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Views from the Botswana junior secondary classroom: Case study of a curriculum intervention
ARTICLE

International Journal of Educational Development Volume 15, Number 2 ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

The impact of a curriculum implementation in English in the Botswana community junior secondary school system was examined using an ethnographic case study approach. The paper outlines some of the findings of this study and concludes from the extensive observations in these schools that there has been little or no change in the nature of the teaching-learning situation in these classrooms from that documented in earlier studies. Three areas are highlighted which appear to play a central role in the lack of acceptance of this curriculum intervention which merit further consideration by the research community.

Citation

Prophet, R. Views from the Botswana junior secondary classroom: Case study of a curriculum intervention. International Journal of Educational Development, 15(2), 127-140. Elsevier Ltd. Retrieved August 9, 2024 from .

This record was imported from International Journal of Educational Development on March 1, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/0738-0593(94)00024-J

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