Managing discipline in schools is one of the fundamentals of effective teaching and learning. It is evident that ineffective discipline management in schools would eventually jeopardize the efficacy of teaching and learning. So, it is crucial that legitimate, democratic disciplinary measures and procedures should be employed. The aim of this study was to investigate ways of managing discipline in selected secondary schools within Sekhukhune District, Limpopo. A qualitative research approach was chosen, employing research methods which included individual interviews, focus group interviews and non-participant observation. The investigation focused on four secondary schools which were purposefully sampled to participate in the study. The research concentrated only on the views of the educators and the principals. This investigation revealed that principals and educators still find themselves in a predicament in applying contemporary disciplinary measures due to a lack of training or minimal training regarding alternatives to corporal punishment. / Educational Leadership and Management / M. Ed. (Education Management)

本研究旨在瞭解臺北市國民中學家長會之運作現況，分析家長會參與學校事務、學校支援方面的認知與成效，再依據研究結果，提出建議，做為家長會運作之參考。 本研究方法為問卷調查法。研究對象為臺北市家長會成員。問卷回收後分別以描述統計，獨立樣本t考驗、單因子變異數分析等統計方法分析。根據研究結果將結論分析歸納如下： 一、臺北市國民中學家長會在會務推動方面受家長肯定，惟家長普遍對家長會功能認知有偏低現象。 二、臺北市國民中學家長會運作在校務參與方面最重視班級經營。 三、臺北市國民中學家長會願意協助學校發展，其中人力或財力為協助學校最直接且有利的方式。 四、臺北市國民中學家長會運作正常，具備組織與成效，且對學校教育效能有所助益。 五、臺北市國民中學家長在家長會的參與及運作時不受其背景變項影響。 最後，依據研究結論，提出幾點建議提供家長會、學校、主管教育行政機關及後續相關研究做參考。 / This study aims to understand where PTA (parent teacher associations of Taipei city’s junior high schools) stands, assessment of current operation and function and involvement regarding to the parents. Based upon the full analysis, we made suggestions for PTA. Questionnaires are given to respondents who were parents, splintered by groups for the sake of statistics of those samples. We have achieved the following conclusions: 1.Parents felt positive to PTA for pushing forward agenda, but had low comprehension as to PTA’s functions. 2.PTA in daily operation placed most importance was class operation. 3.Parents were willingly to support school, by means of most straight forward: either manpower or financial support. 4.PTA remained well operational, organized and efficient, which enhanced scholastic functions. 5.PTA were not affected by background of parents (income and social status, etc.) According to the research result, we had achieved the conclusions and would like to propose to PTA, schools, and the scholastic administrative unit for better understanding and further improvement.

Ce projet de recherche a pour but d’examiner dans quelle mesure l’implication des parents dans le cheminement scolaire de leur enfant est susceptible de modérer la relation entre le désengagement scolaire de l’élève et la détérioration de son rendement scolaire au début du secondaire. L’échantillon est composé de 380 élèves de première et troisième secondaire de la région de Montréal. Lors de cette étude longitudinale, le rendement scolaire a été évalué en première et troisième secondaire. Le niveau de désengagement comportemental et les comportements de soutien parental reliés aux activités scolaires ont été évalués en première secondaire. Les résultats démontrent que les comportements de soutien parental reliés aux activités scolaires constituent un facteur protecteur qui modère la relation entre le désengagement comportemental et le rendement scolaire ultérieur, mais seulement chez les élèves qui avaient initialement un rendement scolaire élevé en secondaire 1. Les résultats obtenus ne permettent toutefois pas de rendre compte du caractère protecteur de l’implication parentale chez les élèves à risque qui présentent un plus faible rendement scolaire en secondaire 1. / The goal of this study was to examine to what extent parental involvement in the schooling of their child moderates the association between student’s school disengagement and subsequent decline in academic achievement during the first years of high school. The sample was composed of 380 students in grades 7 and 9 in the Montreal area. In this longitudinal study, academic achievement was evaluated in grades 7 and 9. Behavioral disengagement and parental support for academic activities were evaluated in grade 7. Results show that parental support related to academic activities moderate the association between behavioral disengagement and later school performance, but only among students who initially had high academic achievement in grade 7. However, the results do not confirm the protective role of parental involvement among students who had lower academic achievement in grade 7.

La préparation scolaire de l’enfant en maternelle est associée, selon maintes études, à sa réussite scolaire future. Plusieurs facteurs sont liés à la préparation scolaire, dont l’implication parentale en milieu scolaire, quoiqu’il n’y ait pas consensus à ce sujet. Ainsi, la présente étude vise deux objectifs. Il s’agit tout d’abord de définir quelles sont les caractéristiques de l’enseignant, de la famille et de l’enfant étant associées à l’implication parentale. L’objectif principal se centre, pour sa part, sur les liens possibles entre l’implication parentale et la préparation scolaire de l’enfant en maternelle. Les résultats révèlent que l’âge de l’enseignant et son expérience professionnelle, l’âge des parents et la scolarité de la mère sont les caractéristiques liées à l’implication parentale. De plus, chacune des dimensions de la préparation scolaire des enfants en maternelle (santé physique et bien-être, développement cognitif, intégration sociale et autorégulation) est associée à la communication entre l’enseignant et les parents et à la participation parentale à la vie scolaire de l’enfant. Ainsi, notre étude offre un apport intéressant au domaine des sciences de l’éducation en montrant que l’implication parentale est liée à la préparation scolaire de l’enfant. / A number of studies have linked a child’s school adjustment in kindergarten to his or her future academic success. This early preparation entails a number of factors, including parental involvement in the child’s school life, though there is no consensus on the issue. Our study therefore has two objectives. First, it determines which characteristics of the teacher, family and child are associated with parental involvement. The primary objective is to establish possible links between parental involvement and a child’s school adjustment in kindergarten. Our findings indicate that the teacher’s age and professional experience, the age of the parents, and the mother’s education level are factors associated with parental involvement. In addition, we show that each aspect of a child’s school adjustment in kindergarten (i.e. physical health and well-being, cognitive development, social integration, self-regulation, etc.) is associated with parent-teacher communication and parental involvement in the child’s school. Our study thus makes a valuable contribution to the field of education science, by demonstrating the relationship between parental involvement and a child’s school adjustment.

The purpose of this study was to compare the perception scores and the frequency of parental involvement for parents of students who have most recently completed elementary school (entering 6th grade) with parents of students who have most recently completed middle school (entering 9th grade) in a northeast Tennessee public school district. Data were collected by surveys containing a short demographic section, a perceptions section, and a participation section. The population consisted of the parents of 544 sixth grade students from the district’s 2 middle schools and the parents of 578 ninth grade students from 1 district high school. From that population 115 sixth grade parents and 105 ninth grade parents responded. This study took place at the onset of the school year to address parents as their children were either entering 6th grade in middle school or 9th grade in high school. Findings from the study indicate that there were significant differences between the parents of newly entering 6th graders and the parents of newly entering 9th graders in terms of home-based perception scores and frequency of participation. Specifically, parents of newly entering 6th graders had higher home-based perception scores and frequency of participation than parents of newly entering 9th graders. However, findings indicate that there was not a significant difference between the parent groups in terms of school-based perception scores and frequency of participation. When examined collectively (home-based and school-based combined), no significant differences were noted between the parent groups in terms of perception scores and frequency of participation. For each of these cases, independent samples t tests were used to determine if there were significant differences. Findings from the study also indicate that positive relationships are present between parents’ perception scores and their frequency of participation. This was true for both home-based and school-based involvement at both grade levels. Pearson r tests revealed these relationships. This study was important to help understand the perception scores and frequency of participation for parents of students in the middle school transition. Recommendations are made with the hopes of helping schools better tailor their parental involvement strategies to families they serve.

Historically, Hispanic English language learners (ELLs) in the United States have had low reading achievement and low high school graduation and college entry rates, which has limited their employment opportunities. Although research indicates parental involvement is important to reading success, little is known about Hispanic ELL parents' perspectives on their children's reading development. The purpose of this basic qualitative study was to understand how parental involvement in 3rd grade Hispanic ELLs' reading development, as perceived by their families, may contribute to these students' reading proficiency. The framework for this study was Hedegaard's model of children's learning and development. The participants were 5 mothers of 3rd grade Hispanic ELLs at an urban public school in a large city in the Northeastern United States. Interviews with participants were analyzed for open and axial codes using NVivo software to identify themes and patterns. Study results revealed that mothers of Hispanic ELL students were involved in and had a positive view of their children's reading development. However, participants perceived their lack of English language skills as a barrier to their parental involvement in their children's reading development; they also viewed siblings, teachers, libraries, and technology as major resources to help their children develop their reading aptitude. This study supports social change by providing information to schools and administrators, the latter of whom may be able to improve reading programs in ways that can help Hispanic ELL families to promote their children's reading development.

The local high school and school district have failed to achieve adequate yearly progress in reading due to the poor performance of 9th-grade and special education students on the annual state reading assessment. There may be numerous factors leading to the low scores, but researchers have suggested that students whose parents are engaged in their education have more academic success than students whose parents have minimal participation. An explanatory survey design was used in this quantitative study to identify the involvement activities of parents of 9th-grade students and determine if there was a relationship between their involvement and their child's reading achievement. The theoretical framework was Epstein's theory on parental involvement. Archival data from the State of Texas Assessment of Academic Readiness-end of course English I/reading test of 65 9th-grade students were coded for anonymity and matched with their parents' total scores on the Parent Choice of Involvement Activities survey. Data analyzed using the Pearson product-moment correlation analysis yielded no significant relationship between parent involvement and students' reading scores. Descriptive analysis identified that parents were more involved with educational activities in the home, rather than participating at school. Therefore, a school-based parent development program was designed. Additional research is needed to explore other reasons for the poor reading outcome of the 9th-grade and special education students. Providing parents with strategies that empower them to become fully involved in the secondary education of their children can bring about positive social change by building strong relationships between the school, family, and community to support the academic achievement of high school students.

本研究旨在探討：台北市國民中小學的女性家長在參與學校事務時表現出哪些行為特徵？這些行為特徵背後可能存在什麼樣的影響機制？這些參與行為又為女性家長自身以及整體家長參與生態帶來什麼樣的改變？ 本研究係採質性研究方法，主要以深度訪談為分析資料之來源，並輔以訪談情境之觀察與相關文件之蒐集。依據這些資料，研究者試圖從女性主義的觀點來描述及詮釋女性家長參與學校事務的現下面貌，並回答上述問題。 研究結果發現：影響女性家長參與學校事務的因素包含了「傳統性別角色分工」、「民間社團的興起」、「學區社經地位」、「學校成員對家長參與之接受度與認可範圍」、「社區中的政治脈絡」、以及「女性特質╱個人特質」等遍及文化、社會、社區、學校與個人層次的諸多因素；這些因素對女性家長的參與行為產生重要影響，使得女性家長參與行為表現出若干種明顯的行為特徵，例如以「家庭優先、孩子第一」為原則、「從基層做起」、扮演「輔助者、執行者的角色」、抱持「只要做事、不要頭銜」的心態、以及兼重「開源與節流」的管理策略等等；而具備這些特徵的女姓家長參與行為又為她們自身以及家長參與生態帶來種種不同於以往的改變。從女性家長參與學校事務的動態性歷程來看，研究者發現媽媽們不斷在進行自我賦權甚至賦權他人的工作；就其改變的內涵而言，女性家長個人的自我價值感與學校事務參與能力均獲得提昇，關懷範圍逐漸擴大、社群及公民意識亦逐步發展，在整體家長參與方面則可窺見「女性家長正名風」、「務實風」、以及「團隊風」的產生。 研究者建議：婦運可以「學校事務」作為鼓勵女性跨入公領域的起點，並將「母職關懷」作為推動女性家長踏進校園的訴求，以收「借力使力」之效；在教育實務方面，教育行政、學校、及家長會三方應共同合作以改善整體家長參與條件/環境，使之趨向更合理；研究者最後並對後續研究提供若干建議。 第一章 緒論 1 第一節 研究背景與動機…….… ……………………….…..…1 第二節 研究目的.…………………..…………………….…..…9 第二章 研究方法與設計 11 第一節 本研究採質性研究方法的理由………………………11 第二節 研究設計…………………………..……………..…… 13 第三節 研究者的角色與關照角度…………..……………..…20 第三章 影響女性家長參與學校事務的因素 25 第一節 傳統性別角色分工—男主外、女主內………..……..25 第二節 女性特質？個人特質？……………………………….48 第三節 民間社團的興起—社團的啟蒙與充電………………62 第四節 學校所在社區之社經地位…………………………….68 第五節 學校成員對家長參與之接受度與認可範圍…………71 第六節 社區中之政治脈絡…………………………………….81 第四章 女性家長參與學校事務之行為特徵 87 第一節 原則：家庭優先、孩子第一……………….…………87 第二節 方向：從基層做起…………………………….………90 第三節 角色：輔助者、執行者—有責無權…………….…...96 第四節 心態：只要做事、不要頭銜…………………………103 第五節 管理：節流與開源…………………………………….108 第五章 女性家長參與學校事務所帶來的改變 117 第一節 改變的歷程……………………..……………………..117 第二節 改變的內涵……………………………..……………..140 第六章 結論、討論與建議 171 第一節 結論…………………………………………………….171 第二節 討論 ………………………………………….……...185 第三節 建議…………………………………………………….189 參考書目 195 附錄 205 一、致台北市家長協會函………………………………………205 二、訪談大綱…………………………………………………….206 三、台北市中小學校學生家長會設置辦法……………………207 圖表 表一 受訪者基本資料…………………………………………14 圖一 研究結果摘要圖………………………………………..172

<p>The overall aim of this thesis was to gain a deeper understanding about parents’ perceptions of quality of care and their own involvement in pediatric hospital care.</p><p>Parental involvement in the care of hospitalized children has gained increased attention in recent years. The aim of this thesis was to study parental involvement in pediatric hospital care and investigate its association to the work conditions of pediatric hospital staff. </p><p>The first study validated a parent questionnaire that measured parents’ views of the quality of care. The questionnaire measures quality of care by means of eight indices and an overall quality grade. Results showed that the questionnaire demonstrated satisfactory validity and reliability. </p><p>Study 2 examined whether there were differences in quality ratings between respondents and non-respondents to the parent questionnaire. The main parent questionnaire was distributed in hospital and a follow-up questionnaire was sent home to a random sample of parents three week after the hospital visit. This study pinpointed a number of difficulties that need to be considered when conducting investigations of non-response.</p><p>The third study aimed at gaining a deeper understanding of factors that influence parents’ views of their own involvement in pediatric care. Semi-structured interviews were conducted with parents of chronically ill children. Four themes emerged from the interviews: support, professionalism, work environment and responsibility. Underlying these four themes is a need for a clear communication between staff and parents.</p><p>The fourth study examined hospital staff’s perceptions of parental involvement and possible consequences for staff work environment. A questionnaire was sent out to hospital staff at oncology, neurology and surgery units at three university children’s hospitals. Hospital staff on oncology units gave higher ratings to their workplace routines for involving parents in the child’s care, and experienced less work strain from parental demands, compared to staff on the other units. </p><p>The results of this thesis indicate a clear association between parental involvement in pediatric care and the work conditions of pediatric hospital staff. </p>

The overall aim of this thesis was to gain a deeper understanding about parents’ perceptions of quality of care and their own involvement in pediatric hospital care. Parental involvement in the care of hospitalized children has gained increased attention in recent years. The aim of this thesis was to study parental involvement in pediatric hospital care and investigate its association to the work conditions of pediatric hospital staff. The first study validated a parent questionnaire that measured parents’ views of the quality of care. The questionnaire measures quality of care by means of eight indices and an overall quality grade. Results showed that the questionnaire demonstrated satisfactory validity and reliability. Study 2 examined whether there were differences in quality ratings between respondents and non-respondents to the parent questionnaire. The main parent questionnaire was distributed in hospital and a follow-up questionnaire was sent home to a random sample of parents three week after the hospital visit. This study pinpointed a number of difficulties that need to be considered when conducting investigations of non-response. The third study aimed at gaining a deeper understanding of factors that influence parents’ views of their own involvement in pediatric care. Semi-structured interviews were conducted with parents of chronically ill children. Four themes emerged from the interviews: support, professionalism, work environment and responsibility. Underlying these four themes is a need for a clear communication between staff and parents. The fourth study examined hospital staff’s perceptions of parental involvement and possible consequences for staff work environment. A questionnaire was sent out to hospital staff at oncology, neurology and surgery units at three university children’s hospitals. Hospital staff on oncology units gave higher ratings to their workplace routines for involving parents in the child’s care, and experienced less work strain from parental demands, compared to staff on the other units. The results of this thesis indicate a clear association between parental involvement in pediatric care and the work conditions of pediatric hospital staff.