{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/10895"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/10895","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"The effect of 'opportunity-to-learn' and classroom pedagogy on mathematics achievement in schools serving low socio-economic status communities in the Cape Peninsula","abstract":"An assumption evident in South African education policy documents is that making available a learner-centred pedagogy is the most effective approach to improving educational quality in classrooms and achieving greater equality in achievement outcomes for socio-economically disadvantaged learners. This thesis investigates whether the existing South African policy approach is supported through research, or whether, in accordance with the international evidence, 'Opportunity-to-Learn (the curriculum content and skills actually made available to learners in classrooms) has a greater effect on achievement and is therefore a policy variable worth taking more seriously for narrowing the gap in achievement outcomes between South African learners of different socio-economic backgrounds.","abstract_html":"An assumption evident in South African education policy documents is that making available a learner-centred pedagogy is the most effective approach to improving educational quality in classrooms and achieving greater equality in achievement outcomes for socio-economically disadvantaged learners. This thesis investigates whether the existing South African policy approach is supported through research, or whether, in accordance with the international evidence, 'Opportunity-to-Learn (the curriculum content and skills actually made available to learners in classrooms) has a greater effect on achievement and is therefore a policy variable worth taking more seriously for narrowing the gap in achievement outcomes between South African learners of different socio-economic backgrounds.","abstract_has_math":false,"creators":["Reeves, Cheryl Ann"],"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":2005,"date_issued":"2005","date_published":"2005","updated_at":"2026-07-22T22:23:09Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/10895","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":["Reeves, Cheryl Ann"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2015-01-01T12:54:56Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2015-01-01T12:54:56Z"]},{"key":"dc:date.issued","label":"Date","values":["2005"]},{"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":["Doctoral Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Doctoral"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["PhD"]}]},{"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/11427/10895"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Includes bibliographical references (leaves 239-255)."]},{"key":"dc:description.abstract","label":"Abstract","values":["An assumption evident in South African education policy documents is that making available a learner-centred pedagogy is the most effective approach to improving educational quality in classrooms and achieving greater equality in achievement outcomes for socio-economically disadvantaged learners. This thesis investigates whether the existing South African policy approach is supported through research, or whether, in accordance with the international evidence, 'Opportunity-to-Learn (the curriculum content and skills actually made available to learners in classrooms) has a greater effect on achievement and is therefore a policy variable worth taking more seriously for narrowing the gap in achievement outcomes between South African learners of different socio-economic backgrounds."]},{"key":"dc:title","label":"Title","values":["The effect of 'opportunity-to-learn' and classroom pedagogy on mathematics achievement in schools serving low socio-economic status communities in the Cape Peninsula"]}]}],"canonical_facts":{"dc:contributor.advisor":["Muller, Johan"],"dc:creator":["Reeves, Cheryl Ann"],"dc:date.accessioned":["2015-01-01T12:54:56Z"],"dc:date.available":["2015-01-01T12:54:56Z"],"dc:date.issued":["2005"],"dc:description":["Includes bibliographical references (leaves 239-255)."],"dc:description.abstract":["An assumption evident in South African education policy documents is that making available a learner-centred pedagogy is the most effective approach to improving educational quality in classrooms and achieving greater equality in achievement outcomes for socio-economically disadvantaged learners. This thesis investigates whether the existing South African policy approach is supported through research, or whether, in accordance with the international evidence, 'Opportunity-to-Learn (the curriculum content and skills actually made available to learners in classrooms) has a greater effect on achievement and is therefore a policy variable worth taking more seriously for narrowing the gap in achievement outcomes between South African learners of different socio-economic backgrounds."],"dc:identifier.uri":["http://hdl.handle.net/11427/10895"],"dc:language.iso":["eng"],"dc:publisher.department":["School of Education"],"dc:publisher.institution":["University of Cape Town"],"dc:title":["The effect of 'opportunity-to-learn' and classroom pedagogy on mathematics achievement in schools serving low socio-economic status communities in the Cape Peninsula"],"dc:type":["Doctoral Thesis"],"dc:type.qualificationlevel":["Doctoral"],"dc:type.qualificationname":["PhD"]},"updated_at":"2026-07-22T22:23:09Z"}