Die stigting van 'n enkele, verenigde demokratiese onderwysstelsel is dus die ideaal wat nagestreef word. 'n Raamwerk van die nuwe demokratiese stelsel word breedvoerig bespreek met spesiale verwysing na die historiese aanloop voor 1994 tot die geïntegreerde stelsel wat amptelik in werking getree het met die 1996 Skolewet. Daar is onder andere verwys na die politieke stryd en die onderwyskrisisse wat aanleiding gegee het tot die herstrukturering, die stigting van die nuwe stelsel asook die problematiek rondom beheer en bestuur in hierdie nuwe stelsel. Enkele bestuurs- en beheermodelle wat relevant is vir transformasie en demokrasie is ondersoek. Daar is tot die gevolgtrekking gekom dat 'n werklike vennootskap gebou op wedersydse vertroue en respek die gewenste verhouding is om demokrasie te bevorder. Gevolglik is etlike bestuurs- en beheervennootskappe beskryf en enkele implikasies daarvan vir onderwys uitgespel. Onderwysbeheer en bestuur is komplekse aangeleenthede en die desentralisasie van politieke balans op nasionale en plaaslike vlak word ook onder 'n vergrootglas geplaas. Watter stappe gedoen word om hierdie balans te verstewig en te herbevestig in die onderwysvennootskap is ook gëevalueer. Fokus is geplaas op die werksaamhede van veral die beheerliggaam van individuele skole en hoe die demokratiese proses geïnterpreteer en die beginsels toegepas word deur die betrokke partye. Die impak wat beheerliggame as "regspersoon" op die voortbestaan van die individuele skole het, word geassesseer. Daar word op verskillende waardes, standaarde en houdings soos gereflekteer deur beheerstrukture in die onderwysstelsel, gewys. 'n Konsep-analise is gedoen in die lig van die problematiek met integrerasie in die onderwysstelsel en interpretasie van wette en enkele tekortkominge, suksesse en toekomstige ontwikkelings uitgelig. Ten slotte is aanbevelings gemaak vir die suksesvolle beheer en bestuur van die onderwys tydens die herstruktureringsproses.

published_or_final_version / Social Work / Master / Master of Social Work

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

This retrospective ethnographic study, conducted in a small community on the Navajo Reservation in northeastern Arizona, investigates the sociocultural environments of fifth grade Navajo children who have become successful readers. The purpose of this research study is to begin the process of identifying and describing in detail the characteristics of the home environments leading to this success. The study also investigates social and cultural factors beyond the homes and families, and includes a brief look at the role of the schools and the community in reading development for these identified students. Successful readers were identified by classroom teachers and each was given an individual reading evaluation based upon miscue analysis, to verify their reading proficiency. Data on the sociocultural environment was gathered through open-ended interviews with fifteen selected students, their parents, their teachers, and the school principal, as well as through searches of the students' school records. Data from this study suggests a much higher success rate for Navajo children than is commonly reported with standardized achievement tests. This study exposes some of the myths of Navajo and other minority failure by identifying instances of Navajo success. Social conditions, such as single parent families, low income, alcoholism, and unemployment did not prevent the development of literacy for these children nor did linguistic differences and limited amounts of written material in the homes. Teachers, parents, the principal, and the students themselves identified the home, rather than the school, as the most important factor in these children becoming successful readers. Within the home, the development of literacy was assisted through child initiated activities and questioning, and supportive adults' responses, rather than through direct instruction. Literacy, for each child in the study, was achieved in different ways. In addition to general findings, four case studies are presented, providing a detailed view of some of the multiple ways of becoming literate in this Navajo community.

In this qualitative study, the experiences of families who attended an early child development program Stay and Play were explored. Stay and Play is an early child development program that promotes healthy parent and child relationships. Belsky's (1984) process model - determinants of parenting and attachment theory served as the theoretical framework for this study. Twenty-three parents participated and thirty-two children were in attendance - with only four children able to articulate their responses. Person centered interviewing was conducted with thirteen [one-parent] families, and family centered interviews occurred with five [two-parent families] Utilizing thematic analysis, three themes were established: The functional role of Stay and Play; the structural role of Stay and Play, and parent's experiences with Stay and Play. Parents reported positive experiences with Stay and Play and in particular attended sessions to: Enhance parenting skills; bond with their children; and develop peer relationships. / xi, 121 leaves ; 29 cm

Password protected which will not allow abstract to be copied. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.

Adolescents’ Perception of Parental Involvement Scale (APPIS) and Achievement Goal Questionnaire (AGQ) were administrated to a sample (N = 300) of Egyptian high school students to investigate the effect of students' perception of parental involvement on their achievement motivation. Parental involvement was investigated as a multidimensional concept that covers home, school, and community according to three main concepts in Bronfenbrenner's ecological systems theory. These concepts are phenomenology, microsystem, and mesosystem. Achievement motivation was investigated as a tripartite construct that includes performanceapproach goal, mastery goal, and performance-avoidance goal according to Elliot's approach and avoidance achievement motivation model.Students' perception of parental involvement was found to differ significantly by the type of parental involvement and parents' educational level. There was a significant univariate interaction effect between the type of parental involvement and parents' educational level on students' perception of parental involvement at school, while there were non-significant univariate interaction effects on students' perception of parental involvement at home and within community respectively.Students' achievement motivation was found to differ significantly by students' gender and grade. There was a significant univariate interaction effect between students' gender and grade on students' performance-avoidance goal, while there were non-significant univariate interaction effects on students' performanceapproach goal, and mastery goal respectively.Students' perception of parental involvement was found to differ significantly by students' gender and grade. There were significant univariate interaction effects between students' gender and grade on students' perception of parental involvement at home, and within community respectively, while there was a non-significant univariate interaction effect on students' perception of parental involvement at school.Students' perception of parental involvement at home has a statistically significant relationship with students' perception of parental involvement at school, within the community, and mastery goal, while it has a statistically non-significant relationship with performance-approach goal, and performance-avoidance goal. Students' perception of parental involvement at school has a statistically significant relationship with students' perception of parental involvement within the community,and mastery goal, while it has a statistically non-significant relationship with performance-approach goal, and performance-avoidance goal. Students' perception of parental involvement within the community has a statistically non-significant relationship with students' performance-approach goal, mastery goal, and performance-avoidance goal. Students' performance-approach goal has a statistically significant relationship with students' performance-avoidance goal, however it has a statically non-significant relationship with mastery goal. Students' mastery goal has a statistically non-significant relationship with their performance-avoidance goal. / Department of Educational Psychology