Van implementering tot verwesentliking: Aanwending van resultate van internasionaal vergelykende studies
Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie/South African Journal of Science and Technology
| Field | Value | |
| Title | Van implementering tot verwesentliking: Aanwending van resultate van internasionaal vergelykende studies Bridging the gap from implementation to attainment: Utilising results from international comparative studies | |
| Creator | van Staden, Surette | |
| Description | Die prestasies van Suid-Afrikaanse leerders in internasionaal vergelykende studies bly voortdurend swak, wat vrae laat ontstaan oor die kwaliteit van onderwys wat aan SuidAfrikaanse kinders gebied word in die verskillende grade en fases van formele skoolonderrig. Ernstige kommer oor leerders se swak prestasies oorheers navorsing en opvoedkundige debatte in Suid-Afrika. Ondanks goeie oogmerke, soos die hersiening van beleid en leerplanne, en die fokus op implementering, deur middel van kurrikulêre voorsiening en ondersteuning aan onderwysers, bly die verwesentliking in terme van leerders se prestasie teleurstellend swak. Hierdie studie ondersoek data verkry uit die preProgress in International Reading Literacy Study (prePIRLS) van 2011. Die prestasie van Suid-Afrikaanse Graad 4-leerders is op ’n punt van 461 bereken, wat beduidend laer is as die internasionale gemiddeld van 500 (SE = 3.7). Resultate van die prePIRLS 2011-studie word gebruik as bewys van die bereiking van kurrikulêre doelwitte op die Graad 4-vlak, oor die spektrum van 11 Suid-Afrikaanse landstale. Norme of maatstawwe, soos afgelei uit die resultate, word verder ondersoek om moontlike verbeteringe aan te wys in die implementering van leerplanne in die klaskamer. Gevolgtrekkings sluit voorstelle in oor hoe onderwyspraktyk voordeel kan trek uit die bevindings van internasionaal vergelykende studies. South African learner performance in international comparative studies remains persistently poor, resulting in questions about the quality of education offered to South African children across grades and phases of formal schooling. In South Africa, grave concerns with regard to low levels of learner achievement pervade research initiatives and educational debates. Despite good intentions (such as policy and curricular reforms) and focus on implementation (such as curriculum provision and teacher support), attainment (in the form of learner achievement) remain disappointingly low. This study draws on the preProgress in International Reading Literacy Study (prePIRLS) 2011 data, which places South African Grade 4 learners’ results at 461, which is substantially below the international centre point of 500 (SE = 3.7). Results from the prePIRLS 2011 study are used as evidence of curricular attainment that has taken place at Grade 4 level across a spectrum of 11 languages in South Africa. Benchmark results are further interrogated to provide evidence for possible improvement of curricular implementation at classroom level. Concluding remarks include reflections of how teacher practice can benefit from evidence provided by international comparative studies. | |
| Publisher | AOSIS | |
| Date | 2016-02-11 | |
| Identifier | 10.4102/satnt.v35i1.1304 | |
| Source | Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie; Vol 35, No 1 (2016); 6 bladsye Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie; Vol 35, No 1 (2016); 6 bladsye 2222-4173 0254-3486 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1304/3020
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1304/3016
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1304/3017
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1304/3014
|
|
ADVERTISEMENT
