Effective support and collaboration

A whole school approach cannot be successful without support being provided to all involved.

This support needs to be on-going and adapted to meet the needs of all concerned. This

involves building support and communication between all stakeholders i.e. learners, teachers, parents, schools and communities (Engelbrecht et al., 1999; Lemmer, 1994).

Joyce Epstein offers a model shown in Figure 2.4 below, which illustrates the overlapping systems of influence of family, school and community on children's learning (Swart &

Phasha, 2011).

Force B

Experiences, philosophy and practices of family

Force A Time/age/grade

Figure 2.4: Epstein's model (Swart & Phasha, 2011)

A discussion based on this model, as explored by Swart and Phasha (2011), of Epstein's six types of partnerships of support is pertinent, as it relates to factors that may influence the academic success of learners.

Family

School Community

Force D

Experiences, philosophy and practices of school

Force C

Experiences, philosophy and practices community

Type 1 refers to fostering partnerships that can support families in providing home environments that facilitate the optimal learning of their children. Kajee (2011) highlighted the importance of teaching occurring within a context that is compatible with the culture of the learners so that continuity and congruence between the home and the school can be fostered.

Type 2 looks at the school's responsibility to share information about the children's progress, the curriculum, educational policies and school activities. It is important that teachers communicate with and have a close working relationship with parents. Parents should be informed about progress and problem areas and how the necessary support can be provided to help address the problem areas. Parents should therefore be encouraged to participate in the activities at school. Regular communication facilitates the relationship between the parents and the schools (Nel, 2005; Lemmer, 1994).

The third, fourth and fifth types of relationships as discussed under Epstein's model seem to be in keeping with research findings (Nickerson & Kritsonis, 2006; Ogbu, 2003; Lemmer, 1994) that parental involvement and support has to be encouraged, as it has an influence on the academic success of learners. Type 3 encourages parents to volunteer their time, talents and resources so as to foster the interests and availability of families in the support of their children. Type 4 makes provision for families to be able to support their children at home, as parents may be unsure of how to assist with issues such as homework and other curricular-related activities. Families are provided with information and strategies to assist learning at home. Type 5 refers to including families in the decision-making, as many choices need to be made regarding their children.

Type 6 looks at involving all who are interested in and affected by quality education. These include the local community groups, individuals and businesses and how they can provide varying degrees of support to the school, the families and the learners in an attempt to try and foster a holistic and integrated system of collaboration between all stakeholders.

This model proves to be valuable in establishing collaborative partnerships with specific reference to learners who are a minority learning in their second language and who have different cultural backgrounds to the dominant culture of a school. It is clear that regular and effective support is an essential element in changing attitudes towards differences. This approach is in line with the eco-systemic framework in which an understanding of the

dynamic interactions relates to the development of more supportive and collaborative relationships. This in turn may positively influence the academic success of learners.

2.6 CONCLUSION

This chapter served to highlight certain aspects as they pertain to the influences on the academic success of minority learners. These aspects included the difficulties of learning in a second language, as well as difficulties that can arise as a result of cultural and racial prejudices. The important influences on academic success which helps to foster an accepting environment and to develop effective collaborative partnerships were also explored. It can be concluded that working within an eco-systemic framework and viewing the school as a dynamic organisation provides opportunities for addressing the learners' needs in the context within which they arise. The school and the parents, as interacting systems, therefore have a responsibility to support learners in their achievement of academic success. The school, together with the parents, needs to take cognisance of the influence that these interacting systems have on the academic success of the learners. This will allow the interacting systems to function as a whole and promote an environment in which learners can reach their maximum potential. The literature is generally in agreement that the provision of support and genuine collaboration are ways to make the learning context accessible to all learners. This feeds into the notion that education must be accessible to all (DoE, 2008). The continual review by the school of it cultures, policies and practices is needed to determine effectively the support that is required for the learners, parents and teachers.

In the next chapter, the research process and its various components will be discussed in detail.

CHAPTER THREE

RESEARCH METHODS

3.1 INTRODUCTION

A researcher has to take a number of aspects into consideration when developing a research design. These include making decisions on the purpose of the research, the theoretical paradigm that will inform the research, the context within which the research will be carried out and the research tools that will be used to collect and analyse the information collected.

The research design therefore serves as an essential framework which should link the research question to the implementation of the research. The process of developing a research design should be guided by consideration of the aspects mentioned above so as to provide a coherent and valid framework which will answer the research question (Terre Blanche & Durrheim, 1999). Each of these aspects as they were considered in the process of the research design will therefore be discussed below.