Abstract
The focus of this chapter is on the opportunities learners are given to actively learn through engaging with appropriate written work. Our assumption is that the quantity and quality of written work and teacher feedback evident in learner books is a key visible indicator of opportunity to learn. Consequently, our study over the last ten years in functioning township primary schools, is based on empirical data derived from Grades 1 to 7 learner book analyses in which all the writing of selected learners in workbooks, exercise books, notebooks and tests was analysed for a school year. Current analysis indicates that over a full year, the total amount of written work set by the teacher is close to the quantity norms set by the department. However, there is an imbalance in time allocated to curriculum topics; the writing tasks are characterized by being of low cognitive demand; feedback from teachers to help with learning is minimal; and there is little accountability for teachers when insufficient work is done. We argue that these inequalities in opportunity are primarily a consequence of the didactical contracts constructed by teachers, learners, parents and community, rather than specific factors.
keywords*Writing, Mathematics, Learner work, Didactical contract, Feedback, Accountability
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Brousseau, G., Sarrazy, B., & Novotná, J. (2014). Didactic contract in mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 153–159). Dordrecht: Springer Netherlands.
City, E. A., Elmore, R. F., Fiarman, S. E., & Teitel, L. (2009). Instructional rounds in education: A network approach to improving teaching and learning. Cambridge, MA: Harvard Educational Press.
Dechaismartin, T. (2013). Writing matters: The neglect of writing in South African schools. In N. Taylor, S. Van der Berg, & T. Mabogoane (Eds.), Creating effective schools: Report of South African’s National Effectiveness Study. Cape Town: Pearson.
Department of Basic Education. (2014). Circular S5 of 2014. Utilisation of Grade R- 9 workbooks for the academic year 2014. Pretoria.
Doyle, W., & Carter, K. (1984). Academic tasks in classrooms. Curriculum Inquiry, 14(2), 129–49.
Gates, M. F. (2010). Education reform, one classroom at a time. The Washington Post, Friday, Feb 19. Available at http://www.washingtonpost.com/wp-dyn/content/article/2010/02/18/AR2010021802919.html. Accessed 20 Oct 2017.
Goldhaber, D., & Anthony, E. (2007). Can teacher quality be effectively assessed? National Board Certification as a signal of effective teaching. The Review of Economics and Statistics, 89(1), 134–150. https://doi.org/10.1162/rest.89.1.134
Hanushek, E. A., & Woessmann, L. (2007). The role of education quality for economic growth. SSRN Scholarly Paper ID 960379. Rochester: Social Science Research Network.
Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement (1st ed.). London: Routledge.
Hoadley, U. (2012). What do we know about teaching and learning in South African primary schools? Education as Change, 16(2), 187–202. https://doi.org/10.1080/16823206.2012.745725
Hoadley, U., & Galant, J. (2016). An analysis of the grade 3 department of Basic Education workbooks as curriculum tools. South African Journal of Childhood Education, 6(1), 1–12. https://doi.org/10.4102/sajce.v6i1.400
Hobden, P. (1998). The role of routine problem tasks in science teaching. International Handbook of Science Education, 1, 219–231.
Ing, M., Webb, N. M., Franke, M. L., Turrou, A. C., Wong, J., Shin, N., & Fernandez, C. H. (2015). Student participation in elementary mathematics classrooms: The missing link between teacher practices and student achievement? Educational Studies in Mathematics, 90(3), 341–356. https://doi.org/10.1007/s10649-015-9625-z
Israel, M. (2018). Teachers observing teachers: A professional development tool for every school. http://www.educationworld.com/a_admin/admin/admin297.shtml
Jita, L. C., & Mokhele, M. L. (2014). When teacher clusters work: Selected experiences of South African teachers with the cluster approach to professional development. South African Journal of Education, 34(2), 01–15.
Kilpatrick, J., Swafford, J., & Findell, B. (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academies Press.
Langer, J. A., & Applebee, A. N. (1987). How writing shapes thinking: A study of teaching and learning. NCTE Research Report No. 22. National Council of Teachers of English, Urbana.
Peske, H. G., & Haycock, K. (2006). Teaching inequality: How poor and minority students are shortchanged on teacher quality: A report and recommendations by the Education Trust. Washington, DC: Education Trust.
Schubauer-Leoni, M. L., & Grossen, M. (1993). Negotiating the meaning of questions in didactic and experimental contracts. European Journal of Psychology of Education, 8(4), 451–471. https://doi.org/10.1007/BF03172700
Stols, G. (2013). An investigation into the opportunity to learn that is available to Grade 12 mathematics learners. South African Journal of Education, 33(1), 1–18.
Taylor, N. (2011). The National School Effectiveness Study (NSES): Summary for the synthesis report. Johannesburg: JET Education Services.
Taylor, N. (2014). NEEDU National Report 2013: Teaching and learning in rural primary schools. Pretoria: Government Printer.
Taylor, N., & Reddi, B. (2012). Writing and learning mathematics. In N. Taylor, S. Van der Berg, & T. Mabogoane (Eds.), Creating effective schools: Report of South African’s National Effectiveness Study. Cape Town: Pearson.
Van Gog, T., Ericsson, K. A., Rikers, R. M. J. P., & Paas, F. (2005). Instructional design for advanced learners: Establishing connections between the theoretical frameworks of cognitive load and deliberate practice. Educational Technology Research and Development, 53(3), 73–81. https://doi.org/10.1007/BF02504799
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Hobden, P., Hobden, S. (2019). Learner’s Written Work: An Overview of Quality, Quantity and Focus in South African Primary Schools. In: Spaull, N., Jansen, J. (eds) South African Schooling: The Enigma of Inequality. Policy Implications of Research in Education, vol 10. Springer, Cham. https://doi.org/10.1007/978-3-030-18811-5_11
Download citation
DOI: https://doi.org/10.1007/978-3-030-18811-5_11
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-18810-8
Online ISBN: 978-3-030-18811-5
eBook Packages: EducationEducation (R0)