PiE 2010 Volume 28 Issue 3

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http://hdl.handle.net/11660/2654

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Browsing PiE 2010 Volume 28 Issue 3 by Author "Bender, C. J. Gerda"

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    An analysis of family-school collaboration in preventing adolescent violence in urban secondary schools
    (Faculty of Education, University of the Free State, 2010) Bender, C. J. Gerda; Emslie, Annemarie
    The purpose of this article is to describe how school staff members, learners and parents collaborate to prevent adolescent learner violence in two different urban secondary schools. The increase in acts of interpersonal learner violence has a destructive effect on the safe and positive development of young people. Empirical evidence indicates that successfully addressing the issues that can contribute to the development of interpersonal violence requires taking into account the developmental stages of the learners as well as exploring the impact of the learner’s immediate social environment. A qualitative descriptive and exploratory case study, rooted in the sociological interpretive research paradigm, was conducted to explore how school staff members, learners and parents collaborate to prevent learner violence at two urban secondary schools. Contrary to current belief, the participating learners explicitly expressed their need for the support and guidance of their parents and also the school staff members in withstanding the peer and societal pressures that can result in their acting in aggressive or violent ways at school.
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    Informing educational psychology training with students' community engagement experiences
    (Faculty of Education, University of the Free State, 2010) Ebersöhn, Liesel; Bender, C. J. Gerda; Carvalho-Malekane, Wendy M.
    The purpose of this article was to describe students’ experiences of community engagement in an Educational Psychology practicum in order to inform relevant educational psychology training literature with experiences of students’ community engagement. Experiential learning served as our theoretical framework and we employed an instrumental case study design, purposefully selecting eight students in the MEd Educational Psychology programme to participate in a focus group. Other data sources included reflective journals and visual data. The following themes emerged from the thematic analysis: students gained insight into themselves as prospective educational psychologists, the curricular community engagement benefited students’ professional development and the practicum supported students in integrating theory with practice.