What do we know about teaching and learning in South African primary schools
By U. Hoadley. 2012
107 citations recorded by the source corpus.
Abstract This article reports the findings of a review of classroom-based studies in order to discern what the existing knowledge base around teaching and learning is in South African primary schools. Educational research on classrooms has been criticised on a number of grounds, including the fact that it is generally small-scale, qualitative and that it lacks methodological rigour. Although these criticisms would appear to be valid, and there certainly are methodological limitations to the majority of these studies, this article highlights two strengths of the literature when viewed cumulatively. The first is that there is a remarkable consistency across studies regarding what is going on (and generally going wrong) in classrooms. The second is that the research has recently begun to identify very specific features or dimensions of classroom practice, which appear to affect student learning. In other words, the research has moved a long way from broad characterisations, such as ‘learner-centred’ and ‘tea...
Subfields: Education, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/3d82e76abed9cb5f01e64245641ccf0b0cf85d52
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In Education
In Sociology and Political Science
Citations in the corpus
- Exploring relationships between oral reading fluency and reading comprehension amongst English second language readers in South Africa (2016, background): “African classrooms involves whole class oral chorusing of information with little attention to meaning, with a strong emphasis on oral group teaching, to the detriment of reading and writing, especially the reading and writing of extended texts, individualised reading and individualised assessment o”