{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/10660"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/10660","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"International elementary schools and interrupted students : a study of curriculum, pedagogically-engaged time and reading development","abstract":"This dissertation is concerned with the question of how reading development is influenced by the increase of pedagogically-engaged time amongst interrupted students within a particular curriculum. The study arose from observations that students of an interrupted educational background seemed to be achieving at a lower reading level than uninterrupted students - and thus, the study sought to establish the possible reasons and remedies for this problem. This study was primarily located at the American International School of Cape Town (AISCT), Cape Town, South Africa; and secondarily located at the Washington International School, Washington, D.C., United States of America.","abstract_html":"This dissertation is concerned with the question of how reading development is influenced by the increase of pedagogically-engaged time amongst interrupted students within a particular curriculum. The study arose from observations that students of an interrupted educational background seemed to be achieving at a lower reading level than uninterrupted students - and thus, the study sought to establish the possible reasons and remedies for this problem. This study was primarily located at the American International School of Cape Town (AISCT), Cape Town, South Africa; and secondarily located at the Washington International School, Washington, D.C., United States of America.","abstract_has_math":false,"creators":["Pritchard, Catherine Cutchins"],"institution":"School of Education","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Muller, Johan"],"committee_chairs":[],"committee_members":[],"year":2008,"date_issued":"2008","date_published":"2008","updated_at":"2026-07-24T01:33:54Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/10660","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Muller, Johan"]},{"key":"dc:creator","label":"Author","values":["Pritchard, Catherine Cutchins"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-12-30T19:55:49Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-12-30T19:55:49Z"]},{"key":"dc:date.issued","label":"Date","values":["2008"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["MEd"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/10660"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Includes bibliographical references (p. 130-142)."]},{"key":"dc:description.abstract","label":"Abstract","values":["This dissertation is concerned with the question of how reading development is influenced by the increase of pedagogically-engaged time amongst interrupted students within a particular curriculum. The study arose from observations that students of an interrupted educational background seemed to be achieving at a lower reading level than uninterrupted students - and thus, the study sought to establish the possible reasons and remedies for this problem. This study was primarily located at the American International School of Cape Town (AISCT), Cape Town, South Africa; and secondarily located at the Washington International School, Washington, D.C., United States of America."]},{"key":"dc:title","label":"Title","values":["International elementary schools and interrupted students : a study of curriculum, pedagogically-engaged time and reading development"]}]}],"canonical_facts":{"dc:contributor.advisor":["Muller, Johan"],"dc:creator":["Pritchard, Catherine Cutchins"],"dc:date.accessioned":["2014-12-30T19:55:49Z"],"dc:date.available":["2014-12-30T19:55:49Z"],"dc:date.issued":["2008"],"dc:description":["Includes bibliographical references (p. 130-142)."],"dc:description.abstract":["This dissertation is concerned with the question of how reading development is influenced by the increase of pedagogically-engaged time amongst interrupted students within a particular curriculum. The study arose from observations that students of an interrupted educational background seemed to be achieving at a lower reading level than uninterrupted students - and thus, the study sought to establish the possible reasons and remedies for this problem. This study was primarily located at the American International School of Cape Town (AISCT), Cape Town, South Africa; and secondarily located at the Washington International School, Washington, D.C., United States of America."],"dc:identifier.uri":["http://hdl.handle.net/11427/10660"],"dc:language.iso":["eng"],"dc:publisher.department":["School of Education"],"dc:publisher.institution":["University of Cape Town"],"dc:title":["International elementary schools and interrupted students : a study of curriculum, pedagogically-engaged time and reading development"],"dc:type":["Master Thesis"],"dc:type.qualificationlevel":["Masters"],"dc:type.qualificationname":["MEd"]},"updated_at":"2026-07-24T01:33:54Z"}