Changing Teaching, Changing Times

Clark, Jonathan P.; Linder, Cedric

doi:10.1163/9789087901066

Cited by 22 publications

(4 citation statements)

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“…It is well established that in typical low quintile SA schools the undue emphasis on grade 12 has the effect of reducing the occurrence of remediation in lower grades and is detrimental to normal school functioning. See, for example Clark and Linder (2006). The United States, which does experience pockets of problems similar to low quintile SA schools, has experienced a popular move away from social promotion in recent years (National Science Teachers Association, 2003), but still exhibits low rates of repetition in general, although repetition rates of minority groups in certain areas are high (Brophy, 2006).…”

Section: The South African Contextmentioning

confidence: 99%

“…It is ironic that this attempt at a short-term solution to the problem of underperformance and progression may very well be contributing to the fact that learners learn poorly in the lower grades, decreasing performance throughout and making progression necessary in order to comply with the progression law. A greater neglect of lower grades, in the name of supporting grade 12 learners, in lower quintile schools relative to higher quintile schools (Clark and Linder, 2006), may contribute to the reason why progression has to occur to such great extents in lower quintile schools, but is virtually unnecessary in high quintile schools.…”

Section: Effects Of Learner Progressionmentioning

confidence: 99%

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Consequences of the progression law in the FET phase: a case study

Stott¹,

Dreyer²,

Venter³

2015

Journal of Education

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The progression law, which restricts grade repetition to once within each of the four phases of basic education, has only been enforced in the Further Education and Training (FET) phase since 2013. The first cohort of progressed learners reached grade 12 in 2014. We investigate the extent of progression in 2014 in various school quintiles and the observed and speculated future consequences of the progression law in the FET phase. Our mainly quantitative data includes numbers and pass rates for the entire Free State (FS) province, with a focus on the Motheo district. We also draw on some qualitative data in the forms of questionnaires and reports from teachers and mentors working in 22 low quintile schools in Motheo. Our findings show marked differences in extents and impacts of progression between the school quintiles, with low quintile schools acutely impacted and with difficulties likely to escalate in the next few years.

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Section: The South African Contextmentioning

confidence: 99%

Section: Effects Of Learner Progressionmentioning

confidence: 99%

Consequences of the progression law in the FET phase: a case study

Stott¹,

Dreyer²,

Venter³

2015

Journal of Education

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“…Trends between biographical factors and SMK, such as those explored by Shah et al, 5 are not necessarily the same between developed and developing-world contexts. Socioeconomic factors are known to be associated with at least some differing trends between contexts, such as the finding that teachers' SMK appears not to change, or even to decrease, with teaching experience in poor South African schools, 19 contrary to findings in more affluent contexts. 20…”

Section: ■ Problem Statementmentioning

confidence: 99%

Influence of Context on Stoichiometry Conceptual and Algorithmic Subject Matter Knowledge among South African Physical Sciences Teachers

Stott

2020

J. Chem. Educ.

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Teachers’ conceptual subject matter knowledge of stoichiometry is a global concern. Such knowledge is contextually dependent, as is the feasibility of attaining particular outcomes during in-service teacher education workshops. In an attempt to understand what is feasible in various contexts, I explore the relationships between South African physical sciences teachers’ environments, education, and teaching experience and their possession of, and ease with which they learn, various types of stoichiometry knowledge. This is done through the analysis of the pre- and posttest and biographical survey data obtained from 184 teachers who attended a two-day stoichiometry workshop. The findings suggest that teachers teaching in contexts of poverty, particularly when lacking a B.Sc. degree, show a particularly high preference for algorithmic over conceptual knowledge. The success with which the teachers in the sample learned facts about relationships between concepts during the two-day workshop suggests that such an approach could provide an entry point into currently less feasible conceptual learning. No correlation was found between extent of tertiary chemistry study and stoichiometry subject matter knowledge, even for teachers with a B.Sc. degree. Statistically significantly higher levels of stoichiometry knowledge were found for the following teacher groupings compared to their counterparts: teaching in a school serving a socioeconomically more advantaged community; having over three years’ teaching experience; possessing a B.Sc. degree. The suggestions derived for in-service teacher education targets are likely to have relevance in developing countries and in developed countries where considerable socioeconomic differences exist.

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“…This is apparent from the mismatches revealed in this study. According to Clark and Linder (2006), students newly entering higher education are often only familiar with an institutional discourse that they have acquired through school and, as such, may feel that replicating previous behaviour and thought in the new discourse is correct.…”

Section: A Comparison Of Understanding Of the Fieldmentioning

confidence: 99%

Understanding gaps between student and staff perceptions of university study in South Africa: A case study

Jaffer¹,

Garraway²

2016

JSAA

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Under-preparedness" of students entering higher education is an issue that many academic institutions in South Africa are currently trying to address. Such students are seen as disadvantaged, lacking the skills, knowledge and/or language proficiency to navigate their way to success in higher education. This paper seeks to identify students' understanding of the behaviour they should display in higher education and how this clashes with the expectations of academics, through the lenses of different discourses and academic literacy models. Specifically, the focus is on how students try to engage with the institutional discourse and how they try to identify a "sense of being" through a case study of the Extended Curriculum Programme in Nature Conservation at the Cape Peninsula University of Technology. Here, qualitative research was used through the administration of student essays, as well as individual face-to-face interviews. Lecturers were also interviewed so that a comparison could be made between what students perceive and the expectations of higher education. Different themes were identified through the analysis of the data, using an inductive approach; by developing the themes, the gaps are better identified and analysed with a view to redress.

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Changing Teaching, Changing Times

Cited by 22 publications

References 0 publications

Consequences of the progression law in the FET phase: a case study

Consequences of the progression law in the FET phase: a case study

Influence of Context on Stoichiometry Conceptual and Algorithmic Subject Matter Knowledge among South African Physical Sciences Teachers

Understanding gaps between student and staff perceptions of university study in South Africa: A case study

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