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

dc.date.accessioned	2004-05-18	en
dc.date.accessioned	2023-10-05T16:01:28Z
dc.date.available	2023-10-05T16:01:28Z
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 METHODOLOGY	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.ProjectNumber	N/A	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. Perspectives in Education. 22(1):149-156. http://hdl.handle.net/20.500.11910/7864 http://hdl.handle.net/20.500.11910/7864	en
dc.publicationyear	2004	en
dc.contributor.author1	Kahn, M.	en

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