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Autor/indu Plessis, Pierre J.
TitelClosing the Achievement Gap in Disadvantaged Communities: Lessons from Successful Schools
QuelleIn: Africa Education Review, 16 (2019) 6, S.22-36 (15 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (du Plessis, Pierre J.)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1814-6627
DOI10.1080/18146627.2018.1464649
SchlagwörterAchievement Gap; Disadvantaged Schools; Academic Achievement; Public Schools; Institutional Characteristics; Teaching Methods; School Restructuring; Foreign Countries; High Schools; School Culture; Comparative Analysis; Instructional Leadership; Curriculum Development; South Africa
AbstractThe fact that all children must attend school has characterised South Africa over the past two decades. While many schools are struggling to address this challenge, others have made strides and progress in closing the gap between groups. This article recounts how these secondary schools have been able to narrow the achievement gap and sustain their success over time. The three schools described here are all large public schools that serve disadvantaged communities in Mpumalanga, South Africa. Data was collected during meetings with the three schools which consisted of two rounds of focus group and one whole group session. These meetings helped the researcher to gather important information about each school's characteristics, school change process, school climate, role of the curriculum and instructional practices in promoting learner achievement. While each of the participating schools has unique characteristics, a set of important common practices emerged. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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