The aim of this study was to investigate and examine the management and leadership skills that are needed for managing community and parent partnership in the Ilembe District of the KwaZulu-Natal province. The study sought to determine how ineffective management and leadership of parent partnership in rural schools can be detrimental to school, learners, parents and the community at large. The literature study investigated existing theories, programmes, management and leadershipof parental participation and partnership. The theoretical frameworks that informed this study were Epstein’s theories of overlapping sphere and her typology of parentalinvolvement. These frameworks emerging from the review of literatureprovided an expressive perspective for the interpretation of data and recommendations in the final chapter of the study.The study used aqualitative methodologyapproach with a case studyresearch design. This was deemed appropriate as data wascollectedthrough the medium of semi-structured individual interviews andfield notes with 15 participants,and data were analysed using content analysis. The findings revealed that in most schools, ineffective management and leadership of parental participation exist through relationship limitation between the schools and the parents and the community. The study established that ineffective leadership and management of parental, family and community participation revolve around issues like indifferentattitudes of parents, poor communication and a lack ofcordial relationship between parents and the schools. The study recommended that comprehensive knowledge concerning the phenomenon of parent, family and community partnership shouldbecompiled into a national policy on parent, family and community partnership,which is considered vital forrural schoolsin South Africa. / Educational Management and Leadership / M. Ed. (Education Management and Leadership)

Hierdie studie het op die gevolge van gebrekkige ouerbetrokkenheid by leerders met fetale alkoholsindroom (FAS), soos ervaar deur onderwysers in die Wes-Kaap, gefokus. Daar is gebruik gemaak van ’n kwalitatiewe navorsingsproses waar nege in-diepte onderhoude met onderwysers gevoer is. Die onderwysers is gevra om hulle geleefde ervaringe te deel oor die gevolge van gebrekkige ouerbetrokkenheid asook die faktore wat ouers verhoed om aktief betrokke te raak by die opvoeding, dissiplinering en ondersteuning van hulle kinders met FAS. Die navorser wou juis onderwysers se ervaringe ondersoek, aangesien hulle bewus is van die gevolge van gebrekkige ouerbetrokkenheid en die invloed wat dit op ’n leerling met FAS mag hê. Geen navorsing wat spesifiek konsentreer op onderwysers se ervaringe van die gevolge van gebrekkige ouerbetrokkenheid in die Wes-Kaap is tans beskikbaar nie. Die voorkoms en voorkoming van fetale alkoholsindroom is ’n onderwerp wat nou baie aandag ontvang, alhoewel navorsing tot op hede selde op die betrokkenheid van ouers en die negatiewe gevolge van onbetrokke ouers op FAS leerders gefokus het. Die studie poog ook om lig te werp op die unieke uitdagings wat leerders met FAS ten opsigte van dissipline openbaar, asook onderwysers se ervaringe van leerders met FAS. Die invloed wat gebrekkige ouerbetrokkenheid op ’n leerder met FAS se gedrag en selfs die leerder se toekoms mag hê, word ook ondersoek. / This research project was done to determine what the consequences are for children with foetal alcohol syndrome (FAS) when their parents are uninvolved, as experienced by teachers in the Western Cape. A qualitative approach was used to conduct nine in-depth interviews with teachers. The teachers were asked to share their lived experiences about the consequences of parents being uninvolved as well as the factors that stop parents from being involved in their children’s schooling, disciplining and provision of support. The researcher aimed to investigate the experiences of teachers since they are aware of the consequences of lacking parental involvement and the influence it may have on a child with FAS. Currently, there is no research in the Western Cape that specifically centres around the teachers’ experiences of lacking parent involvement and the consequences thereof. Research has been done on the prevalence and prevention of FAS although little attention has been given to the role of a parent and their involvement and the possible negative consequences when the parents are uninvolved. The study also aimed to shed light on the unique challenges FAS learners pose in terms of discipline as well as the influences that a lack of parenting may have on a FAS child’s behaviour and consequently their future. / Olu phando lwenziwa ngenjongo yokuqwalasela iziqhamo zokuchaphazeleka butywala kubantwana abesesesibelekweni, le nto kuthiwa yifoetal alcohol syndrome (FAS) ngesiNgesi. Kwaqwalaselwa ezi ziqhamo kubantwana abasesikolweni, xa abazali babo bengathathi nxaxheba emfundweni yabo, ngokwamava eetitshala zephondo laseNtshona Koloni. Kwasetyenziswa uphando olusekelwe kwiingxoxo nokuzathuza, ngokuqhuba udliwano ndlebe olunzulu neetitshala ezilithoba. Ezi titshala zacelwa ukuba zibalise ngamava azo ngeziqhamo zokungazibandakanyi kwabazali kwakunye nezinto ezibangela ukuba bangazibandakanyi abazali ekufundeni kwabantwana babo, ekubaqeqesheni nasekubaxhaseni. Umphandi wayejolise ekuphandeni amava eetitshala kuba zona ziyazibona iziqhamo zokungazibandakanyi kwabazali nendlela le nto inokumchaphazela ngayo umntwana one-FAS. Sithetha nje, alukho uphando eNtshona Koloni olugxininisa kumava eetitshala malunga nokungazibandakanyi kwabazali neziqhamo zoko. Lukhona uphando olwenziweyo ngokuxhaphaka nokuthintela i-FAS kodwa ayikafumani ngqwalasela indima yomzali nokuzibandakanya kunye neziqhamo ezibi zokungazibandakanyi kwabazali. Olu phando lwalukwajolise ekuboniseni imingeni eveliswa ngabantwana abane-FAS xa beqeqeshwa, kunye nefuthe lokungabikho kwenkxaso yobuzali emntwaneni one-FAS kwisimilo sakhe nekamva lakhe. / Educational Studies / M. Ed. (Sosio-Opvoedkunde)

This study focused on parental involvement in the learning of children at a private school in Windhoek. Nine parents with children at the Private School were used as participants. This was a qualitative study where semi-structured interviews were used. Findings were that parental involvement leads to children’s academic achievement, enhances children’s self-esteem, encourages children’s participation in sports, and strengthens relationships between parents and teachers thereby facilitating the development of the school. Ways of parental involvement examined included helping with homework, attending parent meetings, and providing children with resources. Barriers to parental involvement included lack of time, economic challenges, lack of understanding of what parental involvement entails and lack of transport. The study established that parental involvement can be achieved through addressing barriers to parental involvement by educating parents on parental involvement and through creating a conducive environment at school level for parents to be involved. / Adult Basic Education (ABET) / M. Ed. (Adult Education)

The National Senior Certificate Examination results for Physical Sciences have recently declined, particularly in the province of KwaZulu-Natal. This study identified the causes of poor learner performance in Physical Sciences in grade 12 in the Further Education and Training (FET) phase in public schools in the Pinetown District, KwaZulu-Natal. The study employed a quantitative as well as a qualitative approach. Two public schools in the Pinetown District participated in this study. The identities of all respondents were protected. Upon analysis of the results, several contributory factors for poor performance were identified; no single factor was accountable for poor performance in Physical Sciences. Recommendations for improvement in the areas identified were provided and topics for future research on the curriculum of grade 8 and 9 Natural Science were suggested. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

No description available.

This study was designed to investigate the impact of family cultural capital on reading motivation and reading behavior among new immigrant children and non-immigrant children. This research used Chang and Wang's family cultural capital, reading motivation, and reading behavior questionnaire to conduct the survey. The target population of this study was students enrolled in fifth grade and sixth grade in elementary school in the fall of 2017 in Tainan, Taiwan. The sample include 414 students from new immigrant families and 422 students from non-immigrant families; the total number of individuals was 837. Structural equation modeling (SEM) analytical procedures were performed to test the hypothesized relationships. The results indicate that the seven latent variables were related to each other directly or indirectly. The main findings of this study are as follows: 1) family socioeconomic status significantly affects students' acquisition of family cultural capital; 2) family reading habits significantly affect students' reading motivation; 3) intrinsic reading motivation significantly affects students' reading behavior; and 4) external reading motivation shows no direct significant effect on reading time or the number of items read.

The purpose of this study was to investigate the lifeworld of the high-achieving young adolescent. A literature study was undertaken to determine the developmental level of young adolescents and their corresponding needs. The Bio-ecosystemic theory of Bronfenbrenner was used as theoretical basis to explore the level of influence in the life of the young adolescent. The role parental involvement plays in the life-experience and perceptions of young adolescents was also investigated. The results of the study indicated that the environment or lifeworld of young adolescents plays a big role in all the different aspects of their development. Parents, who are the closest entities in their lifeworld, have the strongest influence. Parental values, beliefs and attitudes are communicated through verbal and non-verbal interactions. Positive and negative conditional regard were found to be motivational tools used by parents to encourage young adolescents to perform according to their expectations. Young adolescents often internalise or introject parental values, beliefs and attitudes as a result of the level of their moral development. Unrealistic or perfectionistic expectations often lead to high levels of anxiety and stress. This could interfere with their normal developmental tasks of which identity formation, the development of self-control and self-regulation appear to be very important aspects. From the findings of the study, guidelines for parents and educators were compiled in support of young adolescents who find themselves in a high-achieving academic environment. / Psychology of Education / M. Ed. (Guidance and Counselling)

This study was conducted in order to assess the effectiveness of practitioner training in underprivileged early childhood settings. The quantitative study set out to test a target group of 800 Grade R children, ranging in age from five to six and a half years, in order to determine the impact that practitioner training on early intervention has on young children. A pre-test evaluated the initial level of each child‟s abilities, including physical-motor, language and speech, cognitive, play and social and emotional development. Children were placed into control and experimental groups through random selection of practitioners. The experimental group's teachers (practitioners) underwent an eight-month part-time intervention programme which focused on the importance of early intervention, the domains of development, planning, preparation and assessment as well as encouraging community awareness. The control and experimental groups continued with their normal school programmes, but the practitioners in the experimental group were developing a deeper understanding of early childhood development and activities which enhance development in children. The results indicate that the impact of effective practitioner training and enhancing a deep understanding of stimulation in young children can have positive, long-term results in children's cognitive ability, laying foundational concepts and scope for development. Vast differences were noted in the ability level of children which were stimulated, as compared with those children who were not as stimulated. / Psychology of Education / D. Ed. (Psychology of Education)

The Junior primary teachers have the task of catering for the needs of pupils of varying abilities in their charge. With the admission of culturally different groups of children (many of them from disadvantaged communities) to schools previously accustomed to having one cultural group, this task of catering for the needs of pupils presents a problem as teachers are not trained to deal with disadvantaged children. The aim of this study was to formulate scientifically sound guidelines according to which class teachers can plan and implement language programmes for disadvantaged learners. In order to formulate such guidelines, a theoretical investigation was undertaken on normal language development and on the effects of disadvantagement on the scholastic and language performance of the child. Various programmes available for disadvantaged learners which are being implemented in other countries were evaluated. On the basis of these findings guidelines were suggested to class teachers for planning language programmes for disadvantaged learners. / Teacher Education / M. Ed. (Orthopedagogics)

Afrikaans text / Die afname in dissipline en dissipline handhawing in skole is 'n omvangryke probleem. Die fokus van hierdie studie is om die aard en omvang van dissiplinêre probleme te ondersoek om sodoende riglyne daar te stel om konstruktiewe dissipline in klaskamers te vestig as 'n sleutel taak van die onderwyser. In hierdie studie maak die navorser gebruik van die gekombineerde benaderingsmetode, naamlik die kwalitatiewe-kwantitatiewe navorsingsmetode. Vraelyste (kwantitatief) en onderhoude (kwalitatief) is as data insamelingstegnieke gebruik om vas te stel wat die aard, omvang en moontlike oplossings is, vir die navorsingsprobleem. Die navorsingstudie is gedoen deur 106 onderwysers in die intermediêre- en senior fase van ses laerskole van die Noordweste van Pretoria te betrek. Daar is ook onderhoude gevoer met ses senior onderwysers wat in beheer was van hul skole se dissiplinêre stelsels. Die navorsingstudie het bevind dat onderwysers, leerders en ouers bydraend is tot dissiplinêre probleme in klaskamers. Positiewe strategieë sluit in kommunikasie en toepassing van klasreëls. Uit die bevindinge van die navorsing is daar ongetwyfeld 'n sterk behoefte aan leiding vir onderwysers om dissiplinêre probleme aan te spreek. Onderwysers moet bemagtig word om konstruktiewe dissipline te ontwikkel, te bevorder en te handhaaf. / The decline in discipline and discipline enforcement in schools is a massive problem. The focus of this study is to examine the nature and extent of discipline problems in order to set guidelines to establish constructive discipline in the classroom as a key task of the teacher. In this study, the researcher makes use of the combined approach method, namely the qualitative - quantitative research methodology. Questionnaires (quantitative) and interviews (qualitative) were used as data collection techniques to determine the nature, extent and The research study was conducted by involving 106 teachers in the intermediate and senior phase of six primary schools of the North West of Pretoria. There were also interviews with six senior teachers who were in charge of their schools' disciplinary systems. The research study found that teachers, pupils and parents are contributing factors to discipline problems in classrooms. Positive strategies include communication and application of rules. From the findings of the research there is undoubtedly a strong need for guidance for teachers to address disciplinary problems. Teachers should be empowered to develop positive, promote, and maintain constructive discipline in the classroom. possible solutions of the research problem. / Educational Management and Leadership / M. Ed. (Education Management)