MARC details
| 000 -LEADER |
|---|
| fixed length control field |
01943nam a22002537a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
ZW-GwMSU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20210519102758.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
210519b |||||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER |
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| International Standard Serial Number |
1753-5921 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
MSU |
| Transcribing agency |
MSU |
| Description conventions |
rda |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Mestry, Raj |
| Relator term |
author |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
School management teams' instructional leadership role in closing the achievement gap in impoverished schools/ |
| Statement of responsibility, etc. |
Raj Mestry |
| 264 ## - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
Pretoria: |
| Name of producer, publisher, distributor, manufacturer |
Unisa Press and Routledge, |
| Date of production, publication, distribution, manufacture, or copyright notice |
2019. |
| 336 ## - CONTENT TYPE |
|---|
| Source |
rdacontent |
| Content type term |
text |
| Content type code |
txt |
| 337 ## - MEDIA TYPE |
|---|
| Source |
rdamedia |
| Media type term |
unmediated |
| Media type code |
n |
| 338 ## - CARRIER TYPE |
|---|
| Source |
rdacarrier |
| Carrier type term |
volume |
| Carrier type code |
nc |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Africa education review |
| Volume/sequential designation |
Volume 16 , number 6 , |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
Although the South African government has made numerous strides in addressing equity and social justice in education, significant inequalities still exist in learner performance, especially in many impoverished schools. One of the reasons cited for poor learner achievement is the ineffective leadership role of school management teams (SMTs). This article reports on a study that explored the instructional leadership role of SMTs of public schools with the view to closing the achievement gap in poor performing schools. To gain better insights into the SMTs’ realities and experiences of their work as curriculum leaders, qualitative research located within the interpretivist paradigm was undertaken. The findings revealed that SMTs of impoverished schools exhibit consistently low to moderate instructional leadership competencies which ultimately affect student learning. In order to close the achievement gap in poor performing schools, SMTs should play a more pronounced instructional leadership role by leading and managing core curriculum matters and educational resources effectively and efficiently. |
| 650 4# - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Achievement gap |
| 650 4# - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Resources |
| 650 4# - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Learner performance |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
https://doi.org/10.1080/18146627.2018.1464696 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Journal Article |