Original Research

Locating the difference: A comparison of pedagogic strategies in high and low performing schools

Kaylianne Rialda Aploon-Zokufa
South African Journal of Childhood Education | Vol 3, No 2 | a44 | DOI: https://doi.org/10.4102/sajce.v3i2.44 | © 2013 Kaylianne Rialda Aploon-Zokufa | This work is licensed under CC Attribution 4.0
Submitted: 08 May 2014 | Published: 30 December 2013

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Kaylianne Rialda Aploon-Zokufa, University of Cape Town, South Africa

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Abstract

A number of research studies have suggested that specific pedagogic strategies can have a positive impact on learning, and in turn, have a positive impact on school performance, in particular for children being schooled in disadvantaged contexts. This analysis describes and measures how four of these pedagogic strategies identified in research – the pacing of a lesson, the sequence and coherence of a lesson, cognitive demand and the nature of feedback within a lesson – are displayed in higher and lower performing schools located in lower-income communities in the Western Cape. The analysis forms part of a broader research project, SPADE (Schools Performing Above Demographic Expectation), and is based on fifteen video-recorded Grade 3 numeracy lessons. The analysis suggests a relationship between specific pedagogic strategies and higher performance for individual learners and for schools. The analysis also identifies further effective pedagogic strategies in higher performing schools in lower-income communities.

Keywords

pedagogy, numeracy, comparative research studies, teaching strategies, variation in learner and school achievement, primary education

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