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Tuisbesoek ter bevordering van ouerbetrokkenheid by die skoolKruger, Marius Theo 14 April 2014 (has links)
M.Ed. / Please refer to full text to view abstract
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Die skoolhoof se bestuursrol in die realisering van die vennootskap tussen ouer en skoolDu Plessis, Petrus Jacobus 28 July 2014 (has links)
M.Ed. (Educational Management) / Meaningful education in schools can only take place if their is a close relationship between school and home. The parent must protect his rightful share in the education of his child by active involvement in the school. The school is not an independent or isolated entity but it operates in a social context within a community. Parents are compelled to make use of specialised assistance to extend their educative endeavours, and that is the task of the school. Every principal needs to develop a good understanding and competency in bUilding and maintaining effective school-parent-relationships. The principal is both leader and manager of a school. As principal he strives towards set goals, aided by his staff, pupils and parents. The effectiveness of parental involvement will depend primarily on the principal's managerial skill. The principal needs to create a certain school climate by means of his managerial style, in which parents will feel the need to participate. School-parent relationships and communication are important tasks for the school principal. The goal of the school principal in performing these tasks, should not be to manipulate parent-opinion, but to develop understanding, perspective and commitment with the parents of the school. The principal should endeavour to develop the ideal leadership style, in order to establish a climate which will be conductive to parental involvement. Partnership implies relationships, duties and responsibilities. The clear understanding of partnership and how it will effect the teacher and the parent, is crucially important in education today. In the partnership between the teacher and the parent, the teacher may be regarded as a cornerstone of the partnership. The partnership between teacher and parent forms the basis and the only real hope for a superior school programme at all levels. Parents should be more involved in the affairs of the school and the major responsibility for further parent involvement and partnership between teacher and parent rests with the school and indeed mostly with the school principal.
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An analysis of the nature of parental involvement in school governanceQonde, Gwebinkundla Felix January 2000 (has links)
Magister Educationis - MEd / The study is in response to the recently enacted South African Schools Act No. 84 of 1996 (SASA), which sees the legislated inclusion of parents in school governing bodies. The Act promotes four distinct representative participants or stakeholders. These include parents, who constitute the majority, educators, learners and non-teaching staff. There is an indication that the SASA has tensions, ambiguities and contradictions which could allow either "consumer market" or "citizen equity" visions to prevail in practical terms. However, I argue that the SASA in practice is becoming dominated by the consumer vision that has a danger of creating unfair competition amongst schools and perpetuating the already existing inequalities in our society. In this mini-thesis, I attempt to investigate the nature of parental involvement in school governance in practice. I focus on their responsibilities in relation to policy matters as enshrined in the SASA, their commitment to executing their functions. The aim is to determine their capacity to fulfil their responsibilities with respect to their powers and functions. / South Africa
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A multiple case study of parent involvement with grade 8 learners of mathematicsGovender, Vasuthavan Gopaul January 2007 (has links)
The learning of mathematics is a worldwide concern. International studies over the last decade place South African learners amongst the lowest achievers. Although various initiatives have been tried there does not seem to be any improvement. In the USA and UK initiatives include the involvement of parents and these have been implemented with great success. One of the parent involvement programmes from the USA, the Family Maths Programme has been in South Africa since 1996. This programme has been successful in South Africa but is confined to parents of grades 4-7 children. However, there is no programme for parents of high school learners. As grade 8 is usually the first high school year in South Africa, this study focuses on parents of grade 8 children and their involvement in their children’s mathematics learning. It consists of an initial survey of grade 8 parents’ (from an urban school) mathematical backgrounds and experiences and their involvement in their children’s education. Using key points from the survey and elements from the literature review and other sources, the researcher designed a parent assistance programme for mathematics which was conducted with three groups of parents of grade 8 children from the same high school. Each group of parents was exclusive and the same set of procedures was applied to each group, making this study a qualitative multiple case study, within the interpretive research paradigm. The parent-assistance programme consists of a parents’ workshop and completion of journals over a 7-week period. Parents documented their interactions with their children in structured journals, a process known as participant journaling. After this journaling period, parents and children were surveyed on this interaction by means of follow-up questionnaires. This was followed later in interviews with the parents and mathematics teachers, separately. After the completion of all three case studies parents and children participated in focus group discussions to discuss and share experiences of the programme. The interrogation of the data, on two levels, suggests parents’ and children’s perceptions of mathematics were likely to be positively influenced. The data also suggest that children were likely to become more confident and to improve in mathematics.
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Investigating a parent/teacher-librarian collaboration process in a school library research programRamsay, Joan Margaret 05 1900 (has links)
In school library research programs involving enquiry-based learning,
a challenge for students doing research emerges when they take their projects
home and turn to their parents for assistance. Often parents do not have
sufficient knowledge of the research program and critical thinking to be able
to effectively help their children. Many of them are unfamiliar with an
inquiry-based research process and this inevitably leads to anxiety for both
parents and children.
A literature review revealed that parents do want to help their children
at home with schoolwork, but are confused about the amount and kind of
assistance they should provide. Moreover, research on parent involvement in
school library research programs is virtually nonexistent, which stimulated
the researcher to conduct this study.
The purpose of this study was to investigate a parent/teacher-librarian
(PTL) collaboration process intended to assist parents wanting to help their
children more effectively with research homework. Before the
implementation of this study, a school library research program was well-established
(1988-1999), but it included no formal integration of parent
involvement. The study investigated (a) parent, student, and teacher-librarian
concerns that arose during collaboration, (b) resolutions of those concerns,
(c) techniques that facilitated collaboration and parent assistance, and (d) the
benefits and disadvantages of the collaboration process.
One questionnaire was mailed at the beginning of the study to the
parents of all 72 grade seven students in one Lower Mainland elementary
school and, as a final evaluation, a second questionnaire was mailed to the
parents of 28 grade seven students who had committed time to be in the
study. Between the two questionnaires, a subset of eight parents and their
corresponding children became primary subjects and were interviewed after
they had worked with their children on research question formulation at
home. Previous to working with their children, these eight parents had
received a detailed overview of the student research program, two training
sessions with the teacher-librarian and a variety of options for
communicating directly with her at any time during the study.
A major objective of the study was to collaboratively solve the major
concerns that emerged during the study and a procedure was developed for
that purpose. The parents and teacher-librarian together created guidelines for
future parent involvement where resolutions of the concerns were stated. The
greatest concern for all parties was the dilemma of balancing the student
desire for independence and ownership of the projects with the parents' offer
of help. The guidelines helped clarify the right kind of assistance for parents
to give, while the overview and two training sessions increased parents'
research knowledge base and allowed them to suggest improvements to
strengthen the collaboration process and the library program.
Because the PTL collaboration process provided all participants with
more benefits than disadvantages, both the parents and teacher-librarian
unanimously agreed that the PTL collaboration process merited continuance.
With the supporting structure of a parent/ teacher collaboration process
attached to learning activities at home, parent confidence about guiding
children can be increased, the students can see positive results in learning,
and a school library research program can thereby be strengthened. The
teacher-librarian, the researcher in this study, felt her practice was improved
with the addition of the PTL collaboration process. Moreover, its continuance
could contribute ultimately to the development of students whose convictions
are based on more reflective enquiry and thoughtful research. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate
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The implementation of an institutional support team in a rural primary school in KwaZulu-Natal.Mbatha, Philile Nomusa 14 October 2008 (has links)
The purpose of this study is to explore the implementation of an IST in a rural primary school of Northern KZN. The ISTs within an inclusive education context have not existed in the said area, due in part to the way the district support structure was implemented. Previously, the main focus had been on psycho-educational assessment, which was done in a more traditional way, with no specific interventions after assessment. This, however, was not in accordance with the ex-KwaZulu Department of Education modus operandi. Although the Education Support Services (ESS) of the past era provided some support for learners with barriers to learning in Northern KZN, it was not enough. The research site is nestled in a valley amidst rocky land in Northern Zululand, with sparsely populated communities around the school. Acculturation, that is the absorption of other cultures, prevails among the local people, with influences noticeable in some community houses being built in the semi-urban style of neighbouring Swaziland and Mozambique. However, the majority of the community continue to live in traditional houses and the area still operates as a subsistence economy. This is evident along the roadsides, where there are a number of informal small business sites from which the local community sell their wild fruits, arts, crafts and/or firewood to passers-by, including tourists. Many learners assist their parents with these sales after school, over weekends and on public holidays. Some have large fields for growing vegetables, mealies and other crops. It is significant that the majority of the community is illiterate, with this becoming a challenge to the school because the same parents are expected to support their children with their schoolwork, as well as participating in the school activities. The cooperation between the home and the school should be improved, as many learners are not staying with their natural parents but with members of the extended family, including their grandparents. For much of the time these guardians (grandparents and care-givers) have their own personal commitments. The School Governing Body (SGB), including parent representatives, is instrumental in improving educator-parent relationships. / Mrs. O.R. Pettipher
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The content and organization of parent feedback conversations – implications for learning support practicesBlok van Cronesteyn, Landi 01 October 2014 (has links)
M.Ed. (Educational Psychology) / To improve teacher-parent partnerships, continuous communication between all individuals is essential. The most effective form of communication between parents and a teacher is the parent feedback meeting. Therefore, this study aims to understand the content and organisation of Trans-Disciplinary Team parent feedback conversations and its influence on the process of collaboration. This study was motivated due to the need to better understand Trans-Disciplinary Team parent feedback conversations. It also aims to contribute to the gap in literature, as it is essential that teachers, therapists and psychologists understand these interactions and the role it plays in collaboration in attempt to effectively address barriers to learning within a LSEN school context. As this is the study of the interactions of a Trans-Disciplinary Team parent feedback conversation, it follows an interpretivist qualitative paradigm within an ethnomethodological research design. This enabled me to provide a detailed report and discussion on data that was captured within its natural setting. It also provided insight into the social nature of the activity and ultimately into the actions of the participants. Data was collected through a video-recoding of an annual Transdisciplinary Team parent feedback conversation. A verbatim transcription of this recording was analysed. Content Analysis provided an extensive analysis of the transcription to identify the conversational topics of discussion. Conversation Analysis provided a more in-depth analysis of the participants‘ conversational interactions.
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A descriptive study of teachers' perceptions of skills currently utilized for effective parent-teacher conferences and those skills teachers feel are needed for effective parent-teacher conferencingFritz, Marlene 01 January 1986 (has links)
No description available.
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Parent involvement for Hispanic familiesFreelove, Patricia Pina 01 January 1993 (has links)
No description available.
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Coordinating teacher and parent support for beginning readersFerguson, Shelly L. 01 January 1995 (has links)
No description available.
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