Die fasiliterende rol van die skoolbestuur in verband met die toetrede van immigrante kinders tot skole

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dc.contributor.advisorBerkhout, S. J.
dc.contributor.authorHermanis, Piet J.en_ZA
dc.contributor.otherUniversity of Stellenbosch. Faculty of Education. Dept. of Education Policy Studies.
dc.date.accessioned2008-10-29T09:04:05Zen_ZA
dc.date.accessioned2010-06-01T08:52:08Z
dc.date.available2008-10-29T09:04:05Zen_ZA
dc.date.available2010-06-01T08:52:08Z
dc.date.issued2005-12
dc.descriptionThesis (MEd (Education Policy Studies))--University of Stellenbosch, 2005.
dc.description.abstractThis investigation form part of an international about the facilitative role of school management regarding the emergence of immigrant children at schools The purpose of this study is to determine how selected school communities respond to their role with regards to the management and facilitation of immigrant learners in schools. In order to accomplish this, both quantitative and qualitative research methods were used. Descriptive survey techniques were applied on the basis of their flexibility. Questionaires, informal discourse, formal interviews and the case study were utilised to establish the opinions, attitudes, preferences and perceptions of communities regarding the immigration of learners. This was done against the backdrop of an extensive and comprehensive literature review. Throughout the study an attempt was made to remain as faithful as possible to the facts through empirical research, and to minimise prejudice, stereotyping and preferences through using rational thinking. Internal testing was used to ensure validity and reliability. According to the current research, the responses regarding migration by learners are very diverse. The responses are realised within the following contexts: accessibility or inaccessibility of schools, culture, politics, ideology, ethnicity, religion, language and even racial classification. Although geographical location is not a significant factor, social stratification patterns as well as the status play a role in this regard. The researcher concludes that the targeted school communities still lack the expertise, experience and ability to handle, facilitate and settle issues relating to multi-cultural diversity. Research findings show that this state of affairs is largely due to a lack of undestanding of transformation in the school context as well as regarding the implementation and execution of this transformation.en_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/2554
dc.language.isoAfrikaansen_ZA
dc.publisherStellenbosch : University of Stellenbosch
dc.rights.holderUniversity of Stellenbosch
dc.subjectDissertations -- Educationen_ZA
dc.subjectTheses -- Educationen_ZA
dc.subject.lcshMulticultural educationen_ZA
dc.subject.lcshChildren of immigrants -- Education -- South Africaen_ZA
dc.subject.lcshEducational equalizationen_ZA
dc.subject.lcshSchool management and organization -- South Africa.en_ZA
dc.subject.lcshCommunication and education -- South Africaen_ZA
dc.subject.otherEducation Policy Studiesen_ZA
dc.titleDie fasiliterende rol van die skoolbestuur in verband met die toetrede van immigrante kinders tot skoleaf
dc.typeThesisen_ZA
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