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A sociological analysis of phonics lesson plans across four structured pedagogic programmes in South Africa
Nationally, there has been widespread acceptance that South Africa's schooling system faces a literacy crisis. In response to this, school improvement efforts have taken the form of structured pedagogic programmes – “a triple cocktail” of interventions that offer teacher training, resource provision...
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| Format: | Thesis |
| Language: | English |
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School of Education
2023
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| _version_ | 1867611314295144448 |
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| access_status_str | Open Access |
| author | Boyd, Colleen |
| author2 | Hoadley, Ursula |
| author_browse | Boyd, Colleen Hoadley, Ursula |
| author_facet | Hoadley, Ursula Boyd, Colleen |
| author_sort | Boyd, Colleen |
| collection | Thesis |
| description | Nationally, there has been widespread acceptance that South Africa's schooling system faces a literacy crisis. In response to this, school improvement efforts have taken the form of structured pedagogic programmes – “a triple cocktail” of interventions that offer teacher training, resource provisioning and lesson plans in an attempt to alter teacher's pedagogy and improve learning outcomes. Focusing on lesson plans (also referred to as teacher guides) that attempt to structure phonics pedagogy, this study uses a Bernsteinian framework located in the sociology of education to analyse the various ‘controls' the lesson plans place on pedagogy. It considers how these controls relate to the literature on effective phonics instruction as presented by the International Literacy Association. In addition, the study considers the various controls alongside an analysis of the level of scripting within each case, locating the discussion within current debates on the appropriate degree of scripting in lesson plans. The study finds that there are differences between the lesson plans in terms of the controls offered particularly as these relate to notions of effective phonics instruction and levels of scripting. In conclusion, this research argues for expanded lesson plans that further exteriorise the phonics curriculum by offering more explicit evaluative criteria and increased scripting that further supports teachers in enacting effective, and contextualised, phonics programmes. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/36971 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| 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:11427/36971 A sociological analysis of phonics lesson plans across four structured pedagogic programmes in South Africa Boyd, Colleen Hoadley, Ursula Education Nationally, there has been widespread acceptance that South Africa's schooling system faces a literacy crisis. In response to this, school improvement efforts have taken the form of structured pedagogic programmes – “a triple cocktail” of interventions that offer teacher training, resource provisioning and lesson plans in an attempt to alter teacher's pedagogy and improve learning outcomes. Focusing on lesson plans (also referred to as teacher guides) that attempt to structure phonics pedagogy, this study uses a Bernsteinian framework located in the sociology of education to analyse the various ‘controls' the lesson plans place on pedagogy. It considers how these controls relate to the literature on effective phonics instruction as presented by the International Literacy Association. In addition, the study considers the various controls alongside an analysis of the level of scripting within each case, locating the discussion within current debates on the appropriate degree of scripting in lesson plans. The study finds that there are differences between the lesson plans in terms of the controls offered particularly as these relate to notions of effective phonics instruction and levels of scripting. In conclusion, this research argues for expanded lesson plans that further exteriorise the phonics curriculum by offering more explicit evaluative criteria and increased scripting that further supports teachers in enacting effective, and contextualised, phonics programmes. 2023-02-22T11:20:18Z 2023-02-22T11:20:18Z 2022 2023-02-20T12:19:20Z Master Thesis Masters MEd http://hdl.handle.net/11427/36971 eng application/pdf School of Education Faculty of Humanities |
| spellingShingle | Education Boyd, Colleen A sociological analysis of phonics lesson plans across four structured pedagogic programmes in South Africa |
| thesis_degree_str | Master's |
| title | A sociological analysis of phonics lesson plans across four structured pedagogic programmes in South Africa |
| title_full | A sociological analysis of phonics lesson plans across four structured pedagogic programmes in South Africa |
| title_fullStr | A sociological analysis of phonics lesson plans across four structured pedagogic programmes in South Africa |
| title_full_unstemmed | A sociological analysis of phonics lesson plans across four structured pedagogic programmes in South Africa |
| title_short | A sociological analysis of phonics lesson plans across four structured pedagogic programmes in South Africa |
| title_sort | sociological analysis of phonics lesson plans across four structured pedagogic programmes in south africa |
| topic | Education |
| url | http://hdl.handle.net/11427/36971 |
| work_keys_str_mv | AT boydcolleen asociologicalanalysisofphonicslessonplansacrossfourstructuredpedagogicprogrammesinsouthafrica AT boydcolleen sociologicalanalysisofphonicslessonplansacrossfourstructuredpedagogicprogrammesinsouthafrica |