Citations (48)
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Nozomi Sakata. (2023) Is learner-centred pedagogy associated with pupils’ positive attitudes towards learning? The case of Tanzania. Compare: A Journal of Comparative and International Education 53:8, pages 1373-1391.
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Nozomi Sakata, Mano Candappa & Moses Oketch. (2023) Pupils’ experiences with learner-centred pedagogy in Tanzania. Compare: A Journal of Comparative and International Education 53:3, pages 525-543.
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John McMullen & Patricia Eaton. (2021) The impact of a school-based life skills intervention in Ugandan secondary schools: perspectives of teachers and students. Pastoral Care in Education 39:1, pages 4-23.
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Laura Barasa. (2020) Teacher Quality and Mathematics Performance in Primary Schools in Kenya. African Journal of Research in Mathematics, Science and Technology Education 24:1, pages 53-64.
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Rhonda Di Biase. (2019) Moving beyond the teacher-centred/learner-centred dichotomy: implementing a structured model of active learning in the Maldives. Compare: A Journal of Comparative and International Education 49:4, pages 565-583.
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Rhonda Di Biase. (2019) Enabling pedagogic reform in the Maldives: implications for translating policy into teacher practice. Asia Pacific Journal of Education 39:3, pages 372-390.
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Anthony A. Essien. (2018) The Role of Language in the Teaching and Learning of Early Grade Mathematics: An 11-year Account of Research in Kenya, Malawi and South Africa. African Journal of Research in Mathematics, Science and Technology Education 22:1, pages 48-59.
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Matthew C. H. Jukes, Elizabeth L. Turner, Margaret M. Dubeck, Katherine E. Halliday, Hellen N. Inyega, Sharon Wolf, Stephanie Simmons Zuilkowski & Simon J. Brooker. (2017) Improving Literacy Instruction in Kenya Through Teacher Professional Development and Text Messages Support: A Cluster Randomized Trial. Journal of Research on Educational Effectiveness 10:3, pages 449-481.
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Frank Hardman, Christian Stoff, Wan Aung & Louise Elliott. (2016) Developing pedagogical practices in Myanmar primary schools: possibilities and constraints. Asia Pacific Journal of Education 36:sup1, pages 98-118.
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Kari Kragh Blume Dahl. (2014) ‘From worse to better’: how Kenyan student-teachers can use participatory action research in health education. Educational Action Research 22:2, pages 159-177.
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Tom Power, Robina Shaheen, Mike Solly, Clare Woodward & Sonia Burton. (2012) English in action: school based teacher development in Bangladesh. The Curriculum Journal 23:4, pages 503-529.
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Frank Hardman, Jim Ackers, Niki Abrishamian & Margo O’Sullivan. (2011) Developing a systemic approach to teacher education in sub-Saharan Africa: emerging lessons from Kenya, Tanzania and Uganda. Compare: A Journal of Comparative and International Education 41:5, pages 669-683.
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Leah Sikoyo. (2010) Contextual challenges of implementing learner‐centred pedagogy: the case of the problem‐solving approach in Uganda. Cambridge Journal of Education 40:3, pages 247-263.
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Oluwaseun Olaniyi. (2023) Best Practices to Encourage Girls' Education in Maiha Local Government Area of Adamawa State in Nigeria. SSRN Electronic Journal.
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Margaret M. Dubeck, Matthew C.H. Jukes, Simon J. Brooker, Tom L. Drake & Hellen N. Inyega. (2015) Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya. International Journal of Educational Development 41, pages 88-96.
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Karen Bunning, Joseph K. Gona, Susan Buell, Charles R. Newton & Sally Hartley. (2013) Investigation of practices to support the complex communication needs of children with hearing impairment and cerebral palsy in a rural district of Kenya: a case series. International Journal of Language & Communication Disorders 48:6, pages 689-702.
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Freda Wolfenden & Alison Buckler. (2013) Capturing changes in Sudanese teachers' teaching using reflective photography. Teaching and Teacher Education 34, pages 189-197.
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