The effect of 'opportunity-to-learn' and classroom pedagogy on mathematics achievement in schools serving low socio-economic status communities in the Cape Peninsula

Reeves, Cheryl Ann

The effect of 'opportunity-to-learn' and classroom pedagogy on mathematics achievement in schools serving low socio-economic status communities in the Cape Peninsula

Doctoral Thesis

2005

Publisher

University of Cape Town

Department

School of Education

Faculty

Faculty of Humanities

Abstract

An assumption evident in South African education policy documents is that making available a learner-centred pedagogy is the most effective approach to improving educational quality in classrooms and achieving greater equality in achievement outcomes for socio-economically disadvantaged learners. This thesis investigates whether the existing South African policy approach is supported through research, or whether, in accordance with the international evidence, 'Opportunity-to-Learn (the curriculum content and skills actually made available to learners in classrooms) has a greater effect on achievement and is therefore a policy variable worth taking more seriously for narrowing the gap in achievement outcomes between South African learners of different socio-economic backgrounds.

Description

Includes bibliographical references (leaves 239-255).

Keywords

Education

Reference:

Collections

PhD / Doctoral

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