The influences of teachers regulative discourse, specifically teachers expectations of learner achievement on teachers' pedagogic practice in teaching Grade 6 Natural Science in the Western Cape : two case studies

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dc.contributor.advisorJacklin, Heatheren_ZA
dc.contributor.authorCarder, Rebecca Jeanen_ZA
dc.date.accessioned2015-08-07T11:00:46Z
dc.date.available2015-08-07T11:00:46Z
dc.date.issued2015en_ZA
dc.description.abstractThis study examines how two Grade 6 Natural Science teachers in two low SES schools in the Western Cape teach Natural Science, and what relation this has to the regulative discourse that informs their teaching. Data texts were derived from interviews and lesson observations. The study draws on research relating to teacher expectations and redescribes this in terms of Bernstein’s concept of the regulative discourse. The study concludes that the teachers’ regulative discourses and instructional discourses are not wholly developed individually; instead, these discourses, and specifically teachers’ expectations of learners are strongly influenced and developed by interactions between curriculum demands and the local school culture.en_ZA
dc.identifier.apacitationCarder, R. J. (2015). <i>The influences of teachers regulative discourse, specifically teachers expectations of learner achievement on teachers' pedagogic practice in teaching Grade 6 Natural Science in the Western Cape : two case studies</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/13652en_ZA
dc.identifier.chicagocitationCarder, Rebecca Jean. <i>"The influences of teachers regulative discourse, specifically teachers expectations of learner achievement on teachers' pedagogic practice in teaching Grade 6 Natural Science in the Western Cape : two case studies."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2015. http://hdl.handle.net/11427/13652en_ZA
dc.identifier.citationCarder, R. 2015. The influences of teachers regulative discourse, specifically teachers expectations of learner achievement on teachers' pedagogic practice in teaching Grade 6 Natural Science in the Western Cape : two case studies. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Carder, Rebecca Jean AB - This study examines how two Grade 6 Natural Science teachers in two low SES schools in the Western Cape teach Natural Science, and what relation this has to the regulative discourse that informs their teaching. Data texts were derived from interviews and lesson observations. The study draws on research relating to teacher expectations and redescribes this in terms of Bernstein’s concept of the regulative discourse. The study concludes that the teachers’ regulative discourses and instructional discourses are not wholly developed individually; instead, these discourses, and specifically teachers’ expectations of learners are strongly influenced and developed by interactions between curriculum demands and the local school culture. DA - 2015 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2015 T1 - The influences of teachers regulative discourse, specifically teachers expectations of learner achievement on teachers' pedagogic practice in teaching Grade 6 Natural Science in the Western Cape : two case studies TI - The influences of teachers regulative discourse, specifically teachers expectations of learner achievement on teachers' pedagogic practice in teaching Grade 6 Natural Science in the Western Cape : two case studies UR - http://hdl.handle.net/11427/13652 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/13652
dc.identifier.vancouvercitationCarder RJ. The influences of teachers regulative discourse, specifically teachers expectations of learner achievement on teachers' pedagogic practice in teaching Grade 6 Natural Science in the Western Cape : two case studies. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2015 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/13652en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducationen_ZA
dc.titleThe influences of teachers regulative discourse, specifically teachers expectations of learner achievement on teachers' pedagogic practice in teaching Grade 6 Natural Science in the Western Cape : two case studiesen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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