The Reproduction of Social Class Differences Through Pedagogy: A Model for the Investigation of Pedagogic Variation
Resources
The Reproduction of Social Class Differences Through Pedagogy: A Model for the Investigation of Pedagogic Variation
Bulletin No.14 April 2006
Focus on Improving Schooling
Accountability and Support in School Development in South Africa
Paper presented to the 4th Sub-regional Conference on Assessment in Eduction, 26-30 June 2006 Taylor N. (2006). Hosted by UMALUSI.
South Africa: Access Before Quality , and What To Do Now?
Equity, Efficiency and the Development of South African Schools
Bulletin No.15 September 2006
Focus on Challenges Across the Education Spectrum
Bulletin No.16 December 2006
An update on lead projects
Equity, Efficiency and the Development of South African Schools
Taylor N. (2007). Also published as Chapter 29 IN: International Handbook of School Effectiveness and Improvement . Springer International Handbooks of Education , Vol. 17. Townsend, Tony (Ed.). Dordrecht: Springer.
Bulletin No.17 April 2007
Focus on Quality education for all
Education Scenarios for 2019
Taylor N, Fleisch B, Shindler J. (2007).
How Can School Performance be Improved?
Taylor N. (2007). Presentation to the Imbewu Programme Review Conference, Port Elizabeth, 25-28 June 2007
Learner Absenteeism in the South African Schooling System
Community Agency for Social Enquiry (CASE). and JET Education Services. (2007).
Bulletin No.18 December 2007
Focus on Improving Schooling
Differentiating Our Effort: Current Interventions In School Development In South Africa: What Works In School Development?
Differentiating Our Effort: Current Interventions In School Development In South Africa: What Works In School Development?
Taylor N. (2008). Boksburg, February 2008. Presentation to the JET conference What works in school development?
Changes in Education Since 1994
Taylor N, Fleisch B, Shindler J. (2008). Background paper for the Fifteen Year Review of government business, commissioned by the Policy Unit, Office of the Presidency
Improving Literacy and Mathematics in the Primary School: The Country’s Most Important Priority
Expanded Mathematics, Science and Technology Strategy: Schools Seminar: What’s Working in School Development
“Working at the Top End”: Maximising Business Investment in Schooling
School Seminar: School Transformation: Khanyisa Education Support Programme
080409 Getting the Talented Poor to Good Schools: The ISASA Mathematics and English Programme
Getting the Talented Poor to Good Schools: The ISASA Mathematics and English Programme
How the World’s Best-performing School Systems Come Out on Top
“What works in School Development?”: Business Investment in Schooling – Coordination or Cacophony?
What’s Wrong with South African Schools?
The Perceptual and Cognitive Contributions to Early Mathematical Learning
Roelien Herholdt
Can Common Tasks of Assessment in the Foundation Phase Make a Difference? Evidence from a Provincial Project on the Strengths and Weaknesses of Common Task Assessments
Roelien du Toit and Carla Pereira
What Works in School Development: Conference Report
Bulletin No.19 April 2008
Focus on Whole school development and report on the Conference, “What works in School Development?”
The Zenex Approach to School Development
Bulletin No. 20 July 2008
Celebrating fifteen years
Bulletin No. 21 November 2008
Project overviews and common task assessments
What’s Wrong With Our Schools and How Can We Fix Them?
Presentation to the CSR in Education Conference, TSiBA Education, Cape Town, 21 November 2008
The Primary Mathematics Research Project: Towards Evidence-based Educational Development In South Africa
What Can the School Governing Body do to Improve School Performance Without Interfering with Management?
Taylor N. (2009). Presentation to Governing Body Foundation, May 2009.
TISDA Project: Outputs of Preliminary Review
JET AM Programme
How We Can Achieve Significant Impact on the Teaching of Reading in South Africa?
Teacher Professionalism: A Literature Review
Commisioned by JET Education Services. Johannesburg: JET
Obsession with Pass Rates a National Folly
Nick Taylor writes: Obsession with pass rates a national folly
Can Workbooks Improve Learner Performance? Findings of the Randomised Control Trial of the Primary Mathematics Research Project
Paper Presented at the Wits School of Education Research Seminar, Staff Lounge
JET Education Services Learning Brief: Systemic School Improvement in Rural Areas: What Have We Learnt?
CTLI Evaluation 2010 Report
Evaluation of the Cape Teaching and Leadership Institute
JET Education Services: Learning Brief: Systemic School Improvement in Rural Areas: What Have We Learnt?
December 2010
Service Delivery Research Project: Office of the Presidency: The School Sector
Report by Nick Taylor, Thabo Mabogoane and Binaben Akoobhai on a research study commissioned by the Office of the Presidency and funded by GTZ. The purpose of the research was to investigate the link between school level learning and institutional practice. The study focused on school level practices in high schools, and measured learning outcomes by school mean performance on the annual national Senior Certificate examinations.
Priorities for Addressing South Africa’s Education and Training Crisis
A Review commissioned by the National Planning Commission. Johannesburg: JET Education Services.
The National School Effectiveness Study (NSES): Summary for the Synthesis Report
Nick Taylor (August 2011)
A Five-Year Plan for South African Schooling
A report commissioned by the National Planning Commission
Who is out of school? Evidence from the Statistics South Africa Community Survey.
Fleisch B, Shindler J, Perry H. (2012). Who is out of school? Evidence from the Statistics South Africa Community Survey. International Journal of Educational Development 32 (2012) 529–536. (An earlier version of this paper was presented at the 10th UKFIET International Conference on Education and Development, 15–17 September 2009, New College, Oxford. Funding for the research project was provided by the National Research Foundation and CREATE, University of Sussex. The authors are exclusively responsible for the research presented in this paper).