The assessment of parent involvement as an aspect of whole school evaluation.
- Authors: Mestry, Kanagamberry
- Date: 2008-10-14T07:07:30Z
- Subjects: school management and organization , South Africa , parent participation , evaluation of schools
- Type: Thesis
- Identifier: uj:11891 , http://hdl.handle.net/10210/1161
- Description: M.Ed. , Hoofstuk een voorsien die agtergrond tot die navorsing asook ‘n beskrywing van die probleme. Dit bevat die doel van die navorsing, die metodologie wat gevolg is en gee ‘n uitklaring van konsepte wat in die navorsing gebruik is. Hoofstuk twee fokus op ‘n uiteensetting van die onderwerp van die navorsing, naamlik DIE ASSESSERING VAN OUERBETROKKENHEID AS ‘N ASPEK VAN GEHEELSKOOL-EVALUERING. Die doel van die navorsingsprojek was om te bepaal watter aspekte noodsaaklik is vir die doeltreffende betrokkenheid van ouers by skoolbestuur. Om hierdie doel te verwesenlik is ‘n lite ratuurstudie onderneem wat as basis vir die empiriese navorsing gedien het. Die bespreking in hoofstuk twee handel oor die vernaamste vorme van ouerbetrokkenheid, huis-en-skoolinteraksie, die impak van ouerbetrokkenheid by skoolbestuur en die hantering van hindernisse vir doeltreffende ouerbetrokkenheid. Die studie ondersteun die siening dat ouerbetrokkenheid die perspektiewe van onderwysers verbreed en hulle sensitiwiteit vir die uiteenlopende omstandighede van ouers verhoog. Deur die bevordering van ouerbetrokkenheid kan onderwysers kennis en ‘n begrip van kinders se huise, gesinne en buite -skoolbedrywighede bekom wat lei tot hoë vlakke van akademiese prestasie by kinders. Die ontwerp van die navorsingsprojek is in hoofstuk drie uiteengesit. ‘n Beskrywing van die empiriese ondersoek is voorsien. Die vraelys is bespreek en die verloop van die navorsing kortliks aangeraak. Al die vrae met betrekking tot doeltreffende ouerbetrokkenheid het gelei tot gemiddelde tellings tussen 3,73 en 4,59. Die ontled ing en interpretasie van die empiriese data is in hoofstuk vier bespreek. Die konstrukgeldigheid van die navorsingsinstrument is deur middel van twee opeenvolgende faktoranalitiese prosedures ondersoek en sodoende is die 40 items tot twee faktore gereduseer, naamlik: · doeltreffende ouerbetrokkenheid bestaande uit 21 items met ‘n betroubaarheidskoëffisiënt van 0,9129; · doeltreffende kommunikasie bestaande uit 19 items met ‘n betroubaarheidskoëffisiënt van 0,8924. Die statistiese ontleding van die navorsing is beperk tot ‘n vergelyking van een voorbeeld van twee onafhanklike groepe met een voorbeeld van drie of meer onafhanklike groepe. Hipoteses is opgestel en multivariante statistieke gebruik om die data te ontleed en te interpreteer. Na hierdie oorsigtelike opsomming van die aspekte wat in die huidige navorsing aangeraak is, word belangrike bevindings wat uit die navorsing voortspruit gemaak. , Prof. B.R. Grobler
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Factors preventing parents from seeking learning support for their children in the foundation phase.
- Authors: Mailwane, Joyce Nthabiseng
- Date: 2008-09-09T08:57:39Z
- Subjects: learning disabilities , education , home and school , parent participation
- Type: Thesis
- Identifier: uj:4638 , http://hdl.handle.net/10210/997
- Description: The provision of specialised education in South Africa has reflected inequalities from the previous apartheid regime, particularly among the disadvantaged sectors of the population. There have been inadequate institutions that cater for specialised education in some instances and nothing at all in other cases. However, it has been observed that even where there are institutions that provide for specialised education or learning support, parents, and in certain instances educators, do not take timeous advantage thereof. The review of literature relevant to this study involves: the historical development and the understanding of the phenomenon of learning difficulties; the role of parents in the education of their children and in home-school partnerships, both generally and more specifically with reference to the South African context. The study was conducted against the theoretical background of systems theory. Systems theory views the various levels and entities as sub-systems within the larger system, which is the social context. The functioning of the whole, that is, the social context, is dependent on the interaction within and between the ‘smaller’ systems. The family (parents) and the school (educators) form sub-systems, and both of them share the membership of the child. These two sub-systems need to collaborate with each other to ensure maximum development of the child. This study sets out to explore and describe factors that prevent parents from seeking learning support for their children early, when they start failing in the foundation phase. The research question arose from the observation of the tendency by parents to bring their children for assessment long after the children had been experiencing repeated failures across the three primary school phases, namely the foundation, intermediate and senior phases. In most cases, parents brought the children when they were in the intermediate or senior phase, in spite of having had several failures in the foundation phase as well. It was this delay by parents to seek learning support for the children that became a cause for concern to the researcher and prompted an investigation in order to answer the question: What factors prevent parents from seeking learning support for their children in the Foundation Phase? A case study design was chosen in order to explore answers to the question posed above. The purpose of using a case study was an endeavour to gain an understanding of the research question from the participants’ perspective. The case study was made up of sub-cases that were parents of children who all went to a particular school at the time of their referral for assessment of learning difficulties. The data collected through unstructured interviews were analysed using the constant comparative method. The finding that emerged as a major factor that prevented parents from seeking learning support when children started failing in the foundation phase was ignorance of the phenomenon of learning difficulties and what could be done in the face of it. The other factors that were identified related to parents’ understanding of their children’s learning difficulties; their being illiterate; and the belief in cultural issues. Recommendations were suggested for both the Educational Psychologist and educators relating to the need for parent education on the learning and development of their children with specific emphasis on learning difficulties. The role parents can play in partnership with educators was also highlighted. , Mrs. H. Krige
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The needs of parents of children with hearing impairments in a mainstream school.
- Authors: Ameen, Nausheen
- Date: 2008-06-23T10:54:50Z
- Subjects: parent participation , inclusive education , parents of deaf children , hearing impaired children's education
- Type: Thesis
- Identifier: uj:3328 , http://hdl.handle.net/10210/672
- Description: This study focuses on the needs of parents of learners with hearing impairments in a mainstream school. Since 1994, South African society has undergone massive changes informed by the Constitution based on a human rights perspective. The ultimate aim is an inclusive society based on the principles of democracy. The educational system has been transformed from one which supported exclusivity and inequalities on the basis of language, colour and ability to one which embraces diversity and inclusivity. The release of Education White Paper 6: Building an Inclusive Education and Training System (Department of Education, 2001) was the culmination of a process of restructuring of the education system to cater for all learners. Engelbrecht & Green (2001:6) emphasise that inclusive education is not about how to assimilate individual learners with identified special needs into existing forms of schooling, but about restructuring schools and education systems so that they can accommodate the learning needs of every individual. The new dispensation has made it possible for parents to assume the role of partners in education. Although School Governing Bodies have been established, parents still need a lot of support in order to play a meaningful role. In the case of parents of learners with hearing impairments in mainstream schools, there is a lot of ground that must still be covered in terms of their needs. In carrying out this research, an exploratory, descriptive, contextual and qualitative design was undertaken to find out what type of support is needed by parents who have children with hearing impairments in a mainstream school. Interviews were conducted with parents who have children with hearing impairments. During the interviews, ethical measures were adhered to and steps to ensure trustworthiness were also followed. Data were analysed and distinctive patterns of concerns emerged from the data, relating to the type of support parents needed. The findings indicate that in terms of the needs of parents of learners with hearing impairments in mainstream schools, Parent-school Partnerships; Capacity Building; Support Processes, Support and Networking; and Shared Decision-making were aspects identified by parents that had to be addressed. Based on the findings, it is recommended that schools lead the process, and that education officials be involved at all levels. The establishment of parent support groups will enable parents to be active agents of change in addressing their needs. District officials, governmental sectors, as well as community organizations serving the interests of learners who have hearing impairments, need to provide expertise and support for parents in starting and maintaining these processes. , Prof. R.E. Swart
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