NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ767775
Record Type: Journal
Publication Date: 2007
Pages: 24
Abstractor: Author
Reference Count: 35
ISSN: ISSN-0034-0553
South African Schools that Promote Literacy Learning with Students from Low-Income Communities
Sailors, Misty; Hoffman, James V.; Matthee, Bertus
Reading Research Quarterly, v42 n3 p364-387 Jul-Sep 2007
This interpretive study explored the qualities of six high-performing schools that served low-income South African students. The theoretical framework and methodology derived from research on effective schools conducted, for the most part, in the United States. Data consisted of interviews and classroom observations over the course of two collection phases, focusing on experiences and beliefs held at individual schools. Within a case-study framework, the authors used a constant-comparison approach and cross-case analysis to identify five broad themes associated with these high-performing schools. These schools were safe, orderly, and positive learning environments, were guided by strong leaders and staffed by excellent teachers who had a shared sense of "competence, pride, and purpose" that included high levels of school and community involvement. Not all was perfect in these schools; they struggled with issues of class size, highly qualified replacement teachers, the future of the graduates of their schools, and writing instruction. In spite of these struggles, these schools demonstrated determination, resiliency, and purpose. (Contains 2 tables.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa; United States