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ERIC Number: EJ1228980
Record Type: Journal
Publication Date: 2019-Aug
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0256-0100
Identifying Mechanisms of Change in the Early Grade Reading Study in South Africa
Fleisch, Brahm; Dixon, Kerryn
South African Journal of Education, v39 n3 Article 1696 Aug 2019
The Grade 2 learner results of the Early Grade Reading Study (EGRS) randomised control trial (RCT) in the North West province showed that the structured pedagogic intervention model that included instructional coaching, lesson plans, and quality learning materials was more cost-effective than a similar intervention model that excluded coaching. These results are read against the growing body of literature that questions the value of RCTs in identifying mechanisms of change. For this reason, two small-scale qualitative case studies were undertaken to identify the difficulty in detecting workings of classroom practice that RCTs cannot show. Three mechanisms of change: the organisation of space, time, and implementation of routines drawn from the work of Foucault, were analysed to interpret observed changes to teacher practice and some of the weaknesses in the EGRS programme.
Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Grade 2; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa