Managing Acceptable Academic Outcomes in a Context of Multiple Deprivation: Making Do in a South African Township School

Autor/in	Van der Merwe, Hettie
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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