The effect of 'opportunity-to-learn' and classroom pedagogy on mathematics achievement in schools serving low socio-economic status communities in the Cape Peninsula

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.

Grantor dc:publisher.institution

School of Education

Year dc:date.issued

2005

Author dc:creator

• Reeves, Cheryl Ann

Advisor dc:contributor.advisor

• Muller, Johan

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/11427/10895

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/10895