Home, family and school literacy practices : reading and the primary school boy
- Authors: Ross, Madeleine
- Date: 2015-07-29
- Subjects: Parent-teacher relationships , Education - Parent participation , Home and school , Literacy - Study and teaching (Primary) - Case studies , Reading (Primary)
- Type: Thesis
- Identifier: uj:13819 , http://hdl.handle.net/10210/14117
- Description: D.Phil. (Education) , Please refer to full text to view abstract
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- Authors: Ross, Madeleine
- Date: 2015-07-29
- Subjects: Parent-teacher relationships , Education - Parent participation , Home and school , Literacy - Study and teaching (Primary) - Case studies , Reading (Primary)
- Type: Thesis
- Identifier: uj:13819 , http://hdl.handle.net/10210/14117
- Description: D.Phil. (Education) , Please refer to full text to view abstract
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Private sector involvement in school marketing
- Authors: Sefali, Rabotinki Sidwell
- Date: 2014-03-27
- Subjects: Community and school - South Africa , Education - Parent participation , School improvement programs - South Africa , Public relations - Schools - South Africa
- Type: Thesis
- Identifier: uj:4531 , http://hdl.handle.net/10210/9868
- Description: M.Ed. (Educational Management) , Marketing in historically black public secondary schools in Phuthaditjhaba was never used as a management strategy by school principals. However principals ofindependent schools in the same region are using marketing to promote the image of their institutions in order to increase the enrolment of learners. These principals hold discussions with business men who evaluate their school programmes with the purpose of Keeping pace with the external environment. The failure to market the public secondary schools has a negative impact on the image ofthese schools and on the attitude that the community adopts towards them. This attitude compels parents to remove their children from such schools and to relocate them to others where marketing of the institution is a daily process and where a sound relationship with both the private sector and the external community of the institution has been established...
- Full Text:
- Authors: Sefali, Rabotinki Sidwell
- Date: 2014-03-27
- Subjects: Community and school - South Africa , Education - Parent participation , School improvement programs - South Africa , Public relations - Schools - South Africa
- Type: Thesis
- Identifier: uj:4531 , http://hdl.handle.net/10210/9868
- Description: M.Ed. (Educational Management) , Marketing in historically black public secondary schools in Phuthaditjhaba was never used as a management strategy by school principals. However principals ofindependent schools in the same region are using marketing to promote the image of their institutions in order to increase the enrolment of learners. These principals hold discussions with business men who evaluate their school programmes with the purpose of Keeping pace with the external environment. The failure to market the public secondary schools has a negative impact on the image ofthese schools and on the attitude that the community adopts towards them. This attitude compels parents to remove their children from such schools and to relocate them to others where marketing of the institution is a daily process and where a sound relationship with both the private sector and the external community of the institution has been established...
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The leadership strategies that the school management team employs to improve academic learner performance at two disadvantaged primary schools in Soweto
- Authors: Davids, Ravilynn
- Date: 2015
- Subjects: Educational leadership - South Africa - Soweto , Academic achievement , Education - Parent participation , Motivation in education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://ujcontent.uj.ac.za8080/10210/384446 , http://hdl.handle.net/10210/214655 , uj:21308
- Description: Abstract: Leadership development is a key activity in schools. It can focus on improving outcomes for students, developing leaders and supporting strategic change for the school. This mini-dissertation explores the leadership strategies that the school management team (SMT) practises to improve academic learner performance. It aims to gain insight into how the SMTs manage their schools in order to understand how other township schools consistently perform well, despite the socio-economic status that exists in the township. The mini-dissertation further explores how these school leaders manage to stay on top, what leadership practices they use to sustain academic learner performance and why they have made the choices they have. A qualitative, descriptive case study approach was employed with three members of the SMT, consisting of the principal, deputy-principal and the Intersen HoD. Two primary schools, which are located in disadvantaged communities in Soweto. Descriptive data was collected by means of semi-structured interviews. The interviews were transcribed to enable the researcher to code and arrange the data into themes. The thematic analyses of the data led to four main themes which emerged: (1) roles and responsibilities of the SMT; (2) leadership strategies of the SMT; (3) academic learner performance and (4) parental involvement in a disadvantaged school. The research findings reveal that principals of the case study schools play an indirect but powerful role towards the school’s success. Furthermore, in the case study schools, leadership was a shared entity. The findings also reveal that the schools succeeded by building and managing relationships with parents and other stakeholders inside and outside the schools. To research this topic further, the need for SMT development in secondary schools and in town schools were analysed along with the strategies employed at these schools to improve a sustainable academic learner performance. A number of leadership strategies were analysed and the issues and challenges of consistent learner performance were highlighted. The research findings highlight the assumptions, experiences and the issues and challenges that the interviewees face when involved in the implementation of leadership strategies. , M.Ed. (Educational Management)
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- Authors: Davids, Ravilynn
- Date: 2015
- Subjects: Educational leadership - South Africa - Soweto , Academic achievement , Education - Parent participation , Motivation in education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://ujcontent.uj.ac.za8080/10210/384446 , http://hdl.handle.net/10210/214655 , uj:21308
- Description: Abstract: Leadership development is a key activity in schools. It can focus on improving outcomes for students, developing leaders and supporting strategic change for the school. This mini-dissertation explores the leadership strategies that the school management team (SMT) practises to improve academic learner performance. It aims to gain insight into how the SMTs manage their schools in order to understand how other township schools consistently perform well, despite the socio-economic status that exists in the township. The mini-dissertation further explores how these school leaders manage to stay on top, what leadership practices they use to sustain academic learner performance and why they have made the choices they have. A qualitative, descriptive case study approach was employed with three members of the SMT, consisting of the principal, deputy-principal and the Intersen HoD. Two primary schools, which are located in disadvantaged communities in Soweto. Descriptive data was collected by means of semi-structured interviews. The interviews were transcribed to enable the researcher to code and arrange the data into themes. The thematic analyses of the data led to four main themes which emerged: (1) roles and responsibilities of the SMT; (2) leadership strategies of the SMT; (3) academic learner performance and (4) parental involvement in a disadvantaged school. The research findings reveal that principals of the case study schools play an indirect but powerful role towards the school’s success. Furthermore, in the case study schools, leadership was a shared entity. The findings also reveal that the schools succeeded by building and managing relationships with parents and other stakeholders inside and outside the schools. To research this topic further, the need for SMT development in secondary schools and in town schools were analysed along with the strategies employed at these schools to improve a sustainable academic learner performance. A number of leadership strategies were analysed and the issues and challenges of consistent learner performance were highlighted. The research findings highlight the assumptions, experiences and the issues and challenges that the interviewees face when involved in the implementation of leadership strategies. , M.Ed. (Educational Management)
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The school principal and parental involvement according to section 19 (2) of the Schools Act 84/1996
- Authors: Gololo, Tlelele Jacob
- Date: 2012-09-12
- Subjects: Home and school - South Africa , School principals - South Africa , Education - Parent participation , Educational law and legislation - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10156 , http://hdl.handle.net/10210/7535
- Description: M.Ed. , It becomes evident that principals are faced with a mammoth task of managing parental involvement and also of rendering all the necessary assistance to the governing body in the performance of their functions as the Schools Act suggests. The problem, therefore, is how parental involvement in historically Black secondary schools can be managed in order to ensure viable participation of parents in general, and of the SGB in particular in the implementation of the functions of the governing bodies as set out in the Schools Act 8411996. For this research project the following will therefore be the formulated research questions: How can the principal render assistance to the parents in the performance of their functions? What strategies can be used as guidelines for principals to manage parental involvement in secondary schools? THE AIM OF THE STUDY In view of the above problem the general aim of this research project is to investigate how the principal can render all the necessary assistance to the governing body in particular, to enable them to perform all their functions in terms of the Schools Act 84/1996.
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The school principal and parental involvement according to section 19 (2) of the Schools Act 84/1996
- Authors: Gololo, Tlelele Jacob
- Date: 2012-09-12
- Subjects: Home and school - South Africa , School principals - South Africa , Education - Parent participation , Educational law and legislation - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10156 , http://hdl.handle.net/10210/7535
- Description: M.Ed. , It becomes evident that principals are faced with a mammoth task of managing parental involvement and also of rendering all the necessary assistance to the governing body in the performance of their functions as the Schools Act suggests. The problem, therefore, is how parental involvement in historically Black secondary schools can be managed in order to ensure viable participation of parents in general, and of the SGB in particular in the implementation of the functions of the governing bodies as set out in the Schools Act 8411996. For this research project the following will therefore be the formulated research questions: How can the principal render assistance to the parents in the performance of their functions? What strategies can be used as guidelines for principals to manage parental involvement in secondary schools? THE AIM OF THE STUDY In view of the above problem the general aim of this research project is to investigate how the principal can render all the necessary assistance to the governing body in particular, to enable them to perform all their functions in terms of the Schools Act 84/1996.
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Perceptions of parents on their role regarding the education of their children
- Authors: Serote, Johanna Phuti
- Date: 2014-09-23
- Subjects: Parent and child , Education - Parent participation , Child rearing
- Type: Thesis
- Identifier: uj:12361 , http://hdl.handle.net/10210/12146
- Description: M.Ed. (Education and Curriculum Studies) , Please refer to full text to view abstract
- Full Text:
- Authors: Serote, Johanna Phuti
- Date: 2014-09-23
- Subjects: Parent and child , Education - Parent participation , Child rearing
- Type: Thesis
- Identifier: uj:12361 , http://hdl.handle.net/10210/12146
- Description: M.Ed. (Education and Curriculum Studies) , Please refer to full text to view abstract
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Empowering schools’ stakeholders through effective and efficient partnerships, participation and collaboration to avert schooling decadence
- Mbatha, Patrick Sikhumbuzo Mandla
- Authors: Mbatha, Patrick Sikhumbuzo Mandla
- Date: 2017
- Subjects: Education - Parent participation , Parent-teacher relationships , Community and school , Educational law and legislation
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://ujcontent.uj.ac.za8080/10210/387038 , http://hdl.handle.net/10210/286386 , uj:30988
- Description: D.Ed. (Educational Psychology) , Abstract: The primary aim of this research was to investigate the empowerment of school stakeholders through effective and efficient partnerships, participation and collaboration to avert schooling decadence. In order to achieve the general aim of the research project, the following specific aims were investigated, namely to: define and analyse stakeholder-partnerships in the school-context; describe the recourse and resources that stakeholders have to forge towards hallmark-schooling; investigate partnerships, participatory and collaborative efforts that beget the credo for competent and efficient schooling; and investigate the framework of training-modules for stakeholders’ participatory and collaborative partnership There is no denying that great strides have been made in our education system - there is one curriculum for all children and at least 98% of children between the ages of seven and 15 attend school. However, the achievements of learners are still powerfully (and sadly) linked to the circumstances of their birth. Every assessment as well as learner outcomes carried out over the past two decades has shown this to be the case. Over the past 24 years in our democracy we have come to realise that education is not only about numbers or financial resources. The millennium goal, i.e. ‘education for all’, involves much more, including but not limited to, policy intent, planning, implementation and monitoring. The point of departure is for stakeholders to be able to detect the signs of decadence early enough to be able to address them. In this research an attempt has been made to investigate empowering schools’ stakeholders through effective and efficient partnerships, participation and collaboration and the implication thereof on the root-cause of schooling decadence. By empowering schools’ stakeholders to create success through their own self- managing work teams, schools might substantially exceed the current levels of success. However, empowering them through effective partnership, participation and...
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- Authors: Mbatha, Patrick Sikhumbuzo Mandla
- Date: 2017
- Subjects: Education - Parent participation , Parent-teacher relationships , Community and school , Educational law and legislation
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://ujcontent.uj.ac.za8080/10210/387038 , http://hdl.handle.net/10210/286386 , uj:30988
- Description: D.Ed. (Educational Psychology) , Abstract: The primary aim of this research was to investigate the empowerment of school stakeholders through effective and efficient partnerships, participation and collaboration to avert schooling decadence. In order to achieve the general aim of the research project, the following specific aims were investigated, namely to: define and analyse stakeholder-partnerships in the school-context; describe the recourse and resources that stakeholders have to forge towards hallmark-schooling; investigate partnerships, participatory and collaborative efforts that beget the credo for competent and efficient schooling; and investigate the framework of training-modules for stakeholders’ participatory and collaborative partnership There is no denying that great strides have been made in our education system - there is one curriculum for all children and at least 98% of children between the ages of seven and 15 attend school. However, the achievements of learners are still powerfully (and sadly) linked to the circumstances of their birth. Every assessment as well as learner outcomes carried out over the past two decades has shown this to be the case. Over the past 24 years in our democracy we have come to realise that education is not only about numbers or financial resources. The millennium goal, i.e. ‘education for all’, involves much more, including but not limited to, policy intent, planning, implementation and monitoring. The point of departure is for stakeholders to be able to detect the signs of decadence early enough to be able to address them. In this research an attempt has been made to investigate empowering schools’ stakeholders through effective and efficient partnerships, participation and collaboration and the implication thereof on the root-cause of schooling decadence. By empowering schools’ stakeholders to create success through their own self- managing work teams, schools might substantially exceed the current levels of success. However, empowering them through effective partnership, participation and...
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Teachers' views on the core-plus curriculum
- Authors: Matshai, Kgetheng Emelda
- Date: 2012-09-12
- Subjects: Community and school - Case studies , Home and school , Education - Parent participation
- Type: Mini-Dissertation
- Identifier: uj:10096 , http://hdl.handle.net/10210/7480
- Description: M.Ed. , This study dealt with teachers views on the core-plus curriculum. The core-plus curriculum is sensitive to the needs of the individual communities, and looks into the role that schools and teachers can play in addressing these needs. Its important role is to bridge the gap between what happens at home and what is happening in schools. It aims at fostering and promoting this relationship in a mutual way, i.e. the school should benefit the community and the community should benefit from the school as well. This kind of curriculum in fact enables the school to operate beyond its physical boundaries. New insights were gained into teachers' perceptions about the community and the parents of the learners. An insight into the roles that the teachers, the parents, and the learners can play in closing the gap between the school and home was gained. An important contribution of the study is that, it gives an insight into the teachers' sources of frustration and it gives more information on what are teachers' views about themselves, and their work.
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- Authors: Matshai, Kgetheng Emelda
- Date: 2012-09-12
- Subjects: Community and school - Case studies , Home and school , Education - Parent participation
- Type: Mini-Dissertation
- Identifier: uj:10096 , http://hdl.handle.net/10210/7480
- Description: M.Ed. , This study dealt with teachers views on the core-plus curriculum. The core-plus curriculum is sensitive to the needs of the individual communities, and looks into the role that schools and teachers can play in addressing these needs. Its important role is to bridge the gap between what happens at home and what is happening in schools. It aims at fostering and promoting this relationship in a mutual way, i.e. the school should benefit the community and the community should benefit from the school as well. This kind of curriculum in fact enables the school to operate beyond its physical boundaries. New insights were gained into teachers' perceptions about the community and the parents of the learners. An insight into the roles that the teachers, the parents, and the learners can play in closing the gap between the school and home was gained. An important contribution of the study is that, it gives an insight into the teachers' sources of frustration and it gives more information on what are teachers' views about themselves, and their work.
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Ouers se beoordeling van die nuwe onderwysbedeling in Suid-Afrika
- Van den Heever, Ebbelina Elizabeth
- Authors: Van den Heever, Ebbelina Elizabeth
- Date: 2012-08-21
- Subjects: Educational change - South Africa , Education - Parent participation , Education - Evaluation , Educational law and legislation - South Africa
- Type: Mini-Dissertation
- Identifier: uj:2891 , http://hdl.handle.net/10210/6322
- Description: D.Ed. , The purpose of this study is to determine the way in which parents, as stake holders in their children's education, judge the new educational dispensation. Changes occuring in our country since the democratically elected government had come into power, also affected the educational system to a large extent. Millions of rands coming of tax payers' money is annually allocated to education. Many of these tax payers are parents. How do parents feel about the changes brought about by the democratisation of education in South Africa? A list of the most relevant and important issues regarding the democratisation process, was compiled and operationalised in a questionnaire which was completed by parents of grade 4, 6, 9 and 11 pupils of all races. The target market included parents of all the official language groups in a number of primary and secondary schools in and around Gauteng. The theory behind the new educational process, as well as the application of the new educational process formed the basis of the questionnaire. The introductory chapters explain the background situation relating to the recent political changes in South Africa. Relevant concepts are described and explained in association with the issue at hand. One of these concepts is judgement. How do parents judge the new dispensation? The meaning of this word, in terms of this study, is fundamentally researched as it involves intellectual opinions, as well as emotional contentment with the issue. Furthermore, personality is involved, as is a person's perceptioins, self esteem, cultural background and set of values. The research also involves a description of all the items which are included in the questionnaire. These items center around the principles of change in the education system. Some of these matters are fundamental issues relating to the theory of transformation, for instance the fact that all learners in the country now have equal opportunities to education. Most of these matters, however, involve the application of the theory; that which comprises the physical changes to the system. An example of the latter would be the fact that most schools are now multi-racial. Validity of the empirical component of the investigation is based on the legal aspects of change, in that all the questions are based upon new regulations stipulated in the new South African School's Act.
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- Authors: Van den Heever, Ebbelina Elizabeth
- Date: 2012-08-21
- Subjects: Educational change - South Africa , Education - Parent participation , Education - Evaluation , Educational law and legislation - South Africa
- Type: Mini-Dissertation
- Identifier: uj:2891 , http://hdl.handle.net/10210/6322
- Description: D.Ed. , The purpose of this study is to determine the way in which parents, as stake holders in their children's education, judge the new educational dispensation. Changes occuring in our country since the democratically elected government had come into power, also affected the educational system to a large extent. Millions of rands coming of tax payers' money is annually allocated to education. Many of these tax payers are parents. How do parents feel about the changes brought about by the democratisation of education in South Africa? A list of the most relevant and important issues regarding the democratisation process, was compiled and operationalised in a questionnaire which was completed by parents of grade 4, 6, 9 and 11 pupils of all races. The target market included parents of all the official language groups in a number of primary and secondary schools in and around Gauteng. The theory behind the new educational process, as well as the application of the new educational process formed the basis of the questionnaire. The introductory chapters explain the background situation relating to the recent political changes in South Africa. Relevant concepts are described and explained in association with the issue at hand. One of these concepts is judgement. How do parents judge the new dispensation? The meaning of this word, in terms of this study, is fundamentally researched as it involves intellectual opinions, as well as emotional contentment with the issue. Furthermore, personality is involved, as is a person's perceptioins, self esteem, cultural background and set of values. The research also involves a description of all the items which are included in the questionnaire. These items center around the principles of change in the education system. Some of these matters are fundamental issues relating to the theory of transformation, for instance the fact that all learners in the country now have equal opportunities to education. Most of these matters, however, involve the application of the theory; that which comprises the physical changes to the system. An example of the latter would be the fact that most schools are now multi-racial. Validity of the empirical component of the investigation is based on the legal aspects of change, in that all the questions are based upon new regulations stipulated in the new South African School's Act.
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