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Educator's knowledge of and opinions on child sexual abuseRatlhagane, Kgomotso J. 30 June 2002 (has links)
Sexual abuse of children occurs at a very high rate and most of the victims are young
children who have never been taught about the possibility of being abused. Victims of
abuse are not equipped with appropriate knowledge and vocabulary to enable them to
explain properly when they experience abuse. Acquisition of a vocabulary and
understanding of the concepts of sexuality would assist children in recognizing, resisting
and reporting sexual abuse. The young age at which abuse occurs makes the study at
primary school level important and relevant.
There is little literature on how child sexual abuse can be identified, addressed and
handled by schools or what unique role the school should play in the management of child
sexual abuse cases. Educators are in a position to identify sexually abused children
because of their close and ongoing contact with school-going children. Therefore, young
children place a great deal of trust in their teachers and look to them for protection when
they feel unsafe. Teachers are trained to observe changes in the appearance and
progress of individual children. Therefore, they can also assist in uncovering and reacting
appropriately to disclosures of abuse.
The study was conducted in poor, disadvantaged, rural primary schools in a part of the
North West Province. There is a limited access to social work services in rural areas and
therefore, educators are considered to be appropriate people to educate children about
sexual abuse issues because children spend most of their time at school. There is a
relationship between educators, parents and children which creates a proper channel of
communicating information about sexual abuse of children. That is, educators are in a
position not only to educate but also to reinforce what children have learnt at home.
Educators' role have been limited in the identification and dealing with sexual abuse cases
and therefore, there is a need to empower them with appropriate knowledge and skills to
enable them to handle sexual abuse cases at school level successfully. / Psychology / M. A. (Psychology)
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Parents' involvement in sex education programmes in schoolsSwana, Sekela Margaret 01 January 2002 (has links)
This study was aimed at establishing the extent of parental involvement in their children's
sexuality education. The researcher selected four schools of Xhosa Speaking learners in the
Umtata district of the Eastern Cape. Four teachers, one from each school, were interviewed
together with four Xhosa-Speaking learners and their parents. The method of data collection used
was a semi-structured interview aided by tape recording of the session per interviewees' agreement.
The findings were that Xhosa-Speaking parents are not involved in their children's
sexuality education due to being embarrassed by discussing sexual issues with their children.
Learners seem not to like parental involvement in sex education programmes in schools. Teachers
would like to see parents involved in school programmes and communicate with their children on
sexuality matters at home. / Educational Studies / M.Ed. (Specialisation in guidance and counselling)
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Parenting styles and the adjustment of black South African grade I children in single parent householdsMoremi, Dikeledi Margareth 25 August 2009 (has links)
The present study examined the relationship between parenting styles and the socioemotional adjustment of children at school. A sample size of 90 research participants was selected and included black South African grade I school children aged between 6 and 7
years from single parent households in Pretoria Central. Factor analyses and Cronbach's alphas were determined in order to establish the validity and reliability (alpha= 0.89 and 0. 72 respectively) of the measurement instruments. In general, results were inconsistent with previous findings: The three parenting styles had no direct relationship with children's socio-emotional adjustment at school. Except for two links, non- significant relations between parenting styles and six subscales of socio-emotional adjustment were detected. However, maternal age, preschool attendance and gender of the child interacted in different combinations with four of the six subscales of socio-emotional adjustment. Future studies investigating parenting styles should take account of other areas of adjustment. / Psychology / M.A. (Psychology)
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An appreciative enquiry of an NGO that delivers empowerment driven education support servicesFynn, Angelo Winston Ronaldo 11 1900 (has links)
The South African education system is in crisis; with low matric pass rates, high dropout rates, teacher strikes, rising pregnancy rates among teenaged learners, and assaults by learners on educators and other learners. The system is unable to cope with the multiple demands placed on it and a number of NGOs are stepping in to aid the system. This study is an evaluation of an NGO aimed at developing learners through the application of the Appreciative Inquiry approach. The Appreciative Inquiry approach is a method for generating change within an organisation by looking at what works in the organisation and facilitating active participation. The main findings from this study were that the programme seems to have positively affected learners‟ performance both academically and behaviourally; the programme was perceived to have raised the general standard of academic performance at the school. / Psychology / M.A. (Psychology)
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Rol van die ouers by die kontinue insluiting van leerders met Downsindroom in inklusiewe onderwys in Gauteng / The role of the parents in the continuous inclusion of learners with Down’s syndrome in inclusive school within GautengJoubert, Karen 11 1900 (has links)
Text in Afrikaans / The purpose of this study is to identify the role of the parents in the continuous inclusion of learners with Down’s syndrome in inclusive education. The study was conducted in the South African context with the parents of children with Down’s syndrome and who are currently included in inclusive education in Gauteng. The roles that these parents play in the inclusion of their children were identified by means of semi-structured interviews. This was done according to a qualitative phenomenological research design within the theoretical framework of the bio-ecological model of Brunfenbrenner. Results from this study indicated that parents will have to fulfil specific roles in a multi-faceted manner to ensure continuous inclusion for these learners with Down’s syndrome in inclusive education.
The primary contribution of this study is towards the expansion of the theoretical knowledge of the role of the parents in continuous inclusive education of learners with Down’s syndrome. / Die doel van hierdie studie is om die ouers se rol by die kontinue insluiting van leerders met Downsindroom in inklusieweonderwys te bepaal. Die studie is binne die Suid-Afrikaanse milieu onderneem met die ouers van leerders met Downsindroom wat tans gewone inklusieweonderwys in Gauteng ontvang. Semi-gestruktureerdeonderhoude is gebruik om die ouers se rol in die kontinue insluiting van hul kinders in gewone inklusiewe onderwys te identifiseer.
Hierdie studie is volgens’n kwantitatiewefenomenologiesenavorsingsontwerp binne die teoretiese raamwerk van die bio-ekosistemiesebenaderingsmodel van Bronfenbrenner uitgevoer.Die bevindings van hierdie studie toon dat ouers spesifieke rolle behoort te vervul om hierdie leerders se kontinue insluiting in inklusiewe onderwys te verseker.
Die primêre bydrae wat hierdie studie sal lewer, is tot die uitbreiding van teoretiese kennis aangaande die ouers se rol in die insluiting van leerders met Downsindroom in inklusiewe onderwys. / Inclusive Education / M. Ed. (Inklusiewe Onderwys)
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Grandparent-headed families' influence on the academic performance of secondary school learners in Port Elizabeth districtPlaatjies, Paulsha Mary 03 1900 (has links)
This exploratory study investigated the influence of grandparent-headed families on the academic performance of secondary school learners in Port Elizabeth education district. It draws on Family systems theory and Role Theory to allow one to understand the organizational complexity of families, as well as the interactive patterns that guide family interactions.These theories capture the essence of this study which argues that grandparent-headed family is a very important family unit that needs to be supported in order to function well and thereby giving a better parental support and guidance to those learners who are in need.
The study was conducted in five secondary schools and also in fifteen grandparent-headed homes. The participants included sixteen learners, 5 Life Orientation educators and sixteen grandparents who are caregivers to these learners. The learners were interviewed at their schools, after obtaining consent from them, the school personnel, their grandparents and the Department of Education in Port Elizabeth. The educators were interviewed at their respective schools after they signed written consent. The grandparents were interviewed in a naturalistic setting, namely at their homes after they have given their written consent. Data was gathered using semi-structured open-ended interviews. Interpretive analysis was used to analyse the audio-taped data. The interviews were voluntarily and anonymity was guaranteed. / Educational Studies / M. Ed. (Socio-Education)
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Home factors related to poor academic performance in North West primary schoolsMonyela, Esther Diboaneng 11 1900 (has links)
A literature and an empirical study were undertaken to investigate home factors affecting the
academic performance of a group of learners in three primary schools in the Brits district.
From the literature it became evident that the early years of an individual's life are critical for
development, especially cognitive development. Parents, as a child's primary educators have an
important role to play in their child's cognitive development. By establishing a
challenging and stimulating environment in which the child is exposed to a variety of
experiences, the parents can enhance their child's cognitive development and by implication
his/her later academic performance. Various other factors such as parental involvement,
expectations, parenting style and home background were found to affect a child's academic
performance.
In the empirical study a group of academic achievers and underachievers were compared with regards
to early cognitive stimulation received, degree of parental involvement and the quality of
their homes. / Psychology of Education / M.Ed. (Specialisation in Guidance and Counselling)
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An analysis of early childhood development programmes in South AfricaBridgemohan, Radhika Rani 11 1900 (has links)
This study constitutes an attempt to describe and analyse the quality of
selected early childhood development programmes in South Africa, and
provide criteria by which the quality of programmes could be assessed.
The need for, and importance of, providing quality early childhood
development programmes is highlighted. The influence of educational
pf:lilosophies on programmes is recognised, hence the total development
of the child and educational philosophies related thereto are discussed.
Factors and components within programmes that contribute to high
quality are explored. Moreover, criteria by means of which quality early
childhood development programmes may be assessed, are provided. In
this regard criteria for the formulation of aims, selection and the
organisation of content, assessment, role of the teacher and parent
involvement in programmes are suggested. It is against these criteria
that selected early childhood development programmes in South Africa
are described and analysed.
programmes conclude the study. / Curriculum and Instructional Studies / M. Ed. (Didactics)
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Community involvement in farm schools in the Pietermaritzburg areaDuma, Martin Anthony Nkosinathi 03 1900 (has links)
This study is based on a need for community involvement in farm schools to enhance effective teaching and efficient learning. The rationale behind it was to determine the current state of community involvement in farm schools in the Pietermaritzburg area, with a view to determining the extent to which the current community i nvolvement, namely, the active participation of parents, teachers, the farmer, the church, the state and the private sector could be extended on a large scale.
The study revealed that the community involvement dimension of schooling is central to the teaching profession. If neglected, no effective teaching and efficient learning can materialise. The role of the farm school principal in the realisation of this goal is indispensable. The empirical survey and literature revealed that farm school principals can address the serious shortcoming concerning the participation of community members in the affairs of farm schools. / Educational Studies / M. Ed. (Comparative Education)
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Managing communication to strengthen educator-parent partnerships at selected public secondary schools in the Umbumbulu Circuit, KwaZulu-NatalSibisi, Rudolph Ntuthuko 02 1900 (has links)
National legislation such as South African Schools Act, No. 84 of 1996 introduced important reforms impacting on school and parent communication. It mandated the establishment of school governing bodies in all schools to ensure that parents participate in their schools and to open an effective way of communication between educators and parents. However, the literature study established that in some schools, mostly the historically disadvantaged black schools, communication between educators and parents is still very poor and mostly ineffective.
This study examined the role of the school principals in managing effective communication between educators and parents at schools to ensure that effective partnerships between educators and parents are achieved.
A qualitative investigation in two public secondary schools in the Umbumbulu Circuit, KwaZulu-Natal was done. Data were gathered by means of in-depth interviews with the principals of each school, and focus group interviews with the educators and parents of each school and document analysis.
The findings revealed the following: relationship between educators and parents is still very poor in some schools, the communication between educators and parents is still ineffective, there is still a lack of parental involvement in some schools, and most schools do not have policies on effective management of communication and comprehensive programmes on parental involvement.
The study recommends that principals need to be empowered to effectively manage communication in their schools to ensure effective partnerships between educators and parents, and schools should design their own training programmes conducted by principals or specialists for parents on the importance of parental involvement in the education of their children. / Educational Leadership and Management / M. Ed. (Education Management)
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