Learner performance disparities between former white and former black schools in Gauteng Province of South Africa after more than a decade of democracy.
A Five-pillar conceptual framework -good social environment, focused instruction, well-trained and regularly supervised teachers, family background and language of learning and teaching- is used in this dissertation as a theoretical construct through which to make sense of persistent learner perform...
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| Format: | Others |
| Language: | en |
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2011
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| Online Access: | http://hdl.handle.net/10539/9829 |