The purpose of this project is to review the literature on the importance of creating school web sites and to show how Dartmouth Middle School can successfully plan an effective site. The project focuses on the significance of having a school web site as a way to add to the communication process between school and parents.

The purpose of the project was to develop a webpage for each teacher at Deer Canyon Elementary School which is in Alta Loma, California. The webpages were designed to give teachers the tools to add information to their own webpages to enhance their communication with students and students' parents.

This project was developed to address the complex issue of disseminating information to high school students via the World Wide Web. Topics include: the need for greater communication among instructors, students and parents, the need to utilize instructional design techniques, the backwards design process in the development of web based projects; and the need to integrate internet technology for promoting instruction and learning.

The purpose of this purposive qualitative study was to examine the perceptions of school community relationships of preschool parents, preschool teachers, and elementary administrators. In this purposive study, participants were chosen based on predetermined characteristics (Shenton, 2004). Parents from varying levels of academic and socioeconomic backgrounds, as well as their level of parental involvement, were included in this study to eliminate bias. The following themes emerged through coding and transcribing data: the family aspect at school; positive perception of principals; positive perception of teachers; open lines of communication between home and school; opportunities for parent involvement; the expectation of parent involvement; support school community relationships; promote a positive school climate; encourage open lines of communication; and provide activities for parent involvement. This qualitative study also looked at factors that facilitated and inhibited relationships. Factors that emerged in facilitating relationships were good communication, appreciation for involvement opportunities, one-to-one parent teacher meetings, being open to parents, and establishing positive relationships. Factors that may inhibit relationships were socioeconomic barriers and communication and transportation issues.

Submitted in fulfilment of the requirements for the Degree Master of Education in the Department of Educational Planning and Administration in the Faculty of Education, 2007. / The South Africa Schools Act, (Act No. 84 of 1996) which came into effect on 1 January 1996 and the National Education Policy Act, (Act No. 21 of 1996) introduced a new approach to the South African Education system. These acts, and many policy documents produced by the National Department of Education, provide for the active participation of parents, educators, learners and other members of the community in the governance of schools. Whilst policy mandates stakeholder participation, in practice parent participation is problematic. This study therefore, investigates the role of the principal in facilitating the effective participation of the parent component of the SGB in the provision of quality education in public schools. A review of national and international literature was conducted to establish strategies principals use to facilitate the effective participation of the SGB. An empirical study was also undertaken. A questionnaire with closed-ended and open-ended questions was utilized with the aim of accessing the level of interaction between the SGB and principals of schools. Data from the questionnaire revealed the following key findings, namely: • There is a lack of effective management of parent involvement in school governance. • Limited communication exists between the principal and SGB regarding planned school activities where the SGB is supposed to have an input. • As leaders, principals are grappling to secure effective parent participation in the provision of quality education. Some recommendations are as follows: • Principals should develop orientation and on-going training programmes to capacitate parents to participate effectively in promoting quality public education • Principals should develop an invitational environment at the school • Principals should promote a climate for sound conflict management • Principals should provide sufficient information to SGB members and communicate these timeously to them It is hoped that through this study, principals will be inspired to identify then-limitations relative to the facilitation of parent participation and subsequently adopt one or more of the recommendations offered to armour themselves with strategies to facilitate the effective participation of parents in the provision of quality education for all learners.

The purposes of this study were: (1) to trace the growth of the Summer School program of instruction for children in the Stockton Unified School District since its inception and up to the present study time; (2) to compare the scope and quality of the instructional offerings and the extent of child participation in the Summer School program of the Stockton Unified School District with selected communities in California; and (3) to determine the nature and extent of acceptance of the Summer Elementary School program of the Stockton Unified School District by the children who attended by their parents, and by their teachers.

No description available.

The objective of the project was to develop an online educational technology tool based on research from multiple disciplines to improve effective communication between students, counselors, teachers, parents, and school staff. The website developed for the project aims to increase the involvement of parents in their child's academic progress. The project also includes discussions concerning the website's field testing at a middle school in Rosemead, California, its evaluation through participant surveys, and final revision. The field test participant instructions, survey questions, and a computer disc of the website accompanies the project.

This study examines patterns of negotiation between teachers and parents in junior high schools in Israel. These negotiations were examined on "parents' days" in three schools between four class teachers and 80 parents of students in their classes. Guided by interpretive approaches to the study of micro-social processes and their application in the models of Hargreaves (1972, 1991) and Strauss (1978, 1990), dealing with negotiations, strategies and working agreements, the study focused on observations of teacher-parent interactions and interviews with teachers and parents. It was found that teachers are guided on parents' day by both pedagogic and survival goals: they seek to advance the students in their studies and to care for their well-being through contact with the parents, but also to shift responsibility to the parents. The parents' goals on these days are to learn about their children's situation in the school, but also to win the teachers' support and sympathy for their children in order to help them advance. To achieve their goals each side uses resources to impress and convince the other side. The teachers emphasize their professional authority, their bureaucratic status and the knowledge they possess of the parents and their children. The parents use their status and rights as parents and the knowledge they possess of the school and the teachers. The findings also indicate that the teachers stress mainly the instructional aspect. This approach perpetuates the hierarchy existing in the education system and does not help to narrow the gaps between students from different socio-economic backgrounds. This indicates a direction for further study and investigation of the question as to how the school can be made to contribute to greater equality, among other things through changing the teachers' educational perception. Perhaps the main purpose of parents' day lies in its ritual functions, which are designed to serve the school organization and constitute a restatement of the common goals of teachers and parents, while supporting the ideology of parent participation and confirming the statuses and roles of teachers and parents. / Educational Studies / D. Ed. (Socio Education)

In Namibia, parents are mainly responsible for the establishment of preschools in their communities. However, many preschools in rural areas are beset by problems such as poor basic infrastructure and a shortage of trained staff. In light of evidence that parent involvement in Early Childhood Development (ECD) programmes is beneficial, this study includes a literature review of parent involvement in rural preschools as well as the place and role of parents in BCD provision in Namibia. A qualitative investigation of parent involvement in four rural preschools in the Kavango region was conducted. The data were analysed, discussed and synthesised. Among others it was found that preschools do not have a clear policy on parent involvement and that both parents and teachers lack knowledge on home-school partnerships. Poor socioeconomic circumstances and a lack of leadership exacerbates the problem. Based on the findings, guidelines for improving home-school relationships are proposed. / Educational Studies / M.Ed (Comparative Education)