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Original Research
Kernaspekte van ’n model vir skoolsukses in arm gemeenskappe
Koers - Bulletin for Christian Scholarship/Bulletin vir Christelike Wetenskap | Vol 71, No 2-4 | a251 |
DOI: https://doi.org/10.4102/koers.v71i2-4.251
| © 2006 G.D. Kamper
| This work is licensed under CC Attribution 4.0
Submitted: 30 July 2006 | Published: 30 July 2006
Submitted: 30 July 2006 | Published: 30 July 2006
About the author(s)
G.D. Kamper, Departement Opvoedkundestudies, Universiteit van Suid-Afrika, Pretoria, South AfricaFull Text:
PDF (173KB)Abstract
Key aspects of a model for school success in poor communities
Some schools in impoverished communities are effective and successful in the face of the most difficult socio-economic circumstances and challenges. This phenomenon was investigated in a research project which had three phases. The first entailed a literature survey, culminating in a taxonomy of determinants of school success. The second phase consisted of the application of the taxonomy in field work in selected successful schools in impoverished communities. The third phase comprised interpretation of theoretical and empirical data, culminating in a model which depicts partnership as the central factor in all values and mechanisms pertaining to a successful school in an impoverished community. The model’s potential value is indicated, inter alia in guiding schools in impoverished communities towards meaningful self-assessment and change.
Some schools in impoverished communities are effective and successful in the face of the most difficult socio-economic circumstances and challenges. This phenomenon was investigated in a research project which had three phases. The first entailed a literature survey, culminating in a taxonomy of determinants of school success. The second phase consisted of the application of the taxonomy in field work in selected successful schools in impoverished communities. The third phase comprised interpretation of theoretical and empirical data, culminating in a model which depicts partnership as the central factor in all values and mechanisms pertaining to a successful school in an impoverished community. The model’s potential value is indicated, inter alia in guiding schools in impoverished communities towards meaningful self-assessment and change.
Keywords
Poverty; School Effectiveness; School Leadership; School Management; School Success
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