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Deconstructing the Capacity for Quality Deconstructing the Capacity for Quality Instruction in Science, Mathematics and Instruction in Science, Mathematics and Language Teaching and Learning in a Language Teaching and Learning in a

Primary SchoolPrimary School

16 November 200616 November 2006Makerere University, UgandaMakerere University, Uganda

Promoting A Self-Reliant Approach To Basic Education Promoting A Self-Reliant Approach To Basic Education Development in Africa ProgrammeDevelopment in Africa Programme

Loyiso C. Jita Loyiso C. Jita loyiso.jita@up.ac.zaloyiso.jita@up.ac.zaMatseliso L. Mokhele Matseliso L. Mokhele lineomats@yahoo.comlineomats@yahoo.com

University of Pretoria, South AfricaUniversity of Pretoria, South Africa

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Brief Recap of the South African ProjectBrief Recap of the South African ProjectMain Research QuestionsMain Research Questions

Approaches and FrameworksApproaches and Frameworks

Feedback on Progress to dateFeedback on Progress to date

Future Plans and Way ForwardFuture Plans and Way Forward

Discussion of some findingsDiscussion of some findings““Deconstructing the Capacity for Quality Instruction”Deconstructing the Capacity for Quality Instruction”

PRESENTATION OUTLINEPRESENTATION OUTLINE

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Phase 1 (2005/2006):Phase 1 (2005/2006):

Phase 2 (2006/2007):Phase 2 (2006/2007):

Phase 3 (2006/2007):Phase 3 (2006/2007):

• Pilot phasePilot phase (2 schools): (2 schools): develop develop andand refine the refine the instruments & techniques & data analysis approachesinstruments & techniques & data analysis approaches..

• Thorough discourseThorough discourse and and training training onon instruments instruments & & methods. Identify methods. Identify collaborators & research studentscollaborators & research students..

• Schools Workshop I: Identify schools/launch researchSchools Workshop I: Identify schools/launch research

• Full StudyFull Study (additional 2 schools) (additional 2 schools)• Focus of Investigation: Research Question 1, 2 (limited Focus of Investigation: Research Question 1, 2 (limited

extent), 3 & 4.extent), 3 & 4.• School’s Workshop II (Feedback & Discussion of School’s Workshop II (Feedback & Discussion of

Findings)Findings)

• Full StudyFull Study (continued…add 2 more schools) (continued…add 2 more schools)• Focus of Investigation: Research Question 2 & 5.Focus of Investigation: Research Question 2 & 5.• Continue exploration of longitudinal aspects (how Continue exploration of longitudinal aspects (how

capacity changes over time; how it is lost, maintained capacity changes over time; how it is lost, maintained and/or replenished over time).and/or replenished over time).

• School’s Workshop III (Discussion of Final Report)School’s Workshop III (Discussion of Final Report)

Feedback on Progress to date…Feedback on Progress to date…Organizational Structure:Organizational Structure:

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STATEMENT OF THE STATEMENT OF THE PROBLEM:PROBLEM:

What makes two schools, with What makes two schools, with similar sets of resources, offer similar sets of resources, offer

instruction of radically different instruction of radically different qualities and/or to have markedly qualities and/or to have markedly

different student achievement levels?different student achievement levels?

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Research QuestionsResearch QuestionsResearch QuestionResearch Question Data SourceData Source Sub-QuestionSub-Question

1. How do the schools 1. How do the schools define and construct define and construct their capacity for their capacity for instruction in instruction in different subjects?different subjects?

Teachers & Teachers & TeachingTeaching

Who are the teachers & what resources do they Who are the teachers & what resources do they bring into the school’s construction of capacity? bring into the school’s construction of capacity? What kinds of teaching practices define What kinds of teaching practices define aa school’s capacity for instruction in school’s capacity for instruction in Science/Science/MathsMaths/English/English? And Why? And Why??

Learners & Learners & LearningLearning

Who are the learners & what resources do they Who are the learners & what resources do they bring into the school? How do the students bring into the school? How do the students in ain a school learn school learn Science/Science/MathsMaths/English/English??

Curriculum & Curriculum & PhysicalPhysical

ResourcesResources

What does the enacted curriculum look like? What does the enacted curriculum look like? And Why? How is And Why? How is Science/Science/MathsMaths/English/English defined in defined in thethe school and/or in the various school and/or in the various classrooms? What kinds of material/physical classrooms? What kinds of material/physical resources exist for resources exist for Science/Science/MathsMaths/English /English teaching and learning? How are they used to teaching and learning? How are they used to develop the schools’ capacity for instruction? develop the schools’ capacity for instruction? And Why?And Why?

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Research Questions…Research Questions…

Research QuestionResearch Question Data SourceData Source Sub-QuestionSub-Question

Organization & Organization & Leadership for Leadership for InstructionInstruction

Who are the leaders Who are the leaders and and What kinds of activities What kinds of activities are they involved in? What are the structures are they involved in? What are the structures && patterns patterns for Science/Maths/English for Science/Maths/English at at tthhee school? school? How are they constructed to develop capacity of How are they constructed to develop capacity of the school the school inin ( (Subject XSubject X)?)?

Institutional Institutional CultureCulture

What is the school’s culture(s) with respect to What is the school’s culture(s) with respect to Science/Maths/EnglishScience/Maths/English??

2. How does the 2. How does the construction construction andand definition of definition of the the capacity for capacity for instruction in (instruction in (Subject Subject XX) ) vary over timevary over time? ? i.e. How is this i.e. How is this capacity maintained, capacity maintained, replenished and/or replenished and/or lost over time?lost over time?

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Research Questions…Research Questions…

Research QuestionResearch Question Data SourceData Source Sub-QuestionSub-Question

3. What are the3. What are the variations in this variations in this capacity by subject area capacity by subject area (English versus Maths)?(English versus Maths)? and by school and by school (high, (high, medium and low medium and low performing)?performing)?

4. What factors affect the school’s 4. What factors affect the school’s ability to ability to organize and organize and utilizeutilize its capacity for its capacity for instruction in (Maths)?instruction in (Maths)?

5. What policy responses would 5. What policy responses would maximize the development maximize the development and utilization of and utilization of instructional capacity in the instructional capacity in the various subject areas various subject areas (English & Maths) & (English & Maths) & schools?schools?

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Effective Schools Research (ESR)Effective Schools Research (ESR)

School Improvement Research (SIR)School Improvement Research (SIR)

Improving Educational Quality (IEQ) ProjectImproving Educational Quality (IEQ) Project

Some Literature ReviewSome Literature Review

3 Major Research Programmes Investigating 3 Major Research Programmes Investigating Quality and Effectiveness in Teaching and Quality and Effectiveness in Teaching and

Learning:Learning:

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CRITIQUE OF THE RESEARCHCRITIQUE OF THE RESEARCH

Plethora of studies (USAID/WB): developing a Plethora of studies (USAID/WB): developing a LIST of school characteristics & teacher LIST of school characteristics & teacher behaviours associated with effective schools.behaviours associated with effective schools.

CapacityCapacity viewed as viewed as deficitdeficit at school level (labs, at school level (labs, textbooks, etc.) or at the level of teachers textbooks, etc.) or at the level of teachers (knowledge, qualifications).(knowledge, qualifications).

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Instructional Capacity FrameworkInstructional Capacity Framework

Instructional Capacity(Multidimensional / Dynamic)

Individual Organizational

Classroom ProcessesSchool-wide Resources

& Arrangements

Materials

Teachers Learners

Leadership

Institutional Culture

Curriculum& PhysicalResources

Parent Community

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Longitudinal Qualitative Study (3-year period) Longitudinal Qualitative Study (3-year period) Selection of School Sites:Selection of School Sites:

6 schools 6 schools Groups of 2 per area (different in terms of Groups of 2 per area (different in terms of

performance & quality of instruction).performance & quality of instruction). Sample CharacteristicsSample Characteristics: mix of s: mix of schools chools originally designed to serve the different originally designed to serve the different population groups in RSA population groups in RSA Special group of 2 rural schools.Special group of 2 rural schools.

Study DesignStudy Design

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Phase 4 (2007/2008):Phase 4 (2007/2008): • Development of a Research Report Development of a Research Report and Several Articles for Publication.and Several Articles for Publication.

• Conference Attendance and Conference Attendance and PresentationPresentation

• Dissemination and Sharing of Dissemination and Sharing of Findings (Policy Briefs; Seminars; Findings (Policy Briefs; Seminars; Newspapers etc.)Newspapers etc.)

Feedback on Progress to date…Feedback on Progress to date…Organizational Structure:Organizational Structure:

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Case Study ApproachCase Study Approach (in-depth analysis of (in-depth analysis of complex issues involved in the construction of complex issues involved in the construction of schools’ capacity). Multiple Case Studies…schools’ capacity). Multiple Case Studies…

Although our Although our unit of analysisunit of analysis: : schoolsschools, the , the research is designed to capture the research is designed to capture the multi-multi-dimensionalitydimensionality of the concept of capacity. of the concept of capacity.

Data Collection Techniques: Data Collection Techniques: Mixed MethodMixed Method (interviews—individual & focus groups, (interviews—individual & focus groups, observations, etc.).observations, etc.).

Deconstructing Capacity for Quality Instruction: Deconstructing Capacity for Quality Instruction:

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BackgroundBackground

Instructional PracticesInstructional PracticesReform practices and strategiesReform practices and strategies

Learner engagementLearner engagementClassroom discourse & Role of the teacherClassroom discourse & Role of the teacher

Conclusions and implications:Conclusions and implications:

The Case of Hillview Primary SchoolThe Case of Hillview Primary School

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BackgroundBackgroundlocated close to SA border with Mozambique and Swazilandlocated close to SA border with Mozambique and Swaziland

Oldest school in the area (Build in the 60s)Oldest school in the area (Build in the 60s) Educated many of the township’s older residents.Educated many of the township’s older residents. learners reside in informal settlements ( mostly immigrants) few learners reside in informal settlements ( mostly immigrants) few

live in the oldest part of the village with grandparentslive in the oldest part of the village with grandparents less than 20% of parents can afford school fees of R80p/y-$12less than 20% of parents can afford school fees of R80p/y-$12 lost a number of students and staff in five year period through lost a number of students and staff in five year period through

the arrangements in the informal settlement and redeployment the arrangements in the informal settlement and redeployment policy:750,697,650, 571,573 in 2002,2003,2004,2005 and 2006. policy:750,697,650, 571,573 in 2002,2003,2004,2005 and 2006. 10 in 20 teachers were lost and 6 replaced.10 in 20 teachers were lost and 6 replaced.

no principal for a few months (leadership uncertain)no principal for a few months (leadership uncertain)

The Case of Hillview Primary SchoolThe Case of Hillview Primary School

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Background and LocationBackground and Location

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Instructional PracticesInstructional PracticesAll teachers were experienced ( 12-22) years.All teachers were experienced ( 12-22) years.Not all of them were certified to teach the subjectsNot all of them were certified to teach the subjects

Reform practices and strategiesReform practices and strategies all teachers engaged reform practices e.g. Relevance to real life , engagement all teachers engaged reform practices e.g. Relevance to real life , engagement

in hands on activities and experiments.in hands on activities and experiments.

Learner engagementLearner engagementEngaged students fully (maths lessons)Engaged students fully (maths lessons)Made efforts, struggled with content knowledge (science lessons)Made efforts, struggled with content knowledge (science lessons)Made efforts, failed to involve 80 % of the learnersMade efforts, failed to involve 80 % of the learners

Classroom discourse & Role of the teacherClassroom discourse & Role of the teacherLearner centered (maths lessons)Learner centered (maths lessons)Teacher talk dominated ( science lessons)Teacher talk dominated ( science lessons)Between the reform oriented maths and non reformed science lessons (English Between the reform oriented maths and non reformed science lessons (English

lessons)lessons)

The Case of Hillview Primary SchoolThe Case of Hillview Primary School

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Conclusion OneConclusion OneA school’s Capacity for Instruction is defined more A school’s Capacity for Instruction is defined more accurately in terms of BOTH the accurately in terms of BOTH the individual and the individual and the organizational resourcesorganizational resources

Implication of the ConclusionImplication of the ConclusionTo construct a school’s Capacity for Instruction, we need To construct a school’s Capacity for Instruction, we need to focus not only on adding individual teachers or other to focus not only on adding individual teachers or other such resources BUT also to focus on institutional culture, such resources BUT also to focus on institutional culture, development practices and the use of such resources in development practices and the use of such resources in each organizational context.each organizational context.

Conclusions and Implications…(1) Conclusions and Implications…(1)

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Conclusion TwoConclusion Two

Resources upon which Instructional Capacity is Resources upon which Instructional Capacity is built are built are variable AND multifacetedvariable AND multifaceted..

Implication of the ConclusionImplication of the Conclusion

To help school’s construct their Capacity for High To help school’s construct their Capacity for High Quality Instruction, we need to do a careful analysis Quality Instruction, we need to do a careful analysis and description of and description of allall the the different kinds of different kinds of resourcesresources a school has access to and not just the a school has access to and not just the monetary or physical resources.monetary or physical resources.

Conclusions and Implications…(2) Conclusions and Implications…(2)

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Conclusion ThreeConclusion ThreeA number of factors – A number of factors – some internal (to the school) some internal (to the school) AND others externalAND others external (from the socio-political- (from the socio-political-economic environment) determine & shape a economic environment) determine & shape a school’s Capacity for Instruction.school’s Capacity for Instruction.

Implication of the ConclusionImplication of the ConclusionSchool districts or regions can help schools build and School districts or regions can help schools build and retain Capacity for Instruction through some retain Capacity for Instruction through some deliberate deliberate centralized and decentralized planningcentralized and decentralized planning. Some . Some interventions, e.g. on post provisioning need to be interventions, e.g. on post provisioning need to be planned centrally for all schools in a area while other planned centrally for all schools in a area while other issues like allocations of subjects to teach still require issues like allocations of subjects to teach still require careful planning at the school level.careful planning at the school level.

Conclusions and Implications…(3) Conclusions and Implications…(3)

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The study contributeThe study contributes tos to a broader understanding of a broader understanding of what what goes into making a school effective & in fostering quality goes into making a school effective & in fostering quality learning in the specific subjectlearning in the specific subject areasareas..

Findings present several Findings present several characterizations of capacitycharacterizations of capacity in in schools & the factors affecting its development & use under schools & the factors affecting its development & use under different conditions.different conditions.

School practitioners & policy-makers School practitioners & policy-makers areare presented with presented with several several modelsmodels of how capacity has been constructed & of how capacity has been constructed & utilized (for better or worse) in the different case study utilized (for better or worse) in the different case study schools, thereby encouraging informed debate & schools, thereby encouraging informed debate & choiceschoices in in the service of school development and reform.the service of school development and reform.

Policy Impact: A Link with Self-Reliance Policy Impact: A Link with Self-Reliance & Sustainability Approaches & Sustainability Approaches