{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/16133"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/16133","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"The pedagogy of large classes : challenging the \"large class equals gutter education\" myth","abstract":"The study takes the work of three teachers to examine whether the popular belief of \"small is better\" is substantiated in the practice of these teachers. The study observes and analyses the classroom instruction of each of these teachers in a small class as well as in a large class. The observation is done with the use of an observation schedule, and the analysis of data is done within a Vygotskian framework. The study shows that the pedagogy and the teaching style of the three teachers does not change when they teach differently sized classes. In other words, their classroom practice is the same for both the small and large classes. The study further shows that the pedagogy of the teacher determines the effectiveness or quality of instruction, and that class size does not impact, either positively (in the case of the small class) or negatively (in the case of a large class) on the effectiveness or quality of instruction.","abstract_html":"The study takes the work of three teachers to examine whether the popular belief of "small is better" is substantiated in the practice of these teachers. The study observes and analyses the classroom instruction of each of these teachers in a small class as well as in a large class. The observation is done with the use of an observation schedule, and the analysis of data is done within a Vygotskian framework. The study shows that the pedagogy and the teaching style of the three teachers does not change when they teach differently sized classes. In other words, their classroom practice is the same for both the small and large classes. The study further shows that the pedagogy of the teacher determines the effectiveness or quality of instruction, and that class size does not impact, either positively (in the case of the small class) or negatively (in the case of a large class) on the effectiveness or quality of instruction.","abstract_has_math":false,"creators":["Maged, Shireen"],"institution":"School of Education","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Flanagan, Wendy"],"committee_chairs":[],"committee_members":[],"year":1997,"date_issued":"1997","date_published":"1997","updated_at":"2026-07-22T22:23:14Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/16133","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Flanagan, Wendy"]},{"key":"dc:creator","label":"Author","values":["Maged, Shireen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2016-01-02T04:51:08Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2016-01-02T04:51:08Z"]},{"key":"dc:date.issued","label":"Date","values":["1997"]},{"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/11427/16133"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Includes bibliography."]},{"key":"dc:description.abstract","label":"Abstract","values":["The study takes the work of three teachers to examine whether the popular belief of \"small is better\" is substantiated in the practice of these teachers. The study observes and analyses the classroom instruction of each of these teachers in a small class as well as in a large class. The observation is done with the use of an observation schedule, and the analysis of data is done within a Vygotskian framework. The study shows that the pedagogy and the teaching style of the three teachers does not change when they teach differently sized classes. In other words, their classroom practice is the same for both the small and large classes. The study further shows that the pedagogy of the teacher determines the effectiveness or quality of instruction, and that class size does not impact, either positively (in the case of the small class) or negatively (in the case of a large class) on the effectiveness or quality of instruction."]},{"key":"dc:title","label":"Title","values":["The pedagogy of large classes : challenging the \"large class equals gutter education\" myth"]}]}],"canonical_facts":{"dc:contributor.advisor":["Flanagan, Wendy"],"dc:creator":["Maged, Shireen"],"dc:date.accessioned":["2016-01-02T04:51:08Z"],"dc:date.available":["2016-01-02T04:51:08Z"],"dc:date.issued":["1997"],"dc:description":["Includes bibliography."],"dc:description.abstract":["The study takes the work of three teachers to examine whether the popular belief of \"small is better\" is substantiated in the practice of these teachers. The study observes and analyses the classroom instruction of each of these teachers in a small class as well as in a large class. The observation is done with the use of an observation schedule, and the analysis of data is done within a Vygotskian framework. The study shows that the pedagogy and the teaching style of the three teachers does not change when they teach differently sized classes. In other words, their classroom practice is the same for both the small and large classes. The study further shows that the pedagogy of the teacher determines the effectiveness or quality of instruction, and that class size does not impact, either positively (in the case of the small class) or negatively (in the case of a large class) on the effectiveness or quality of instruction."],"dc:identifier.uri":["http://hdl.handle.net/11427/16133"],"dc:language.iso":["eng"],"dc:publisher.department":["School of Education"],"dc:publisher.institution":["University of Cape Town"],"dc:title":["The pedagogy of large classes : challenging the \"large class equals gutter education\" myth"],"dc:type":["Master Thesis"],"dc:type.qualificationlevel":["Masters"],"dc:type.qualificationname":["MEd"]},"updated_at":"2026-07-22T22:23:14Z"}