The purpose of this investigation was to support and foster parent participation among Mexican origin parents of special needs children. However, a limited amount of empirical research existed that considered Mexican origin parents' understanding of participation in general and special education settings.Parent participation was viewed as a dynamic and evolving process through which parent participants could construct knowledge and meaning. Novice (newcomer) parents worked with veteran (experienced) parents to learn about participation. Critical and reflective discussions were central to their learning and parents moved toward full participation as they developed confidence, skills, and awareness about themselves as agents of change.A Critically Compassionate Intellectualism (CCI) model, derived from Sociocultural Theory and Critical Race Theory (CRT), was applied to analyze the ways parents demonstrated their understanding of participation through cooperation, caring, and critical consciousness. A Participatory Action Research (PAR) approach was implemented as a method through which parents' roles in the investigation and their definitions of participation were explored.Primary data sources included individual and focus group interviews, discussion/planning sessions, and a debriefing session. Secondary sources consisted of weekly journals, an open-ended survey, and audio memos. Most data sources were transcribed and coded using an "open-coding" procedure. Then primary sources were coded a second time for a more detailed analysis of parents' evolving views of participation.Novice parents reported that within a cooperative environment they could share their thoughts and feelings about their children. They acknowledged that their voices were heard and, therefore, felt validated and supported. Parents' critical consciousness was raised as they felt more confident in generating positive changes for their children. Both veteran and novice parents' roles changed over time. Veteran parents' leadership grew and novice parents became more active and vocal in the research process.This study presented alternative ways to understand parent participation. Being listened to and respected by teachers and school administrators were important reasons for parents' active participation. Feeling supported at IEP meetings and having open communication with teachers also were important factors contributing to parents' participation. Definitions of participation should continue to expand to allow a space for parents' diverse experiences.

The purpose of this study is threefold. First, it is to clarify the construct, parental involvement, by examining its different dimensions both theoretically and empirically. The second purpose is to identify important family factors and institutional factors that affect parental involvement. Finally, this study examines how students' learning outcomes are related to different dimensions of parental involvement. A conceptual framework is proposed that indicates the relationships between school factors, family factors, parental involvement and students' learning outcomes. The construct of "capital" is used as an explanatory tool within this framework. The research was conducted in two phases. Data were collected as part of a larger project which studied the effectiveness of elementary schools in British Columbia (Willms, 1992). Phase I of the study was conducted in 1994. Questionnaires were sent to a population of fifteen hundred B.C. elementary school principals. A total of 831 school administrators returned the questionnaires. Phase II of the study was conducted in 1995. Forty-nine schools were sampled strategically according to the variability of parents' socioeconomic backgrounds. A total of 404 teachers and 1042 fifth-grade students completed questionnaires. Hierarchical Linear Modelling was then used to explore the nature and impact of parental involvement. The extent of parental involvement in grade 5 was generally low in B.C. elementary schools. Levels of parental involvement did not vary substantially among schools; therefore, it was difficult to identify schools which could induce particularly high or low levels of involvement. In exploring the barriers and facilitators of parental involvement, evidence from this study suggests that substantial decentralization of instructional activities, and positive teacher attitudes and practices enhance parental involvement. Another important school factor is the nurturing of social capital within the school. The findings indicate that a positive social climate is a major determinant of parental involvement. An important home factor is cultural capital provided by parents. The results suggest that cultural capital rather than economic capital determines the levels of parental involvement in education. The effects of different types of parental involvement on students' learning outcomes were relatively weak in this study. Home-based involvement was not generally effective for improving children's learning, and school-based involvement had a small positive effect on student's self-esteem but was negatively related to student academic achievement. It appears that parental involvement tended to be reactive rather than proactive. Parents with children at risk academically and socially were more likely to be involved. Yet the study has demonstrated that investment of educational time and monitoring of peer activities were possible intervening variables through which parents could indirectly affect students' learning outcomes. In the conceptual framework of this study, learning outcomes was viewed as a function of the availability of: economic capital, cultural capital and social capital. Among these major forms of resources, social capital nurtured by the school was the most powerful determinant of students' self-esteem. Cultural capital and economic capital had a moderate effect on both students' self-esteem and academic achievement, but their contribution varied from one cognitive characteristic to another. These results provide substantial evidence to support the integration of Coleman's social capital thesis and Bourdieu's cultural capital thesis. An inclusive model, which emphasizes the inclusion of resources from family, school, and community, appears to be the most promising avenue for improving children's learning.

This study examined the effectiveness and acceptability of conjoint behavioral consultation (CBC) and videotape therapy (VT) in the remediation of behavior problems in children. Further, this investigation sought to examine changes in parental practices such as levels of involvement, limit setting, and autonomy granting, following participation in either CBC or VT. An A/B design was used and participants included six boys between the ages of three and nine, and their parents. Based on parental observations in the home, children in both conditions evidenced a reduction in their target behaviors from baseline to treatment (effect sizes = -0.10 to -3.27). Parental perceptions of treatment acceptability of both interventions were high at pretest ( M = 62.57, SD = 3.95) and at posttest (M = 63.37, SD = 5.09) for the entire sample. Overall, parents perceived themselves as involved in their children's lives, as well as able to set limits for them and promote their autonomy. The theoretical and practical implications of these findings, limitations of the study, and future research directions are discussed.

Apartheid education in South Africa created and maintained deliberate inequalities between schools serving the Indian, Coloured and African communities on one hand and the White population on the other hand. The advent of democracy in South Africa in 1994 addressed a range of issues, one of which was school governance. The South African Schools Act of 1996 was a bold attempt by the government to address issues like school governance. This act created a new school-governance landscape based on a partnership between the state, schools, learners, parents, school staff and the local communities. The aim of this study was to establish reasons why parental involvement is muted in some public schools but more active in other public schools. The participants in the study were parents, school principals and the chairpersons of the school governing bodies of the two schools. The purpose of the study was to listen to differing perspectives on why parents were involved, or not involved, in school governance. The research used both quantitative and qualitative methodology to gather data, and it assumed the form of a comparative case study of the two schools. A survey questionnaire and semi-structured interview were used as data collection techniques. Findings of the study revealed that those parents who were involved in school governance did so because they wanted to be of assistance to both their children, as well as the schools their children attended. In addition, parents who were not involved in school governance cited different reasons for their noninvolvement, ranging from a lack of time, a lack of knowledge and skills, as well as institutional difficulties at the schools their children attend. There was evidence of a conflict between policy and practice in respect of parental involvement in school governance. Policy expected parents to be involved in school governance, and assumed that all parents were familiar with the roles of school governors. Parents, on the other hand, seemed to lack a clear understanding of what school governance entailed, and what the school governance policy expected from them. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2007.

This research project attempted to examine the relationship between parental involvement / Thesis (M.Ed) - University of Kwazulu-Natal, 2005.

This study investigates the work that is currently being done to promote contact between home and school at a residential school situated in a rural area of KwaZulu- Natal. The school serves primary school children with physical disabilities between the ages of five and seventeen years. The subjects in this study were twenty five parents, teachers, learners, and support staff. The research methodology was in the form of a qualitative case study. Individual interviews, focus group interviews, observation as well as document analysis were used to investigate the nature and extent of parental involvement, the areas in which parents participated, and how the school supported parents and the learners. The results revealed that the school acknowledges the value of parents a partners, and has initiated a parent involvement programme. Parents are involved in structures created by the school, namely, a parent teacher association, parent groups in the communities, learner adoption scheme. However, findings revealed that in a number of important areas parents are not equal partners. These are school governance, curriculum decisions regarding their children, choice of school placement, and admission and discharge of their children. An important finding was that in residential schools, because parents are not part of the immediate school community the concept of "parents as partners" is difficult to achieve. Most rural parents live great distances away from the school. Time, distance, work commitments, family commitments, and financial constraints make participation almost impossible. An implication of this study is that if residential schools continue to exist there is a need for the school to take cognisance of the various contextual factors that influence parental involvement in such a setting. Schools should find creative ways to overcome barriers that may exist. Schools need to be aware of recent policy developments regarding the rights of parents, for example, the South African Schools Act. Issues such as parent participation in school governance, their right to choice, and their rights regarding educational decisions on their children, enshrined in policy documents need to be, addressed collaboratively with parents. Another important implication is that policy makers need to review the role of large residential schools in meeting the educational needs of children with disabilities, in particular the long term goal of children gaining full citizenship in their communities. / Thesis (M.Ed.)-University of Natal, 1996.

Parent-teacher relationship and support to children are essential for effective education to be functional. Sound parent-teacher relationships influence teaching and learning. Hence it was evident from literature review that so many studies were conducted in parent involvement in schools to enhance teaching and learning, this study focused on the dimension of the perceptions of both teachers and parents on their relationship to accelerate parent involvement in schools. The study focused on how parents and teachers view their relationship, how they raise problems encountered in the relationship, what enhances and/or aggravates the status of their relationship, and the issue of policies pertaining parent-teacher relationship. The objectives of the study were to examine and define the concept of the parent-teacher relationship, to investigate the perceptions of parents and teachers about their relationship with a focus on their obligations and responsibilities, to understand what enhances and/or impedes the parent-teacher relationship in rural Black communities, and to discuss possible solutions towards enhancing parent-teacher relationship. The research questions were: a) How do parents and teachers describe their relationship? b) What factors do parents and teachers suggest impede and/or enhance their relationship? c) What school policies and practices are in place that facilitate or hinder the relationship? The outline of the dissertation took this shape: Chapter One provides a background to the study explaining the motive behind it, and discussing the rationale of the study. The main objectives of the study and the research questions are explored in this chapter and the chapter has further furnished readers with the description of the setting of the schools under study. Chapter Two defines terms used in the study, and then reviews relevant literature adopted in this study. The contextual and theoretical framework of the study is explored in this chapter. Chapter Three deals with the methodological aspects and procedures. A justification on the use of qualitative approach is given and the choice of research instruments is also discussed. How access was gained from high structures to the parents on the ground level is also discussed. Experiences and methods used during interviews are also explored. Chapter Four embarks on the clear milieu of the two schools, the initial visits and the description of respondents. Chapter Five present, analyses and discusses the findings and implications of the study employing literature reviewed. Chapter six concludes the entire study and makes recommendations. The briefing of the study is of two schools that were selected purposively and then three teachers per school including the principal and six parents per school community that resulted in eighteen respondents in all. The study opted for a qualitative approach and for a case study. The findings of the study were that there is poor or no parent-teacher relationship. Teachers and parents admitted the need for each other. Though parents admitted their deficiency in supporting schools and in making good relations with teachers, however, they shifted more blame to teachers who do not initiate the relationship whilst they stand a good chance. The study revealed that there are factors that impede parent-teacher relationship and those that are supposedly to enhance the relationship. Both parents and teachers raised a need for empowerment on how to deal with each other. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2004.

The present study was an exploratory investigation of the efficacy and acceptability of a parent-teacher mediated intervention program for young boys demonstrating externalizing behavior problems. A primary purpose of the study was to compare the efficacy of three indirect models of service delivery: a highly individualized behavioral consultation model (BC); group videotape therapy with minimal consultation (GVT); and a self-administered videotape therapy (VT) program. A second purpose was to investigate the acceptability and satisfaction with these programs as evaluated by parents. More specifically, the relationships between treatment acceptability and outcome as well as factors influencing parent treatment acceptability were examined. Thirty preschool and elementary school children, their parents, and teachers were assigned to one of three intervention conditions (BC, VT, and GVT). A total of 37 parents (29 mothers, 7 fathers, 1 grandmother) participated in the delivery of intervention services over an 8 to 10 week period. An A-B research design was used to analyze the effectiveness of consultation. Outcome variables included parent and teacher ratings of social skills and problem behaviors as well as direct observations. Results indicated that children's target behaviors improved from baseline to treatment in all three intervention conditions. Pretest and posttest parent treatment acceptability was assessed via rating scales, and at the end of the program parents also completed a satisfaction questionnaire. During the intervention phase, a brief semi-structured interview was used to assess parental perceptions of acceptability. High acceptability and satisfaction ratings were reported by parents in all three intervention conditions. There was partial support indicating a relationship between treatment effectiveness and acceptability but there was little evidence of an association between parental perceptions of problem-solving skill, parenting competence, an

While race played a dominant role in determining how South Africans accessed quality education during apartheid this study reveals that in post-apartheid South Africa, particularly in racially homogenous communities, class has come to play a greater role in securing quality education. The following case study provides a compelling vignette of how residents from the formal and informal settlements in Umlazi interact with schools in the local educational market. The study uses qualitative interviews with residents of Umlazi S-section who have chosen to have their children educated in Umlazi schools to extract narratives which expose how they have experienced the process of choosing schools in Umlazi. Choice theories are invoked in order to understand how parents perceive the value of education and how their own choices demonstrate their understanding of the educational market. In examining the factors governing school choice and its effects, the study employs a number of theories which add value to understanding this area of educational sociology including Pierre Bourdieu’s ‘theory of practice’, which provides insight into how class positions influence individuals’ perceptions of their own rightful place in society. Household narratives reveal that parental school choice is dominated by concerns with affordability, safety and preservation of culture. The study also reveals that schools themselves play an influential role in determining who is selected and excluded from schools in the community. The study reveals that societies perceive education as critical to the development of their children and most importantly, that their efforts and educational choices are geared towards providing opportunities that ensure their children have better opportunities in life. However, it is also revealed that school choice is a weak tool for redistributing educational equity in an educational system where access is largely determined by financial positioning. In the community under investigation the manner in which parents exercise choice has resulted in poorer children being pushed out of the local school market. Such movements, in pursuit of educational opportunities, have far-reaching consequences for funding models in the South African education system. / M.Dev.Studies University of KwaZulu-Natal, Durban 2013.

This study is partly responding to an uproar from the public generally and the KwaZulu-Natal Department of Education (KZNDoE), in particular, that in most schools within the province, there is a lack of parental involvement whilst serious problems in many schools persist Many schools in KwaZulu-Natal province are experiencing problems which have eventually resulted in poor quality education. This study explored how principals promoted parental involvement in secondary schools. The promotion of parental involvement in the affairs of the school is one of the responsibilities of the school principal. In view of this expectation by the government and the Department of Education, this study therefore, was underpinned by an assumption that principals are promoting parental involvement in schools. The study sought to get an insight into what principals did in order to promote parental involvement. It also attempted to find out what principals regarded as the benefits of promoting parental involvement in schools, and what they consider as barriers. The studied schools were drawn from three different South African social contexts of semi-urban and rural areas. This study adopted an interpretivist qualitative case study approach comprising three secondary schools. I chose interpretive research paradigm because it allowed me to interact closely with participants to gain insight and form clear understanding. The findings showed that participating schools were, to a large degree, successful in promoting parental involvement in the affairs of the school, despite some obstacles which persisted. The findings revealed that socio-economic issues such as unemployment, poverty, HIV/AIDS pandemic, poor communication between the schools and parents, educators who seem to be unwelcoming to parental involvement, low level of education of parents, reluctance of some parents to involve themselves in school affairs, were the main barriers to effective parental involvement. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.