South African Journal of Childhood Education 3(2):a44 Locating the difference : a comparison of pedagogic strategies in high and low performing schools
Type
E-Journal
Authors
ISSN
2223-7682
Category
ECCE, Foundation, Intermediate, Senior
[ Browse Items ]
Publication Year
2013
Publisher
Aosis OpenJournals, Durbanville, Cape Town, South Africa
URL
[ private ]
Pages
19 p.
Subject
Early childhood education, Primary education, Pedagogy, Numeracy, Comparative research studies, Teaching strategies, Variation in learner and school achievement, South Africa
Tags
Abstract
A number of research studies have suggested that specific pedagogic strategies can have a positive impact on learning, and in turn, have a positive impact on school performance, in particular for children being schooled in disadvantaged contexts. This analysis describes and measures how four of these pedagogic strategies identified in research – the pacing of a lesson, the sequence and coherence of a lesson, cognitive demand and the nature of feedback within a lesson – are displayed in higher and lower performing schools located in lower-income communities in the Western Cape. The analysis forms part of a broader research project, SPADE (Schools Performing Above Demographic Expectation), and is based on fifteen video-recorded Grade 3 numeracy lessons. The analysis suggests a relationship between specific pedagogic strategies and higher performance for individual learners and for schools. The analysis also identifies further effective pedagogic strategies in higher performing schools in lower-income communities.
Description
Article
Number of Copies
1
