Utilising strengths in families and communities to support children’s learning and wellbeing

Prowle, Alison; Musgrave, Jackie

doi:10.4324/9781351266925-11

Cited by 2 publications

(2 citation statements)

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“…Research has shown that programmes dealing with multiple pathways such as the home environment, parenting and early years' practice can narrow the gap in school readiness and are of paramount importance (Prowle & Musgrave, 2019). Therefore, parental involvement makes the management of teaching and learning easier for the HoDs (Tapala et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Factors Impacting Heads of Department’s Management of Teaching and Learning in Primary Schools: A South African Perspective

Kalane

Rambuda

2022

IJLTER

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The purpose of this study was to explore factors impacting heads of department’s management of teaching and learning at primary schools in South Africa. The study was based on the Hersey-Blanchard Situational Leadership Model. It adopted a concurrent triangulation mixed-methods research design which combined the positivist and interpretivist paradigms. The sample consisted of 60 heads of department, who responded to a questionnaire, and another additional 10 heads of department who were interviewed. Simple random sampling was used to select the respondents to the questionnaire while purposive sampling was used to select the interviewees. The findings revealed factors such as, inter alia, a lack of administrative and financial support, lack of parental involvement, lack of learner academic development, poor working conditions, insufficient supply of learning support materials, and lack of laboratories. Therefore, this study recommends that there should be sufficient time allocation for heads of department to balance the management of teaching and learning with other roles attached to their job description as outlined in the Personnel Administrative Measures (PAM). Heads of department should be trained and be developed to support teachers and learners to enhance the quality of teaching and learning. They should share the challenges that are experienced in the classrooms with parents to be in a position that enables parents to help teachers. School-parent collaboration will enhance effective management by heads of department. Moreover, the Department of Basic Education officials should provide sustained administrative and financial support to enhance department heads’ management of teaching and learning in primary schools.

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Section: Discussionmentioning

confidence: 99%

Factors Impacting Heads of Department’s Management of Teaching and Learning in Primary Schools: A South African Perspective

Kalane

Rambuda

2022

IJLTER

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“…Recent research has emphasized that it is the kind of relationship between the service provider and those in receipt of it that matters (Ferguson et al, 2020). Practitioners, who work intensively in this way with young people and their families, as the YAP advocates and team leaders do, are ideally placed to develop supportive relationships through regular interactions and help identify strengths, talents and assets as part of a support plan and to use these as a key resource in managing difficulties (Prowle & Musgrave, 2018; Walsh, 2015). The flexibility demonstrated by YAP Ireland in developing these supportive relationships using SBA to identify even the smallest spark of positivity and resourcefulness allows advocates to tailor their approach to each young person and family ensuring they establish the kind of relationship that is required.…”

Section: Discussionmentioning

confidence: 99%

Realizing the potential of a strengths‐based approach in family support with young people and their parents

Devaney¹,

Brady²,

Crosse³

et al. 2022

Child & Family Social Work

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This paper on a strengths-based approach (SBA) to practice is based on empirical research with stakeholders involved in an intensive support programme for young people at risk and their parents in Ireland. The Youth Advocate Programme (YAP) model provides wraparound support to respond to their needs by focusing on their competencies and their coping skills and building networks of community-based supports.The model includes parents or carers in the suite of support offered by advocates. An SBA to practice has been discussed for some time in academic literature and practice guidance. However, it tends to be considered primarily in relation to social work practice, and there is ongoing ambiguity as to what it actually involves in day-to-day engagement with individual family members. Insightful, rich accounts of SBAs as part of routine practice provided by young people, parents and practitioners form the basis to this paper and detail how these approaches support the development of hopeinspiring relationships and promote positive change. Relevant literature and research situates the debate on the experience of using SBA, the wider challenges faced by families, the impact of SBA in practice on those receiving the support service and its potential for use in the wider continuum of children and family services.

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Utilising strengths in families and communities to support children’s learning and wellbeing

Cited by 2 publications

References 0 publications

Factors Impacting Heads of Department’s Management of Teaching and Learning in Primary Schools: A South African Perspective

Factors Impacting Heads of Department’s Management of Teaching and Learning in Primary Schools: A South African Perspective

Realizing the potential of a strengths‐based approach in family support with young people and their parents

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