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A bio-ecological interpretation of the relationship challenges in the context of the reconstituted family

Ebersohn,S; Bouwer,AC
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/05/2015 EN
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86.59%
From an educational psychology perspective, family life - as a child's primary educational situation - is changing drastically as divorces increase worldwide. Various challenges to relationships accompany the restructuring of family systems after divorce. When remarriage occurs, children's shared membership of two family microsystems and the resultant complexity of the mesosystem cause the reconstituted family situation to come to differ radically from that of a nuclear family. The purpose of this article is to extend Bronfenbrenner's bio-ecological model in order to construct a deeper understanding of the relationship challenges in the context of the reconstituted family, specifically noting the importance of effective parenting at mesosystemic level. Data from two separate qualitative studies was interpreted, based on Bronfenbrenner's bio-ecological model, to form an integrated understanding of the complexity and influence of the mesosystem. The findings indicate that sound proximal interactive processes in the primary and secondary family microsystems depend on an effective mesosystem, and hence, on at least a functionally co-operative relationship between the biological parents after a divorce. Since the biological parents primarily control the effectiveness of the mesosystem...

Including the gifted learner: perceptions of South African teachers and principals

Oswald,Marietjie; de Villiers,Jeanne-Marie
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2013 EN
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45.95%
We report the findings of a qualitative study embedded in an interpretive paradigm to determine the perceptions of South African primary school teachers and principals regarding the inclusion of learners considered gifted. Eight principals and 16 classroom teachers in the Foundation Phase (Grades 1-3) in public primary schools situated in communities that were representative of the different socio-economic and language groups in the Western Cape province participated in the study. Qualitative data collection methods included in-depth individual semi-structured interviews with the eight principals and two semi-structuredfocus group interviews with the 16 classroom teachers. Qualitative content analysis revealed the following themes: inclusive education and the learner who is gifted; curriculum differentiation; obstacles to curriculum differentiation; and possible solutions for more effectively including the gifted learner. Despite their diversity in terms of culture, language and positioning by the previous apartheid regime, the participants acknowledged the marginalisation by default of gifted learners. Gifted learners were most often those who were not receiving appropriate education and support and data suggested that a particular drive for the inclusion of gifted learners was absent in the agenda of education authorities.