Literaturnachweis - Detailanzeige
Autor/in | Van der Merwe, Hettie |
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Titel | Managing Acceptable Academic Outcomes in a Context of Multiple Deprivation: Making Do in a South African Township School |
Quelle | In: Educational Management Administration & Leadership, 48 (2020) 5, S.861-874 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Van der Merwe, Hettie) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1741-1432 |
DOI | 10.1177/1741143219859000 |
Schlagwörter | Slum Schools; Educational Attainment; Intervention; Outcomes of Education; Test Preparation; Academic Achievement; Foreign Countries; Disadvantaged; Standardized Tests; Poverty; Program Descriptions; Camps; Holidays; Family Environment; Student Motivation; Scores; Social Mobility; Self Efficacy; Administrator Attitudes; Principals; Juvenile Gangs; Crime; South Africa Bildungsabschluss; Bildungsgut; Lernleistung; Schulerfolg; Schulleistung; Ausland; Standadised tests; Standardisierter Test; Armut; Holiday; Feiertag; Ferien; Familienmilieu; Schulische Motivation; Soziale Mobilität; Self-efficacy; Selbstwirksamkeit; Principal; Schulleiter; Jugendbande; Crimes; Delict; Delicts; Delikt; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik |
Abstract | This article explores the intervention strategy used by the staff and school management team of a South African township school to ensure that final-year learners exposed to an environment of multiple deprivation are adequately prepared for the year-end standardised examination. Analysis of the interview data confirms literature findings on the debilitating effect of multiple deprivation, in the form of absolute poverty, on learners' chances of learning successfully. Research findings reveal strategies related to an intervention programme to prepare final-year learners for the year-end examination. The intervention programme, consisting of Saturday morning and school holiday morning classes and a study camp event a fortnight before the final examination commences, counteracts inhibiting home and environment conditions, to support learners holistically to achieve acceptable academic outcomes. However, the negative influence on learners' diligence of extending their final school year over two years and the constraint on knowledge and skills attainment of a pass mark of only 30% for some subjects are adverse factors limiting the chances of social mobility for learners with multiple deprivation. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |