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Dissertations / Theses on the topic 'Home and school'

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Published: 4 June 2021

Last updated: 30 July 2024

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1

Clements, Andrea D. "Home School Programs." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7206.

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Book Summary: The International Guide to Student Achievement brings together and critically examines the major influences shaping student achievement today. There are many, often competing, claims about how to enhance student achievement, raising the questions of "What works?" and "What works best?" World-renowned bestselling authors, John Hattie and Eric M. Anderman have invited an international group of scholars to write brief, empirically-supported articles that examine predictors of academic achievement across a variety of topics and domains. Rather than telling people what to do in their schools and classrooms, this guide simply provides the first-ever compendium of research that summarizes what is known about the major influences shaping students’ academic achievement around the world. Readers can apply this knowledge base to their own school and classroom settings. The 150+ entries serve as intellectual building blocks to creatively mix into new or existing educational arrangements and aim for quick, easy reference. Chapter authors follow a common format that allows readers to more seamlessly compare and contrast information across entries, guiding readers to apply this knowledge to their own classrooms, their curriculums and teaching strategies, and their teacher training programs.

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2

Maddock, Mandy. "Home-school relationships : understandings of children's learning at home." Thesis, University of Cambridge, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249055.

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3

Holmes, Marilyn. "Community Engagement: Home School Partnership." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80198.

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Five year old children starting their formal education in primary schools bring with them a range of informal mathematical understandings. Transitioning from an early childhood setting to the reception class at school can have a profound impact on their developing mathematical concepts. Traditionally their first teachers (parents, caregivers and whanau) gradually remove the support and encouragement and some of the familiar surroundings of their early childhood centres are no longer there. As children from 5 – 13 years of age spend approximately 85% of their time out of school it is important that their first teachers are encouraged to continue that support. This paper outlines a New Zealand project ‘Home School Partnership: Numeracy’ that gives one approach to enhancing children’s mathematical learning through shared understandings between home and school.

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Poon, Sun-mei Rebecca. "Students' perception towards home-school collaboration." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304336.

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Poon, Sun-mei Rebecca, and 潘新媚. "Students' perception towards home-school collaboration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961265.

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6

Chau, Fung-yee Shela, and 周鳳儀. "Parental attitudes towards home-school liaison." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956300.

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Brown, Kristin N. "STRENGTHENING THE HOME-SCHOOL LITERACY CONNECTION." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174665695.

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8

Walker, R. E. "Understanding, developing and evaluating home-school partnerships for children on the autism spectrum through home-school reading." Thesis, University College London (University of London), 2016. http://discovery.ucl.ac.uk/1477045/.

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This mixed-methods study was set in a suburban local authority nursery and primary special school (3-11yrs) for children on the autism spectrum. The study consisted of four consecutive phases, designed to: • examine the factors which affect parent participation in, and teacher facilitation of, home-school reading for nursery and primary school aged children with autism; • develop a model of parent and teacher collaborative working to help parents carry out reading activities with their autistic children at home; • evaluate the intervention and understand its impact on the participants. Phase 1 of the study (Autumn Term, 2013) employed a parent questionnaire and a review of a previous teacher survey to gain understanding of home and school reading practices prior to intervention. Phase 2 (Autumn Term, 2013) was a training phase that drew on the Phase 1 data. It consisted of separate training workshops for school staff and parents. These included activities to help participants explore attitudes towards collaborative home-school working and to develop understanding, skills and confidence in teaching children with autism to read. Phase 3 (Spring Term, 2014) was a 12-week home-school reading programme in which parent and teacher pairs worked collaboratively to share strategies and carry out similar reading activities in both home and school settings. Phase 4 (Summer Term, 2014) was the evaluation phase, which comprised semi-structured interviews with parents and teachers and analysis of the pupils’ school assessment data relating to reading skills. Overall, the intervention was successful in helping parents and teachers to develop their skills and confidence in supporting their autistic children to transfer and generalise their in-school learning to the home. In particular, parents benefitted from their children demonstrating greater shared-attention and concentration skills during reading activities at home. The findings suggest a model framework for developing and implementing a home-school reading programme for children with autism.

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9

Moorhatch, Jennifer A. "The relationship between the needs of homeschoolers and the Christian school." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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10

Cosme, Marilyn. "What impact does an attendance incentive program have on student attendance? /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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11

Daniel, Duane E. "A descriptive study of the effects of home schooling as perceived by Christian school administrators, teachers and home school parents." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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12

Kristoffersson, Margaretha, Limin Gu, and Yan Zhang. "Home-School Collaboration in Sweden and China." Umeå universitet, Pedagogiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-70223.

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This article is a working paper presenting a network building cooperative project between Umeå University inSweden and Zhejiang University in China. The project focuses on parents’ involvement and home-schoolcollaboration in Sweden and China and has an ambition to entail a set of empirical objectives: (1) to map andcompare the systems, policies, curricula, and resources dealing with home-school collaboration in Sweden andChina at the national level; (2) to identify and analyze the similarities and differences in the definitions, foci,models, practices, and perspectives on home-school collaboration in the two countries at the local level; and (3) toidentify and seek out good examples and models from both countries for communication and interaction amongteachers, parents, and students. Following an introduction to the project design where a comparative case-studyapproach is presented, this article reviews policies and researches concerning home-school collaboration inSwedish and Chinese contexts. Cases from both countries are selected, described, and discussed. Relative issues forfurther study are suggested.
Establishing research network between Sweden and China on cooperation between home and school

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13

Reicher, Shira R. "Request style at home and in school /." Diss., Connect to the thesis, 2004. http://hdl.handle.net/10066/742.

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14

Hess, Christopher M. (Christopher McGraw). "Electronic markets for home mortgages." Thesis, Massachusetts Institute of Technology, 1992. http://hdl.handle.net/1721.1/45196.

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15

McAlevey, Fiona. "Why home school? : an exploration into the perspectives on education of parents who home school in Otago and Canterbury." Thesis, University of Canterbury. School of Educational Studies and Human Development, 1995. http://hdl.handle.net/10092/2481.

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This thesis is the result of research carried out over a two year period between 1995 and 1997. The research, which was qualitative, was carried out in Otago and Canterbury. Five mothers were interviewed who had or who were at the time of the research, involved in home schooling their children. In addition three children and a father took part by participating in interviews, conversations or a participant observation. The thesis focused on the philosophies of education held by the home schooling parents. These philosophies were based on beliefs of either a pedagogical or religious nature. An analysis of these philosophies revealed that the parents who participated in this research were all making overt political statements by choosing to home school. They resisted traditional notions about education by taking their children home to educate.

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16

Brinn, Michelle. "Exploring intercultural understanding through home-school communication in an international school." Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665419.

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This inquiry was prompted by a desire to understand ‘partnership working’ (DfE, 2012, p.3) with the diverse parental body of a British International School Pre-Nursery based in Bangkok. It was hypothesised that this necessitated the co-construction of a shared understanding between home and school about a child’s learning. Nonetheless, the manner in which this could be achieved was unclear. Consequently, an explorative case study was instigated to gain a greater understanding of home-school interactions within this context. Influenced by Early Years policy and literature, as well as concepts of dialogue and interculturalism, it was hypothesised that involving parents within the redevelopment of a reporting and assessment tool may support the co-construction of a shared understanding about the child as a learner. Accordingly, a series of parental meetings were organised to elicit parental views. The parental meetings were illuminating and prompted the adaptation of a range of tools and artefacts to scaffold parents into a greater understanding of Pre-Nursery pedagogy and to engage them in a learning dialogue with school. At the completion of the study, evidence indicated that the development of a shared understanding between home and school had been achieved. This suggested that integrating conceptions of scaffolding and co-construction within home-school communication enhanced the potential for partnership working. Nonetheless, the complexities of engaging with the diverse parental body found within international education were also highlighted. In addition, the inquiry highlighted the difficulties of sustaining and extending practice innovations. It was concluded that further research may be necessary to fully understand partnership working within this context and to develop the consistent whole school approach deemed necessary to support its implementation.

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17

Cowgill, Kyler. "Comparing the Home School and Charter School of Columbus-area Students." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1398263184.

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18

Coe, Alice Elizabeth Silva Ruth D. "The parent participation discourse of a community school diverse ideas and perceptions about educational partnership at an inner city community school /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12098.

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19

Chan, King. "Linking school and home parent-teacher association in Hong Kong secondary schools /." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626470.

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20

Chan, King, and 陳璟. "Linking school and home: parent-teacher association in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38626470.

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21

McGraw, Ronald K. "Selected aspects of home-schooling as reported by home-schooling parents and reported with perceptions of Indiana public school superintendents and principals of home-schooling in Indiana." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720330.

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The purpose of the study was to identify factors which influence Indiana public school superintendents and principals to provide special services to home-school families. A second purpose of the study was to identify the services Indiana home-school families would use if available from the public schools.Perceptions Indiana public school superintendents (N=97) and principals (N=404) have of home-schools were collected through the use of a survey instrument developed for the study. One -hundred thirty-one Indiana home-school families participated in the study.Findings from the study show principals and superintendents hold a negative view of home-schooling relative to the academic, instruction, and socialization quality available to home-school students. Home-school families choose non-classroom activities most frequently when indicating possible participation in the public schools.The following conclusions are drawn from the study:1. Public school principals in Indiana have a negative perception of the academic, instruction, and socialization quality in home schools.2. Indiana public school principals are more willing to allow home-school families access to non-classroom activities than classroom.3. The majority of Indiana public school principals and superintendents believe parents choose to home school for religious reasons.4. Public school superintendents in Indiana have a negative perception of the academic, instruction, and socialization quality in home schools.5. Indiana public school superintendents willing to allow home-school families access to the public schools are willing to allow home-school families to participate in either classroom or non-classroom activities.6. Of Indiana families educating children at home, less than 15% use public school services while homeschooling; however, over 85% might use public school services if made available.
Department of Educational Administration and Supervision

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22

Olsen, Nolen Ben. "Understanding Parental Motivation To Home School: A Qualitative Case Study." The University of Montana, 2008. http://etd.lib.umt.edu/theses/available/etd-09102008-155429/.

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Comparatively little educational research has focused on home schooling. Since most students are educated in public schools, parents' choice of other educational alternatives is often perceived as a deviation from the societal norm. Friends and neighbors of parents who home school rarely understand their motivation for doing so. This study addresses the following question: why do parents remove their children from traditional, public school programs to initiate home schooling, and how well do public school personnel understand this motivation? Using qualitative case study methodology, the researcher confined the study to a specific concentrated population of home schooling families. Phenomenological data analysis procedures were used to refine the volume of data and to construct a narrative containing the essence of parents' lived experience concerning the decision to home school their children. A total of 31 parents from 20 home schooling families participated in semi-structured face-to-face interviews with the researcher. Six public school administrators and 12 teachers from schools directly impacted by home schooling were also interviewed. Parents explained their motives for initiating home school programs and elaborated by telling their stories. Educators described their experiences with children being removed from their schools and with home school children returning to the classroom. They shared their experiences and perceptions of the value of home school and issues relating to student learning. Educators were included in order to determine how well they understand parents' reasons for choosing to home school a child. Data analysis revealed eight primary factors that initially motivated parents in this study to choose home schooling for their children: (1) negative effects of peer socialization; (2) religion; (3) a child's special learning needs and disabilities; (4) negative personal experiences of a parent as a student in school; (5) lack of administrative support; (6) an incident at school involving the child; (7) unique environmental needs of the family; and (8) recruitment. Data analysis also revealed that educators' understanding of these motivations was limited. Although educators' views of home schooling were primarily negative, they are clearly keenly interested in and concerned about the learning of all children, in and out of school.

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23

Haines, Geoff. "Peer mentoring: providing a partnership for guidance through school /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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24

Pattni-Shah, Keenjal. "Bridging the gap: Home-school partnerships in kindergarten." ScholarWorks, 2008. http://scholarworks.waldenu.edu/dilley/12.

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Although home-school partnerships support Kindergarten children's development of vocabulary, the alphabetic principle, and phonological awareness, the mechanisms through which these partnerships are established and facilitated with immigrant parents from diverse cultural and linguistic backgrounds are largely unknown. Therefore, the major research questions that guided this qualitative, grounded theory study focused on exploring how successful Kindergarten teachers defined home-school partnerships with parents, the strategies the teachers used to communicate with parents, the ways these teachers reached out to parents to create and sustain partnerships, and how the teachers used these partnerships to support children's learning. Vygotsky's sociocultural theory served as the conceptual framework because it supports the critical role that parents play in children's learning and development. To collect the data, the experiences and perceptions of 12 Kindergarten teachers obtained from the Toronto District School Board were elicited through in-depth, semistructured interviews using open-ended questions. I also examined documents used to communicate with parents. Following the guidelines of grounded theory methodology, the data analysis involved open, axial, and selective coding. The results indicated that before Kindergarten teachers can create and sustain home-school partnerships, the teachers must embrace diversity and adopt appropriate practices that enable all parents to become involved. Given that the ability to read is paramount to children's academic success, this study leads to positive social change by providing Kindergarten teachers with a model that they can use to establish and facilitate home-school partnerships with immigrant parents from diverse cultural and linguistic backgrounds to support children's development of early reading skills.

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25

Meyer, Richard Jonathan. "A young writer at home and in school." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185799.

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This study is a qualitative case study of one writer, my daughter Zoe, over a period of two years comparing her writing at home with the writing completed at school during kindergarten and first grade. This study involves descriptions, interpretations, and analyses of Zoe's writing, including the processes and products across the two settings. There are two frames through which the writer and her writing are described, analyzed, and interpreted in this study. The first frame focuses on the purposes for and functions of Zoe's writing activity at home and in school. This includes our present understanding of written language development in terms of purposes and functions, the conditions writers require in order to write, determinants of written language, and the various systems upon which writers rely to make meaning. The second frame through which Zoe's writing is described, interpreted, and analyzed in this study focuses on the nature of the two settings, the home and the school. The settings are analyzed in terms of the activities and experiences in which the writer engages within each setting. The goal of this study is to understand the nature of a young child's writing activity across the home/school settings by analyzing the writing she did in each of those settings. The impact of the social nature of the settings upon her writing activity are also considered. A theoretical framework for written language use and development is presented and discussed as a vehicle for understanding and developing writing programs and developing supportive relationships between the school and the home.

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Kleva-Forchic, Melodey A. "A study investigating the comparative effects of an audiation pause in tonal pattern training on fourth and fifth grade children /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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27

DICKERSON, RHONDA LEE. "LITERACY IN THE HOME: BEYOND THE PRESCHOOL YEARS." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1026834481.

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28

Bredder, Charlene Catherine. ""Doing school" and "having fun" tensions between family and school conceptions of education /." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2006. http://wwwlib.umi.com/cr/ucsd/fullcit?p3212021.

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Thesis (Ph. D.)--University of California, San Diego, 2006.
Title from first page of PDF file (viewed July 10, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 318-326).

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29

Pritzl, Nancy A. "A resource guide for parents regarding the choices of public schooling, private schooling, or homeschooling their elementary or secondary school age children." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003pritzln.pdf.

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30

Carman, Wendy Ann. "The effectiveness of a discipline plan on student achievement /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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31

Dayton, Jennifer. "Student perception of behavior management systems /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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32

Horsburgh, Fergus Bruce Norman. "Homeschooling within the public school system /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2357.

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Pasquarette, Mary Eileen. "BUILDING A BRIDGE BETWEEN HOME AND SCHOOL:AN OVERVIEW OF READING PRACTICES IN FIRST GRADE HOMES." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1147641437.

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34

Aitchison, Claire. "Mothers and school choice: effects on the home front." University of Technology, Sydney. Faculty of Education, 2006. http://hdl.handle.net/2100/351.

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There have been substantial changes in the way that families interact with schooling at the point of school choice. These shifts have been brought about by market orientated educational policy changes, and by altered forms and experiences of ‘family’. This study explores this changed dynamic by researching how a group of mothers in one urban setting engaged in school choice over a period of fourteen months. The research set out to investigate the processes, behaviours and influences that mothers took to the task of choosing secondary schooling for their children. In particular it aimed to explore the personal, familial, cultural and social dimensions of this engagement. These objectives were pursued using feminist and phenomenological frames because these theoretical approaches allowed for a gendered and contextualised analysis of experience. Data was gathered longitudinally through return interviews with 20 women from one socially and culturally diverse local government area in Sydney, Australia. The analysis of data is informed by perspectives on markets and consumerism from the field of cultural studies. Bourdieu’s concepts of ‘capital’, ‘habitus’ and ‘field’ were also used along with the feminist concepts of ‘emotional labour’ and ‘emotional capital’ to analyse the way that neoliberal market orientated educational policies impacted on this group of middle Australians. This research shows that the Australian experience of school choice is an emotionally rich, highly context-specific, complex, gendered and cooperative process that contests the prevailing public rhetoric about the operations of markets and of choice. School choice, while not always welcomed by this group of middle Australians, is an overtly gendered activity mostly overseen and undertaken by mothers in gender-specific ways. For these women school choice was an activity that demanded considerable physical and emotional labouring adding significantly to mothers’ work in support of their children’s education. Further, the research showed how within this new marketised context, the family became the site for the contestation of taste via the negotiation of differing economic, social, cultural and emotional capitals vis a vis the structural imperatives imposed by the market. It showed that for these women and their families in this location, at this time, the promise of ‘choice’ was a hollow promise indeed.

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Jeter, DeWayne. "Home and school factors associated with high school truancy in a southeastern Virginia urban school district." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39923.

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The purpose of the study was to identify which additional factors that have been related to truancy are perceived by chronic truant students; additionally, the researcher wanted to know how demographic differences among chronic truant students (i.e., gender, socio-economic status, parental education, and their own education aspirations) related to these attitudes. The research questions were: (1) What are chronic truant students' perceptions of student participation in school activities? (2) What are chronic truant students' perceptions of school curriculum? (3) What are chronic truant students' perceptions of relationships with counse1ors? ( 4 ) What are chronic truant students' perceptions of relationships with teachers? (5) What are chronic truant students' perceptions with administrators (6) What are chronic truant students' perceptions of family education expectations and goals? (7) What are chronic truant students' perceptions of parental involvement?
Ed. D.

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Riegle, Pamela B. "An analysis of the relationships between Indiana home-school families and public-school superintendents." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117118.

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The purpose of this study was to document relationships that exist between Indiana public-school superintendents and Indiana home-school families. The study examined if public-school superintendents' perceptions of home schooling and their perceptions of current Indiana home-school regulations influenced their relationships with home schoolers. Further, the study explored home-schooler perceptions of Indiana regulations on home schooling.For the superintendent questionnaire, the entire population of Indiana school district superintendents in office during the 1996-1997 school year was polled. Of the 297 superintendents polled, 192 responded to the initial mailing and three more to the follow-up resulting in a total of 195 responses- a return rate of 66%. The desired population for the home schoolers was all home-school families in Indiana. Based on the Indiana Department of Education estimate of 5500 home-school families registered with them, 550 questionnaires were mailed to home-school families with a 26% return rate.The following conclusions were drawn based on the findings in the study.1. Indiana public-school superintendents probably have a weaker relationship with the home-school parents in their school district than they believe. While nearly 65% of the superintendents believed they had at least a fair relationship with the home schoolers in their district, only 35.5% of the home-school parents believed their relationship with the superintendent was at least fair.2. Home schoolers desire more interaction with the public schools than they are receiving.Twenty percent of the home schoolers who did not have access to services at their local school wanted access to classes and textbooks from their local school district.3. Indiana superintendents are not knowledgeable about reasons parents choose to home school their children. Superintendents believed religion was a reason for home schooling in significantly larger numbers than the home-school parents (86% superintendents verses 55% of home-school parents). Superintendents did not recognize home-school parent concerns such as safety concerns, concerns with academics and problems with public schools.4. All Indiana public schools need a board-approved policy concerning home-schooled students in their district.5. There are children in Indiana receiving little or no education through home schooling.6. Home schoolers in the present Indiana study, for the most part, are representative of home schoolers across the United States.7. While the public perception of home schools has improved significantly in the last decade, superintendents' perceptions of home schools have changed little. Superintendents' perceptions of home schooling were virtually unchanged from the Lindley study completed in 1985. Superintendents believed home schools should have to participate in mandatory testing of students, certification of home-school teachers and should have mandatory registration with the state of Indiana.
Department of Educational Leadership

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Muzire, Mufudzi. "An outcome evaluation of the Home-School partnership programme." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29834.

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This is an outcomes evaluation of the Home-School Partnership (HSP) programme, implemented by Wordworks, an organisation based in the Western Cape Province. The programme aims to improve language and literacy for the children between four and eight years of age. To achieve this, the programme seeks to integrate parents in the process of child learning at home. The programme sensitise parents and make them realise their important role in child development. South Africa’s averages of numeracy and literacy test scores range from 30% to 35% as presented in Annual National Assessments (2011) for Grade one to six. The low language and literacy performance in South Africa is one problem that calls for action from different stakeholders. The implementing organisation train teachers to become facilitators. The facilitators will then cascade the training to parents with children aged four to eight years. This evaluation focused on addressing three evaluation questions: 1. How do teachers (facilitators) perceive the programme to have impacted on students’ literacy learning and achievement in and out of school, in terms of participation, confidence and self-esteem? 2. To what extent has the Home-School Partnership programme managed to change parents’ attitude towards child learning and improved their involvement in child learning at home? 3. What early indications are there to suggest that the Home-School Partnership programme will be sustainable after Wordworks has fully withdrawn its support? In this evaluation, a descriptive design was used. The design employed a quantitative approach to address question one as secondary data from 90 feedback reports by teachers were analysed using Microsoft excel. The data to answer the second evaluation question was gathered through interviews with six teachers and six school management members. Data from three focus group discussions with parents was used to address evaluation question three. In analysing the data, thematic analysis was used which involved the processes of open coding in generation of themes. The results of the study revealed a positive improvement of learners’ performance on various indicators that are related to child language and literacy development. Ninety percent of the 90 sampled learners showed a positive change in at least one of the several academic assessment areas. That is, 46% of learners showed some notable improvements in writing, 32% in drawing, 31% in reading and about 30% showed some improvement in vocabulary. However, these results should be interpreted with some degree of caution as the analysis was based on subjective teachers’ perceptions. Regardless of the drawbacks of the design and data collection methods, there is a growing amount of evidence from other studies to validate the findings of this study. There were some positive changes noted in parents particularly their attitude towards child learning. Parents are now more involved in child learning and have gained some important skills to support child development. However, the results need to be taken with caution as they are based on subjective perceptions of parents. There was always an increase in the number of parents who enrolled for the programme each year and more interestingly, men started enrolling for the programme in the last two years. In 2016, a total of 42 men were trained and in 2017, a total of 86 men were trained under HSP. This provides some evidence of the ability of the HSP programme to change parents’ attitude towards child learning. The HSP programme shows some signs of sustainability particularly around environmental support and organisational domains. In this regard, results of the study revealed that the HSP programme has managed to garner support from its operational environment. The programme is particularly applauded by teachers, school leadership and parents, and their appreciation is one of the indicators of sustainability. Under organisational support, the study revealed that the teachers and parents are satisfied with the timely support they are receiving from Wordworks. However, there are some gaps around programme evaluation and funding stability domains. All the schools are still fully receiving financial support from Wordworks to facilitate the HSP programme. Based on the study findings it is prudent that Wordworks prepares schools for continuity in the event that their support is withdrawn and a more robust monitoring and evaluation system needs to be put in place. It is recommended that the programme documents more success stories to showcase its relevance.

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38

Drury, Rosemary Anne. "Young bilingual children learning at home and at school." Thesis, Goldsmiths College (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.407467.

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39

Gregor, Martha E. "Storytelling in the Home, School, and Library, 1890-1920." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/10639.

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vi, 126 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
This thesis explores the intersection of artistry, professionalism, and maternalism in the storytelling revival that occurred in the United States from 1890-1920, influencing a variety of child-centered reform movements. Though storytelling was practiced by men and women alike, it was portrayed as a maternal skill. However, storytelling's perceived multiplicity of uses led it to be interpreted in diverse ways. Such interpretations--particularly potent in the home, school, and library-displayed tensions inherent in the public role of these institutions, particularly in their approach to "child-centeredness." In the school, teachers embraced the nurturing potential of storytelling, arguing that it allowed them to teach more effectively. In the library, however, such an approach was rejected as antithetical to the efficient nature of the institution. The way these institutions conceived of storytelling shows that nurturing imperatives, though pervasive in childcentered reform in the late nineteenth and early twentieth century, was not the only way to conceive of child-centeredness.
Committee in Charge: Dr. Jack Maddex, Chair; Dr. James Mohr; Dr. Ellen Herman

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Kruse-Guth, Anne-Sophie I. "The effectiveness of a multicultural awareness day program /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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Lomurno, Maryellen. "Roles and expectations in inclusion /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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Costigan, Denise J. "Investigation into the effects of an after school GEPA math program in raising student achievement /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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Berlowski, Teri. "An analysis of student perceptions of foods 1 course at a sampled midwest high school." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008berlowskit.pdf.

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Leung, Ho-ping. "On the road to collaboration : a case study of home-school relationship in a local secondary school /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18876675.

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Voorhis, George William. "The Zone of Tolerance and its effects on the hiring of school principals." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184899.

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The Zone of Tolerance is a concept which describes the latitude of control that a community gives to its professional educators. Current research which attempts to delineate this zone indicates that community control of a district will vary, but is predictable when variables are arranged to meet certain criteria. Specifically, William Boyd (1976) concluded in a summary of the research that in large heterogeneous urban districts professional interests will dominate in routine internal issues such as personnel. This study used multiple qualitative methods to examine Boyd's contention by analyzing the hiring of successful principal candidates in a large heterogeneous school district. Interviews were conducted with principals selected by questionnaires and hired in the district during the period of time from 1975 to 1985. Corresponding data about school district events for the period were also collected from newspapers and other public archives. In addition, principals' perceptions of legitimacy affected by changes in influence on the hiring process were gathered. Data were then reduced, categorized and analyzed on the basis of shifting patterns of community and professional dominance. Results indicated that an increase in minority rights issues and the community's changing demographics shifted control of the hiring process from the school professionals to a newly elected school board more representative of community interests. Principals' perceptions of legitimacy affected by the changing patterns of dominance were varied and inconclusive, however the shift in control over personnel decisions regarding the hiring of principals was conclusive and contradicted Boyd's contention.

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Luk, Sau-ha Sarah. "An action research on home-school cooperation: case study in a local secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B2979125x.

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Pasquarette, Mary Eileen. "Building a bridge between home and school an overview of reading practices in first grade homes /." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1147641437.

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Perry, Stephen D. "COMPARISON OF NUTRITIONAL INTAKE OF HOME SCHOOL CHILDREN AND PUBLIC SCHOOL CHILDREN: A COMPARISON STUDY." Lexington, Ky. : [University of Kentucky Libraries], 2008. http://hdl.handle.net/10225/876.

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Thesis (M.S.)--University of Kentucky, 2008.
Title from document title page (viewed on November 3, 2008). Document formatted into pages; contains: vi, 33 p. Includes abstract and vita. Includes bibliographical references (p. 28-32).

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Al-Janahi, Asma. "Accidental injury to children in their home." Thesis, University of Aberdeen, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342110.

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孫群英 and Kwan-ying Suen. "School-based information technology: a case study of the home-school collaboration in a local primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256454.

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