An assessment of curriculum management practices of an academically well performing school and an academically poorly performing school in the Butterwort district of the Eastern Cape Province

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dc.contributor.authorNtshwanti, Zandisile Christopher
dc.date.accessioned2025-03-17T13:40:19Z
dc.date.available2025-03-17T13:40:19Z
dc.date.issued2011-01
dc.descriptionMasters Theses
dc.description.abstractSchool performance has been the focus of concern around the world. In South Africa schools are ranked according to the Matric results they produce in the annual league of tables. Why some schools perform well and others poorly, when measured by the learner performance criteria, is a question that has preoccupied researchers in the fields of school effectiveness and school improvement for a long time. Whereas the former research field has developed a model that seeks to explain how schooling input and processes interact to produce learning outcomes, the latter has focused on the process, the black box, of schooling
dc.identifier.citationNtshwanti,Z.C.(2011).An assessment of curriculum management practices of an academically well performing school and an academically poorly performing school in the Butterwort district of the Eastern Cape Province.Alice.University of Fort Hare.
dc.identifier.urihttp://hdl.handle.net/20.500.11837/2721
dc.language.isoen
dc.publisherUniversity of Fort Hare
dc.relation.ispartofseriesN/A; N/A
dc.subjectSOCIAL SCIENCES::Social sciences::Education
dc.titleAn assessment of curriculum management practices of an academically well performing school and an academically poorly performing school in the Butterwort district of the Eastern Cape Province
dc.title.alternativeN/A

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