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Oxford Review of Education Volume 49, 2023 - Issue 1: Special Issue: Global challenges and new directions in early years intervention research. Guest Editor: Sonali Nag.
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Research Article

The role of teachers’ implicit social goals in pedagogical reforms in Tanzania

Matthew C. H. Jukesa International Education Division, RTI International, London, UKCorrespondence[email protected]
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,
Nkanileka L. Mgondab School of Education, University of Dar es Salaam, Dar es Salaam, TanzaniaView further author information
,
Jovina L. Tibendaa International Education Division, RTI International, London, UK;c USAID Tusome Pamoja, Dar es Salaam, TanzaniaView further author information
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Yasmin Sitabkhana International Education Division, RTI International, London, UKView further author information
Pages 10-28 | Published online: 11 Oct 2022

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Read on this site (3)

Kenji Kitamura. (2023) School-Based Early Childhood Education and Children’s Development in Urban Nepal. Early Education and Development 0:0, pages 1-23.
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Rafael Mitchell & Lizzi O. Milligan. (2023) Lesson observations in sub-Saharan Africa: bringing learners into focus. Cambridge Journal of Education 53:5, pages 627-644.
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Sonali Nag. (2023) Teaching and learning: what matters for intervention. Oxford Review of Education 49:1, pages 1-9.
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Articles from other publishers (2)

Sonali Nag. 2023. Global Variation in Literacy Development. Global Variation in Literacy Development 333 352 .
Johanna Kingsman. (2023) Negotiating masculine identities: Adolescent boys’ experiences of a school-based rites of passage program and its potential for gender transformation. International Journal of Educational Research 122, pages 102257.
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