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Barriers to school-family collaboration: a case study in an informal settlement in Rustenburg

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dc.contributor.advisor Dr. N. Phasha en
dc.contributor.author Raborife, Maria Mavis
dc.date.accessioned 2011-05-16T07:55:30Z
dc.date.available 2011-05-16T07:55:30Z
dc.date.issued 2011-05-16T07:55:30Z
dc.date.submitted 2009-10
dc.identifier.uri http://hdl.handle.net/10210/3638
dc.description M. Ed. en
dc.description.abstract The aim of the study was to identify factors that hinder collaboration between the school and the families and developing strategies to overcome those barriers. Perspectives on schoolfamily collaboration and theoretical framework were also discussed. A qualitative investigation was explored. It was approached using Bronfenbrenner’s ecological model. This model helps us to understand the complexity of the family as a system and how the individual child functions within the family and society. Data was obtained by means of individual and focus groups interviews with educators, parents and school management team at a school located at an informal settlement in South Africa. The study revealed that families, school management team and educators regard collaboration as vital for the learners’ academic success. The study also revealed barriers occurring at different levels, namely: the family, schools and community. Recommendations based on the findings were made: Develop involvement strategies that are appropriate to the school’s community setting for example informal settlements. Teacher training should equip educators with skills for initiating collaboration. Department of Education together with the school governing body should collaborate in empowering educators and parents. en
dc.language.iso en en
dc.subject Home and school en
dc.subject Parent-teacher relationships en
dc.subject Community and school en
dc.subject Rustenburg (South Africa) en
dc.title Barriers to school-family collaboration: a case study in an informal settlement in Rustenburg en
dc.type Thesis en

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