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The pedagogy of large classes : challenging the "large class equals gutter education" myth
Includes bibliography.
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| Main Author: | |
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| Other Authors: | |
| Format: | Thesis |
| Language: | English |
| Published: |
School of Education
2016
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| _version_ | 1867613275864170496 |
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| access_status_str | Open Access |
| author | Maged, Shireen |
| author2 | Flanagan, Wendy |
| author_browse | Flanagan, Wendy Maged, Shireen |
| author_facet | Flanagan, Wendy Maged, Shireen |
| author_sort | Maged, Shireen |
| collection | Thesis |
| description | Includes bibliography. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/16133 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:33:33.643Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2016 |
| publishDateRange | 2016 |
| publishDateSort | 2016 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/16133 The pedagogy of large classes : challenging the "large class equals gutter education" myth Maged, Shireen Flanagan, Wendy Primary Education Class size Educational change - South Africa Includes bibliography. The study takes the work of three teachers to examine whether the popular belief of "small is better" is substantiated in the practice of these teachers. The study observes and analyses the classroom instruction of each of these teachers in a small class as well as in a large class. The observation is done with the use of an observation schedule, and the analysis of data is done within a Vygotskian framework. The study shows that the pedagogy and the teaching style of the three teachers does not change when they teach differently sized classes. In other words, their classroom practice is the same for both the small and large classes. The study further shows that the pedagogy of the teacher determines the effectiveness or quality of instruction, and that class size does not impact, either positively (in the case of the small class) or negatively (in the case of a large class) on the effectiveness or quality of instruction. 2016-01-02T04:51:08Z 2016-01-02T04:51:08Z 1997 Master Thesis Masters MEd http://hdl.handle.net/11427/16133 eng application/pdf School of Education Faculty of Humanities University of Cape Town |
| spellingShingle | Primary Education Class size Educational change - South Africa Maged, Shireen The pedagogy of large classes : challenging the "large class equals gutter education" myth |
| thesis_degree_str | Master's |
| title | The pedagogy of large classes : challenging the "large class equals gutter education" myth |
| title_full | The pedagogy of large classes : challenging the "large class equals gutter education" myth |
| title_fullStr | The pedagogy of large classes : challenging the "large class equals gutter education" myth |
| title_full_unstemmed | The pedagogy of large classes : challenging the "large class equals gutter education" myth |
| title_short | The pedagogy of large classes : challenging the "large class equals gutter education" myth |
| title_sort | pedagogy of large classes challenging the large class equals gutter education myth |
| topic | Primary Education Class size Educational change - South Africa |
| url | http://hdl.handle.net/11427/16133 |
| work_keys_str_mv | AT magedshireen thepedagogyoflargeclasseschallengingthelargeclassequalsguttereducationmyth AT magedshireen pedagogyoflargeclasseschallengingthelargeclassequalsguttereducationmyth |