The social regulation of literacy through teacher expectations

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dc.contributor.advisorHoadley, Ursulaen_ZA
dc.contributor.advisorMuller, Johanen_ZA
dc.contributor.authorWilburn, Shellyen_ZA
dc.date.accessioned2015-01-10T13:41:01Z
dc.date.available2015-01-10T13:41:01Z
dc.date.issued2012en_ZA
dc.descriptionIncludes bibliographical references.en_ZA
dc.description.abstractThis study is motivated by the problematic of underdeveloped literacy skills, particularly the reading and writing skills of at-risk learners, and draws theoretical support from Basil Bernstein’s sociology of education linked with the ‘school effectiveness’ theory of teacher expectations. I suggest a relation between the social context or community of a school, the culture and order of the school, and forms of teacher expectations, to propose a school-level expectation orientation that suggests a particular theory of instruction. For my investigation of teacher expectations, I select two contrasting, relatively high-performing, primary schools in working-class contexts in the Western Cape Province of South Africa, and I interview grade 3 and grade 6 language teachers. Interview questions are based upon a novel conceptualization of expectations.en_ZA
dc.identifier.apacitationWilburn, S. (2012). <i>The social regulation of literacy through teacher expectations</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/12018en_ZA
dc.identifier.chicagocitationWilburn, Shelly. <i>"The social regulation of literacy through teacher expectations."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2012. http://hdl.handle.net/11427/12018en_ZA
dc.identifier.citationWilburn, S. 2012. The social regulation of literacy through teacher expectations. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Wilburn, Shelly AB - This study is motivated by the problematic of underdeveloped literacy skills, particularly the reading and writing skills of at-risk learners, and draws theoretical support from Basil Bernstein’s sociology of education linked with the ‘school effectiveness’ theory of teacher expectations. I suggest a relation between the social context or community of a school, the culture and order of the school, and forms of teacher expectations, to propose a school-level expectation orientation that suggests a particular theory of instruction. For my investigation of teacher expectations, I select two contrasting, relatively high-performing, primary schools in working-class contexts in the Western Cape Province of South Africa, and I interview grade 3 and grade 6 language teachers. Interview questions are based upon a novel conceptualization of expectations. DA - 2012 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2012 T1 - The social regulation of literacy through teacher expectations TI - The social regulation of literacy through teacher expectations UR - http://hdl.handle.net/11427/12018 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/12018
dc.identifier.vancouvercitationWilburn S. The social regulation of literacy through teacher expectations. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2012 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/12018en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.titleThe social regulation of literacy through teacher expectationsen_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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