A case study investigating family-school partnerships in a ‘high-performing’ primary school serving ‘low-income’ urban households in the Western Cape.

This case study investigated family-school partnerships in a ‘high-performing’ primary school serving ‘low’ urban households in the Western Cape by exploring the nature and consequences of family-school partnerships and how it relates to learner achievement. It addressed the broader problem relating to the lack of family-school partnerships, particularly in relation to learner performance and the practices that positively impact this within the South African context. The thesis addressed the following main question: How do family-school partnerships in a ‘high-performing’ primary school serving ‘low’ income urban households influence academic outcomes? The theory used to underpin the study both theoretically and methodologically is Epstein’s theory of Overlapping Spheres of Influence (Epstein, 1986; 1992; Epstein et al., 2002), with a particular focus on the six types of family-school involvement. Methodologically, this qualitative interpretative single case study made use of structured interviews and document sources to explore this fairly under-researched area. The unit of analysis is family-school partnerships at a primary school that serves ‘low’ urban income households in the Western Cape, which comprised three embedded cases, namely, the school principal, two teachers and two parents.

Grantor dc:publisher.institution

Univeristy of the Western Cape

Year dc:date.issued

2024

Author dc:creator

• Petersen, Paul Sebastian

Advisor dc:contributor.advisor

• Du Plooy, Lucinda

• Family-school partnerships
• Family-school connections
• Parental involvement
• Qualitative approach
• Single case study

Licence

• https://uwcscholar.uwc.ac.za/bitstreams/c7790ef1-371a-4e53-9df0-3943260f937e/download