Exploring Non-payment of School Fees in a Culturally Diverse Ex-Model C High School in Gauteng Province

2012 ◽  
Vol 32 (2) ◽  
pp. 165-171
Author(s):  
Mabatho Sedibe ◽  
Elizabeth Manchidi
Keyword(s):  
High School ◽  
Culturally Diverse ◽  
Gauteng Province ◽  
Model C

School Libraries Are a Must in Every Learning Environment

2019 ◽  
pp. 297-312 ◽  
Author(s):  
Beatrice Ngulube
Keyword(s):  
High School ◽  
High Schools ◽  
Academic Success ◽  
School Library ◽  
School Libraries ◽  
Primary Data ◽  
Gauteng Province ◽  
Multiple Case ◽  
School Careers ◽  
Model C

Despite the fact that South Africa has been a democracy for 23 years and the efforts made to improve the education landscape, there is still a crisis in the high school library system. This affects the school careers of learners and their lifelong-learning opportunities. The lack and loss of school libraries, as resources for education, deprive learners of their right to a school library and a place to grow mentally and academically. This chapter advocates for libraries in high schools. The study adopted a qualitative approach where primary data was collected through a multiple case study, using in-depth interviews at three schools in the Gauteng Province. School A was a rural high school; school B was a former model-C high school; and school C a township high school. The key findings underscore the importance of libraries in the academic success of learners. Recommendations are made on how advocacy for libraries in high schools could be re-directed.

A Pre-college Program for Culturally Diverse High School Students

2003 ◽  
Vol 28 (3) ◽  
pp. 107-110 ◽  
Author(s):  
Stephanie Stewart ◽  
Rebecca Cleveland
Keyword(s):  
High School ◽  
High School Students ◽  
Culturally Diverse ◽  
School Students

scholarly journals Negotiating the Cultural Terrain in Transforming Classrooms—The LEAP MODEL

2021 ◽  
Vol 14 (3) ◽  
pp. 51
Author(s):  
Lifeas Kudakwashe Kapofu
Keyword(s):  
High School ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Culturally Diverse ◽  
Teacher Practices ◽  
Responsive Teaching ◽  
Learning Tool ◽  
Negative Experiences ◽  
Limited Knowledge

This study recentres the sociocultural in culturally transforming pedagogic settings whilst foregrounding culturally responsive teaching (CRT). Through a protracted anthropological excavation, teachers’ experiences in a culturally diverse integrated high school were explored and interpreted vis-à-vis tenets and precepts of CRT. Findings from observation and interviews indicate that the pedagogic settings as structured by the teachers were not attendant to the aspirations of CRT and teacher practices were not reflective of dispositions of CRT. Teachers professed negative experiences of the pedagogic setting, demonstrated and professed limited knowledge of the cultural being of their learners. The findings highlighted the need for micro-context cultural excavations to remedy socioculturally detached teaching. Cognisant of the emergent need for a learning tool, the LEAP model is proposed premised on centering the humanistic world of the learners and the inherent currency in their culture for progressive teaching and learning engagements.

Many lessons from a school: What classroom discourse analysis reveals

2010 ◽  
Vol 44 (1) ◽  
pp. 55-63 ◽  
Author(s):  
Jane Zuengler
Keyword(s):  
High School ◽  
Discourse Analysis ◽  
Low Income ◽  
Classroom Discourse ◽  
Culturally Diverse ◽  
Research Study ◽  
Research Process ◽  
Theoretical Frameworks ◽  
Student Body ◽  
Classroom Discourse Analysis

In my talk, I foreground what I and my colleagues have learned about discourse in the numerous classrooms we observed in a four-year research study at an urban high school. While Jefferson High had a student body that was linguistically and culturally diverse, it was homogeneous socioeconomically, being labeled ‘low income’. Some of the research I address reveals how the classroom discourse both co-constructed and was influenced by these phenomena. Additionally, my survey of the research reveals that theoretical frameworks shape the research process and, ultimately, what we learn about classroom discourse.

Project ASPIRE: An Interactive, Multimedia Smoking Prevention and Cessation Curriculum for Culturally Diverse High School Students

2010 ◽  
Vol 45 (6) ◽  
pp. 983-1006 ◽  
Author(s):  
Alexander V. Prokhorov ◽  
Steven H. Kelder ◽  
Ross Shegog ◽  
Jennifer L. Conroy ◽  
Nancy Murray ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Culturally Diverse ◽  
Interactive Multimedia ◽  
Smoking Prevention ◽  
School Students
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