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For whom the school bell tolls: disparities in performance in senior certificate mathematics and physical science

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dc.date.accessioned 2004-05-18 en
dc.date.accessioned 2020-02-20T11:03:13Z
dc.date.available 2020-02-20T11:03:13Z
dc.date.issued 2015-08-25 en
dc.identifier.uri http://hdl.handle.net/20.500.11910/7864
dc.description.abstract This article examines the validity and reliability of the proxy method that was previously published in the same journal and identifies a number of effects involving provincial, gender and performance imbalances. It is show that these imbalances would have remained undetected had the proxy method not been used. Implications of the findings for policy are then offered. en
dc.format.medium Print en
dc.subject EDUCATION en
dc.subject POST APARTHEID SOUTH AFRICA en
dc.subject DATA COLLECTION en
dc.title For whom the school bell tolls: disparities in performance in senior certificate mathematics and physical science en
dc.type Journal Article en
dc.description.version Y en
dc.Volume 22(1) en
dc.BudgetYear 2003/04 en
dc.ResearchGroup Knowledge Management en
dc.SourceTitle Perspectives in Education en
dc.ArchiveNumber 2773 en
dc.PageNumber 149-156 en
dc.outputnumber 1257 en
dc.bibliographictitle Kahn, M. (2004) For whom the school bell tolls: disparities in performance in senior certificate mathematics and physical science. <i>Perspectives in Education</i>. 22(1):149-156. en
dc.publicationyear 2004 en
dc.contributor.author1 Kahn, M. en


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