Vocal Teachers, Silent Pupils? Life in Botswana Classrooms

Fuller, Bruce; Snyder, Conrad W.

doi:10.1086/447018

Cited by 64 publications

(26 citation statements)

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“…Fuller and Synder (1991), who studied teacher-centered approaches in primary and junior secondary Botswana schools, stated that surprisingly most of the time "… the vast majority of teacher questions are closed-ended, demanding simple recall" (p. 292). This writer thinks that if the teacher is the director in student learning, students may not be involved much in their work, they can depend on the teacher.…”

Section: Discussionmentioning

confidence: 99%

Teachers Self Efficacy: Is Reporting Non-Significant Results Essential?

Moalosi

2013

JIER

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Section: Discussionmentioning

confidence: 99%

Teachers Self Efficacy: Is Reporting Non-Significant Results Essential?

Moalosi

2013

JIER

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“…JSS marks the final three years of Botswana's free ten-year basic education program and the end-point of formal education for most Batswana. Educational research in other historical periods and our own contemporary research reveal that teachers exhibit high fidelity to the written curriculum (Fuller and Snyder 1991), such that Tafa labeled them 'technicians' (2004, 757).…”

Section: Methodsmentioning

confidence: 98%

Pathways toward Peace: Negotiating National Unity and Ethnic Diversity through Education in Botswana

Dryden‐Peterson¹,

Mulimbi²

2017

Comparative Education Review

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“…Similarly, Heyneman and Jamison (1980) attribute improvement in pupils' language abilities largely to a high textbook-to-pupil ratio. Studies by Altbach and Kelly (1988), Farrell and Heyneman (1989), Fuller (1987) and Fuller and Snyder (1991) also underline the potential of book projects as key vehicles for the cost-effective improvement of the quality of education in developing countries.…”

Section: Previous Studies Of African Educationmentioning

confidence: 99%

Home and school literacy practices in Africa: listening to inner voices

Ngwaru

Opoku-Amankwa

2010

Language and Education

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The voices of the main stakeholders in literacy and schooling -pupils and parentshave seldom been given adequate space in studies of school and classroom discourse in sub-Saharan Africa. The present paper attempts to redress this imbalance by presenting the voices of pupils from a multilingual urban primary school in Ghana and of parents from a rural bilingual school in Zimbabwe. The Ghanaian study highlights challenges associated with using an unfamiliar language, English, as the medium of instruction, selective teacher treatment in the classroom that leaves some children lacking confidence to participate and the strong influence of the home environment and other socio-economic conditions. The Zimbabwean study highlights what happens when parents are allowed a voice in their children's education. It is argued that pupil and parent perspectives can validate the findings of existing research, deepen our understanding of classroom interaction and, in some cases, challenge conventional wisdom.

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Vocal Teachers, Silent Pupils? Life in Botswana Classrooms

Cited by 64 publications

References 0 publications

Teachers Self Efficacy: Is Reporting Non-Significant Results Essential?

Teachers Self Efficacy: Is Reporting Non-Significant Results Essential?

Pathways toward Peace: Negotiating National Unity and Ethnic Diversity through Education in Botswana

Home and school literacy practices in Africa: listening to inner voices

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