Profile of South African secondary-school teachers’ teaching quality: evaluation of teaching practices using an observation instrument

References

• Anderson, K. M. 2007. “Tips for Teaching: Differentiating Instruction to Include All Students.” Preventing School Failure 51 (3): 49–53.
   Google Scholar
• Armstrong, P. 2009. “Teacher Pay in South Africa: How Attractive is the Teaching Profession?” Stellenbosch Economic Working Papers: 04/09. Accessed March 10, 2016. http://www.ekon.sun.ac.za/wpapers/2009/wp042009/wp-04-2009.pdf
   Google Scholar
• Ausubel, D. 1978. “In Defense of Advance Organizers: A Reply to the Critics.” Review of Educational Research 48: 251–257.10.3102/00346543048002251
   Web of Science ®Google Scholar
• Bloch, G. 2011. “Fixing Foundation at Schools.” Accessed June 26, 2015. http://www.graemebloch
   Google Scholar
• Borkowski, J., M. Carr, and M. Pressley. 1987. ““Spontaneous” Strategy Use: Perspectives from Metacognitive Theory.” Intelligence 11: 61–75.10.1016/0160-2896(87)90027-4
   Web of Science ®Google Scholar
• Centre for Development and Enterprise (CDE). 2015. “Teachers in South Africa. Supply and Demand 2013–2025.” Executive summary 2015. Accessed February 29, 2016. http://www.cde.org.za/wp-content/uploads/2015/03/Final-Revised-ES-TeacherSupplyandDemand2025.pdf
   Google Scholar
• Chisholm, L. 2000. “A South African Curriculum for the 21st Century: Report of the Review Committee on Curriculum 2005.” Accessed June 18, 2015. http://www.polity.org.za/polity/govdocs/reports/education/curric2005/curric2005.htm
   Google Scholar
• Cicchetti, D. V., and S. S. Sparrow. 1981. “Developing Criteria for Establishing Inter-Rater Reliability of Specific Items: Applications to Assessment of Adaptive Behaviour.” American Journal of Mental Deficiency 86: 127–137.
   PubMedGoogle Scholar
• Coe, R., C. Aloisi, S. Higgins, and L. Elliot Major. 2014. “What Makes Great Teaching? Review of the Underpinning Research.” Accessed June 26, 2015. http://www.suttontrust.com/wp-content/uploads/2014/10/What-Makes-Great-Teaching-REPORT.pdf
   Google Scholar
• Cohen, J., E. M. McCabe, N. M. Michelli, and T. Pickeral. 2009. “School Climate: Research, Policy, Teacher Education and Practice.” Teachers College Record 111 (1): 180–213.
   Web of Science ®Google Scholar
• Danielson, C. 2013. “The Framework for Teaching. Evaluation Instrument.” Accessed July 6, 2015. http://www.teachscape.com/frameworkforteaching/home
   Google Scholar
• De Jager, T. 2013. “Guidelines to Assist the Implementation of Differentiated Learning Activities in South African Secondary Schools.” International Journal of Inclusive Education 17 (1): 80–94.10.1080/13603116.2011.580465
   Web of Science ®Google Scholar
• De Jager, T. 2015. “Student-Teacher Training in the Creation of Differentiated Learning Activities.” Proceedings of the Sixth Annual Teaching Practice/Didactics Symposium, 12–25, Van Der Bilj Park, South Africa, October 26–29.
   Google Scholar
• Downer, J. T., S. E. Rimm-Kaufman, and R. C. Pianta. 2007. “How Do Classroom Conditions and Children’s Risk for School Problems Contribute to Children’s Academic Engagement in Learning?” School Psychology Review 36: 413–432.
   Web of Science ®Google Scholar
• Ercan, E. 2012. “Activating Primary School Learners: Sustainability Education in South Africa.” Accessed June 29, 2015. http://www.lumes.lu.se/database/alumni/10.12/Thesis/Ercan_Ezgi_2012005.pdf
   Google Scholar
• Felder, R. M., and L. K. Silverman. 1988. “Learning and Teaching Styles in Engineering Education.” Journal of Engineering Education 78 (7): 674–681.
   Web of Science ®Google Scholar
• Fenstermacher, G. D., and V. Richardson. 2005. “On Making Determinations of Quality in Teaching.” Teachers College Record 107 (1): 186–213.10.1111/tcre.2005.107.issue-1
   Web of Science ®Google Scholar
• Gagne, R., L. Briggs, and W. Wager. 1992. Principles of Instructional Design. 4th ed. Fort Worth, TX: HBJ College Publishers.
   Google Scholar
• Harrell, P., A. Leavell, F. Van Tassel, and K. McKee. 2004. “No Teacher Left behind: Results of a Five-Year Study of Teacher Attrition.” Action in Teacher Education 26: 47–59.10.1080/01626620.2004.10463323
   Google Scholar
• Haynes, N. M., C. Emmons, and M. Ben-Avie. 1997. “School Climate as a Factor in Student Adjustment and Achievement.” Journal of Psychology and Educational Consultation 8 (3): 321–329.10.1207/s1532768xjepc0803_4
   Web of Science ®Google Scholar
• Higgs, P., and B. Van Wyk. 2007. “Lifelong Learning Revisited: An African Educational Discourse.” Education as Change 11 (1): 111–123.10.1080/16823200709487155
   Web of Science ®Google Scholar
• Huang, C. 2010. “Mean-Level Change in Self-Esteem from Childhood through Adulthood: Meta-Analysis of Longitudinal Studies.” Review of General Psychology 14: 251–260.10.1037/a0020543
   Web of Science ®Google Scholar
• Ingvarson, L., and K. Rowe 2007. “Conceptualising and Evaluating Teacher Quality: Substantive and Methodological Issues.” Accessed June 28, 2015. http://research.acer.edu.au/learning_processes/8
   Google Scholar
• Kohl, S. 2013. “Modeling Positive Behaviour in the Classroom.” National Education Association. NEA Reviews of the research on best practices in education. Accessed July 13, 2015. http://www.nea.org/tools/52062.htm
   Google Scholar
• Kunter, M., J. Baumert, and O. Köller. 2007. “Effective Classroom Management and the Development of Subject-Related Interest.” Learning and Instruction 17 (5): 494–509.10.1016/j.learninstruc.2007.09.002
   Web of Science ®Google Scholar
• Kyriacou, C., and M. Wilkins. 1993. “The Impact of the National Curriculum on Teaching-Methods at a Secondary-School.” Educational Research 3 (35): 270–276.
   Web of Science ®Google Scholar
• Lawack, J. 2009. “OBE Won’t Be Missed When It’s Phased out of Schools.” The Herald, November 30: 7.
   Google Scholar
• Lawrence-Brown, D. 2004. “Differentiated Instruction: Inclusive Strategies for Standards- Based Learning That Benefits the Whole Class.” American Secondary Education 32 (3): 34–62.
   Google Scholar
• Lekgoathi, S. P. 2010. “The History Workshop, Teacher Development and Outcomes-Based Education over the past Seven Years.” African Studies 69 (1): 103–123.10.1080/00020181003647223
   Web of Science ®Google Scholar
• Maulana, R., M. Helms-Lorenz, and W. J. C. M. Van de Grift. 2014. “Development and Evaluation of a Questionnaire Measuring Pre-Service Teachers’ Teaching Behaviour: A Rasch Modelling Approach.” School Effectiveness and School Improvement 26 (2): 1–26.
   Web of Science ®Google Scholar
• Montague, M., and S. Dietz. 2009. “Evaluating the Evidence Base for Cognitive Strategy Instruction and Mathematical Problem Solving.” Exceptional Children 75: 285–302.10.1177/001440290907500302
   Web of Science ®Google Scholar
• Mouton, N., G. P. Louw, and G. L. Strydom. 2012. “A Historical Analysis of the Post-Apartheid Dispensation Education in South Africa (1994–2011).” International Business & Economics Research Journal 11 (11): 1210–1211.
   Google Scholar
• Msila, V. 2007. “From Apartheid Education to the Revised National Curriculum Statement: Pedagogy for Identity Formation and Nation Building in South Africa.” Nordic Journal of African Studies 16 (2): 146–160.
   Google Scholar
• Murray, C. 2002. “Supportive Teacher-Student Relationships: Promoting the Social and Emotional Health of Early Adolescents with High Incidence Disabilities.” Childhood Education 78 (5): 285–290.10.1080/00094056.2002.10522743
   Google Scholar
• Perkins, D. N., and R. Simmons. 1988. “Patterns of Misunderstanding: An Integrative Model for Science, Math, and Programming.” Review of Educational Research 58 (3): 303–326.10.3102/00346543058003303
   Web of Science ®Google Scholar
• Pianta, R. C., and B. K. Hamre. 2009. “Classroom Processes and Positive Youth Development: Conceptualizing, Measuring, and Improving the Capacity of Interactions between Teachers and Students.” New Directions for Youth Development 121: 33–46.10.1002/yd.v2009:121
   PubMedGoogle Scholar
• Pressley, M., V. Woloshyn, L. M. Lysynchuk, V. Martin, E. Wood, and T. Willoughby. 1990. “The Primer of Research on Cognitive Strategy Instruction: The Important Issues and How to Address Them.” Educational Psychology Review 2: 1–58.10.1007/BF01323528
   Web of Science ®Google Scholar
• Ramsey, G. 2000. “Quality Matters – Revitalising Teaching: Critical times, Critical Choices.” Report of the Review of Teacher Education. Sydney, NSW: New South Wales Department of Education and Training. Accessed June 29, 2015. http://trove.nla.gov.au/work/153117488?qandversionId=166871825
   Google Scholar
• Reddy, V., C. H. Prinsloo, T. Netshitangani, R. Moletsane, A. Juan, and D. Janse van Rensburg. 2010. “ResearchGate. An Investigation into Educator Leave in the South African Ordinary Public Schooling System.” Accessed June 17, 2015. http://publication/265486386_An_investigation_into_educator_leave_in_the_South_African_ordinary_public_schooling_system
   Google Scholar
• Roberts, M. J., and G. Erdos. 1993. “Strategy Selection and Metacognition.” Educational Psychology 13: 259–266.10.1080/0144341930130304
   Google Scholar
• Rock, M., M. Gregg, E. Ellis, and R. A. Gable. 2008. “Reach: A Framework for Differentiating Classroom Instruction.” Preventing School Failure 52 (2): 31–47.10.3200/PSFL.52.2.31-47
   Google Scholar
• Seidel, T., and R. Shavelson. 2007. “Teaching Effectiveness Research in the past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results.” Review of Educational Research 77 (4): 454–499.10.3102/0034654307310317
   Web of Science ®Google Scholar
• South Africa, Department of Basic Education. 2013. “Curriculum Assessment Policy Statements (CAPS).” Accessed July 6, 2015.
   Google Scholar
• Spaull, N. 2013. “Poverty & Privilege: Primary School Inequality in South Africa.” International Journal of Educational Development 33: 436–447.10.1016/j.ijedudev.2012.09.009
   Web of Science ®Google Scholar
• Todd, A., and M. Mason. 2005. “Enhancing Learning in South African Schools: Strategies beyond Outcomes-Based Education.” International Journal of Educational Development 25 (3): 221–235.10.1016/j.ijedudev.2004.08.003
   Web of Science ®Google Scholar
• Tomlinson, C. A. 2005. “Grading and Differentiation: Paradox or Good Practice?” Theory into Practice 44 (3): 262–269.10.1207/s15430421tip4403_11
   Web of Science ®Google Scholar
• UNESCO. 2000. “The Dakar Framework for Action.” Accessed June 16, 2015. http://www.unesco.at/bildung/basisokumente/dakar_aktionsplan.pdf
   Google Scholar
• UNESCO. 2005. “EFA Global Monitoring Report.” Education for All. the Quality Imperative. Accessed June 17, 2015. http://unesdoc.unesco.org/images/0013/001373/137333e.pdf
   Google Scholar
• Van de Grift, W. J. C. M. 2007. “Quality of Teaching in Four European Countries: A Review of the Literature and Application of an Assessment Instrument.” Educational Research 49 (2): 127–152.10.1080/00131880701369651
   Web of Science ®Google Scholar
• Vandeyar, S., and R. Killen. 2007. “Educators’ Conceptions and Practice of Classroom Assessment in Post-Apartheid South Africa.” South African Journal of Education 27 (1): 101–115.
   Web of Science ®Google Scholar
• Wang, M. C., G. D. Haertel, and H. J. Walberg. 1993. “Toward a Knowledge Base for School Learning.” Review of Educational Research 63 (3): 249–294.10.3102/00346543063003249
   Web of Science ®Google Scholar
• Zammit, K., C. Sinclair, B. Cole, M. Singh, D. Costley, L. Brown a’ Court, and K. Rushto. 2007. “Teaching and Leading for Quality Australian Schools.” A Review and Synthesis of Research-Based Knowledge. Accessed June 17, 2105. http://www.aitsl.edu.au/docs/default-source/default-document-library/teaching_and_leading_for_quality_australian_schools
   Google Scholar