Taming the Tide of Achievement Gap by Managing Parental Role in Learner Discipline

Autor/in	Lumadi, Rudzani Israel
Titel	Taming the Tide of Achievement Gap by Managing Parental Role in Learner Discipline
Quelle	In: South African Journal of Education, 39 (2019), Artikel 1707 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Lumadi, Rudzani Israel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Achievement Gap; Parent Role; Academic Achievement; Parent School Relationship; Discipline; Behavior Problems; Family Environment; Educational Environment; Teacher Effectiveness; Parent Teacher Cooperation; Student Behavior; Foreign Countries; Children; Social Development; Intervention; South Africa + Suchen Sie Ihr Suchwort? Parental role; Elternrolle; Schulleistung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Disziplin; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Student behaviour; Schülerverhalten; Ausland; Child; Kind; Kinder; Soziale Entwicklung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Parental involvement is germane and crucial to a child's well-being and development in later life. Involvement is subjective in nature and difficult to evaluate. The family is the primary cell of society where the child's upbringing commences at birth. This study focuses on the parental role in managing learner discipline with the aim of improving learner academic achievement and reducing educational inequities in underachieving schools. The question guiding this study is: how can parents as stakeholders in the school ensure that learners are disciplined for the school environment, in order to tame the tide of achievement gap? A qualitative empirical approach was employed in this study, with the semi-structured interview as the main data-collection instrument. Social cognitive theory underpinned the study to highlight the impact of the role of parents on learner discipline for improved performance in the school environment. Findings suggest that lack of disciplinary management skills may result in unruly behaviour, non-adherence to school rules and poor learner performance in school. This study reveals that parental involvement in children's education has a powerful impact on the attainment of positive results. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01