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Submissions from 2017

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Classroom as a site for teacher learning: Emergence of a paradigm shift in mathematics teacher education in Pakistan, Anjum Halai

Submissions from 2016

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Teaching and learning mathematics: Insights from classrooms in East Africa, Anjum Halai

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Teaching and learning mathematics in multilingual classrooms: Issues for policy, practice and teacher education, Anjum Halai and Philip Clarkson

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Teacher governance factors and social cohesion: Insights from Pakistan, Anjum Halai and Naureen Durrani

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Language of instruction and learners’ participation in mathematics: Dynamics of distributive justice in the classroom, Anjum Halai and Irfan Muzaffar

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Mathematics education in East Africa : Towards harmonization and enhancement of education quality, Anjum Halai and Geoff D. Tennant Dr

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Mathematics teacher training in East Africa, Peter Kajoro

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Issues for quality enhancement and harmonization of education in East Africa, Mussa K. Mohamed, Anjum Halai, and Simon Karuku

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Beyond ABC: the complexities of early childhood education in Tanzania, Nipael Mrutu, Pauline Rea-Dickins, Fortidas Bakuza, and Shelina Walli

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An integrated risk and vulnerability assessment framework for climate change and malaria transmission in East Africa, Esther Achieng Onyango, Oz Sahin, Alex Awiti, Cordia Chu, and Brendan Mackey

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Achievement in mathematics: Comparative analysis from East Africa, Geoff D. Tennant Dr and Veronica Sarungi

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Towards a harmonized curriculum in East Africa: A comparative perspective of the intended secondary school mathematics curriculum in Kenya, Rwanda, Tanzania and Uganda, Geoff Tennant and Simon Karuku

Submissions from 2015

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Mathematics education and language diversity: The 21st ICMI study, Richard Barwell, Philip Clarkson, Anjum Halai, Mercy Kazima, Judith Moschkovich, Nuria Planas, Mamokgethi Phakeng, Paola Valero, Martha Villavicencio, and Abraham Arcavi

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Educational infrastructure and resources for sustainable access to schooling and outcomes: the case of early literacy development in southern Tanzania, Marriote Ngwaru and Mary Oluga

Submissions from 2014

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Differences between stated and implemented policies in early childhood education leadership: A case study of Tanzania, Fortidas Bakuza

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Gender analysis of educational support programs for OVC in Uganda and Tanzania: are they helping girls in secondary school?, Mohamad Brooks, Malcolm Bryant, Mary Shann, Paul Bukuluki, Denis Muhangi, Joe Lugalla, and Gideon Kwesigabo

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Linking literacy and libraries in global communities, Shelley Jones

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Promoting children's sustainable access to early schooling in africa: reflections on the roles of parents in their children's early childhood care and education, Jacob Marriote Ngwaru

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Fruit salad algebra: alive and kicking!, Geoff Tennant and Kate Colloff

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Inclusive approaches to learning and teaching mathematics, Geoff D. Tennant Dr and Catherine Foley

Submissions from 2013

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Language capital and development: the case of african language publishing for children in south africa, Viv Edwards and Jacob Marriote Ngwaru

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Implementing curriculum change: small steps towards a big change, Anjum Halai

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Implementing language-in education policy in multilingual mathematics classrooms: pedagogical implications, Anjum Halai and Simon Karuku

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Disclosure in times of ART: A relational analysis of social practices, Anita Hardon, Alice Desclaux, and Joe Lugalla

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Educational exigencies of the 21st century: Implications for teacher education programmes in East Africa, Peter Kajoro, Hellen Chirure, and Irene Simiyu

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Breaking the cycle of poverty through early literacy support and teacher empowerment in early childhood education, Jacob Marriote Ngwaru

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Digital literacy, HIV/AIDS information and English language learners in Uganda, Bonny Norton, Shelley Jones, and Daniel Ahimbisibwe

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The relationship between English-medium instruction and examining and social and economic development: a Sub-Saharan African case study, Pauline Rea-Dickins, Zuleikha Khamis, and Federica Olivero

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English medium instruction and examining in Zanzibar: Ambition, pipe dreams and realities, Pauline Rea-Dickins and Guoxing Yu

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The effectiveness of educational support to orphans and vulnerable children in Tanzania and Uganda, Mary Shann, Malcolm Bryant, Mohamad Brooks, Paul Bukuluki, Denis Muhangi, Joe Lugalla, and Gideon Kwesigabo

Submissions from 2012

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Conventionalization of numerals in Tanzania, Peter Kajoro

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Social context of disclosing HIV test results in Tanzania, Joe Lugalla, Stanley Yoder, Huruma Sigala, and Charles Madihi

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Parental involvement in early childhood care and education : promoting children's sustainable access to early schooling through social-emotional and literacy development, Jacob Marriote Ngwaru

Submissions from 2011

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African language books for children: issues for authors, Viv Edwards and Jacob Marriote Ngwaru

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African language publishing for children in south africa: challenges for translators, Viv Edwards and Jacob Marriote Ngwaru

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Multilingual education in south africa: the role of publishers, Viv Edwards and Jacob Marriote Ngwaru

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Researching education research methodologies in the “South”: An introductory discussion, Anjum Halai

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Girls' secondary education in uganda: assessing policy within the women's empowerment framework, Shelley Jones

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Alternative perspectives to english teaching in bilingual contexts, Jacob Marriote Ngwaru

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Transforming classroom discourse and pedagogy in rural zimbabwe classrooms: the place of local culture and mother tongue use, Jacob Marriote Ngwaru

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Teacher education or language policy for ESL learners in southern Africa, Jacob Marriote Ngwaru and Cathrine Ngwaru

Alternative perspectives to english teaching in bilingual contexts, Marriote Ngwaru

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Learning about HIV/AIDS in Uganda: Digital resources and language learner identities, Bonny Norton, Shelley Jones, and Daniel Ahimbisibwe

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Leading through collaboration for efficient school improvement: A critical perspective on the role of the principal, Mary Oluga

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Formative assessment: Scoping the horizons, Pauline Rea-Dickins

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The hard criterion: The use of language test information in university admissions processes, Pauline Rea-Dickins, Richard Kiely, and Guoxing Yu

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Addressing issues of access and fairness in education through dynamic assessment, Pauline Rea-Dickins and Matthew Poehner

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From assessment to learning: The teaching of English beyond examinations, Lillian Vikiru

Submissions from 2010

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Teachers’ knowledge about the nature of mathematics: A survey of secondary school teachers in Karachi, Pakistan, Munira Amirali and Anjum Halai

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The teaching of English in Sub-Saharan Africa, Alicia Fentiman, Dominic Wyse, and Lillian Vikiru

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Gender and mathematics education in Pakistan: a situation analysis, Anjum Halai

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HIV/AIDS-related human security risks for young women in rural Uganda, Shelley Jones

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Uganda's ABC program on HIV/AIDS prevention: A discursive site of struggle, Shelley Jones and Bonny Norton

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Using drawing, photography, and drama to enhance English language learning in Uganda, Maureen Kendrick, Shelley Jones, Harriet Mutonyi, and Bonny Norton

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Why planning does not work? Land use planning and residents' rights in Tanzania, Joe Lugalla

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Child labour in the era of HIV/AIDS in sub-Saharan Africa: A case study of Tanzania, Joe Lugalla and Huruma Sigalla

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Literacy and learning practices at home and school in rural Zimbabwe: The real pedagogical dilemmas, Jacob Marriote Ngwaru

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Teacher education in Zimbabwe: Current status quo and future prospects, Jacob Marriote Ngwaru, Cathrine Ngwaru, and Viola Machingura

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Home and school literacy practices in africa: listening to inner voices, Jacob Marriote Ngwaru and Kwasi Opoku-Amankwa

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Deceptive cultural practices that sabotage HIV/AIDS education in Tanzania and Kenya, Mary Oluga, Susan Kiragu, Mussa K. Mohamed, and Shelina Walli

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The consequences of examining through an unfamiliar language of instruction and its impact for school-age learners in Sub-Saharan African school systems, Pauline Rea-Dickins, Guoxing Yu, and Oksana Afitska

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Mathematical notation: help or hindrance?, Geoff D. Tennant Dr

Submissions from 2009

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Teaching assistants and pupils’ academic and social engagement in mainstream schools: insights from systematic literature reviews, Wasyl Cajkler and Geoff D. Tennant Dr

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Initiating change in mathematics classrooms: lessons from Pakistan, Anjum Halai

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The community library as site of education and empowerment for women: Insights from rural Uganda, Shelley Jones

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Evaluation and learning in language programmes, Richard Kiely and Pauline Rea-Dickins

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The price of everything and the value of nothing: trends in language programme evaluation, Pauline Rea-Dickins and Kevin Germaine

Submissions from 2008

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Girls’ visual representations of literacy in a rural Ugandan community, Maureen Kendrick and Shelley Jones

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Student perceptions of their IEP targets, Hanne Pawley and Geoff D. Tennant Dr

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Classroom-based language assessment, Pauline Rea-Dickins

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Language testing and assessment in applied linguistics: Identifying reciprocity in applied linguistic research, Pauline Rea-Dickins, Katie Scott, and Guoxing Yu

Submissions from 2007

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Learning mathematics in English medium classrooms in Pakistan: Implications for policy and practice, Anjum Halai

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On the limits of sexual health literacy: Insights from Ugandan schoolgirls, Shelley Jones and Bonny Norton

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Teacher assessment as policy instrument: Contradictions and capacities, Constant Leung and Pauline Rea-Dickins

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Classroom-based assessment: Possibilities and pitfalls, Pauline Rea-Dickins

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Learning or measuring?: Exploring teacher decision-making in planning for classroom-based assessment, Pauline Rea-Dickins

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Student identity, learning and progression: The affective and academic impact of IELTS on ‘successful’ candidates, Pauline Rea-Dickins, Richard Kiely, and Guoxing Yu

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Washback from language tests on teaching, learning and policy: Evidence from diverse settings, Pauline Rea-Dickins and Catriona Scott

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IEPs in mainstream secondary schools: an agenda for research, Geoff D. Tennant Dr

Submissions from 2006

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Multimodality and English education in Ugandan schools, Maureen Kendrick, Shelley Jones, Harriet Mutonyi, and Bonny Norton

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Currents and eddies in the discourse of assessment: a learning-focused interpretation, Pauline Rea-Dickins

Books from 2005

Social Change and Health in Tanzania, Kris Heggenhougen and Joe Lugalla

Submissions from 2004

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Young learners of modern foreign languages and their transition to the secondary phase: a lost opportunity?, Allison Bolster, Christine Balandier-Brown, and Pauline Rea-Dickins

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Action research to study classroom impact: Is it possible?, Anjum Halai

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Social, cultural and sexual behavioral determinants of observed decline in HIV infection trends: lessons from the Kagera region, Tanzania, Joe Lugalla, Maria Emmelin, Aldin Mutembei, Mwiru Sima, Gideon Kwesigabo, Japhet Killewo, and Lars Dahlgren

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Understanding teachers as agents of assessment, Pauline Rea-Dickins

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Differential classroom interactions by ethnicity: a quantitative approach, Geoff D. Tennant Dr

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Nobody wants it so why is it there? towards an understanding of low-level disruption, Geoff D. Tennant Dr

Submissions from 2003

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Spinning the globe: How children touch the world, Shelley Jones

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Aids, orphans, and development in Sub-Saharan Africa: A review of the dilemma of public health and development, Joe Lugalla

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Male condom use in Tanzania: results from a national survey, Joe Lugalla and Saidi Kapinga

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Urban life and street children's health: Children's accounts of urban hardships and violence in Tanzania, Joe Lugalla and Colleta Kibassa

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Population, environment and sustainable development: Implications for curriculum and education, Jacob Marriote Ngwaru

Submissions from 2002

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Sexual behaviour patterns and condom use in Tanzania: results from the 1996 Demographic and Health Survey, Joe Lugalla

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Poverty, Aids, and street children in East Africa, Joe Lugalla and Colleta Kibassa

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Communicating about AIDS-changes in understanding and coping with help of language in urban Kagera, Tanzania, Aldin Mutembei, Maria Emmelin, Joe Lugalla, and Lars Dahlgren

Submissions from 2001

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On becoming a “professional development teacher”: A case from Pakistan, Anjum Halai

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The rhetoric and reality of learning support in the classroom: towards a synthesis, Geoff D. Tennant Dr

Submissions from 1999

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Street children and street life in urban Tanzania: The culture of surviving and its implications for children’s health, Joe Lugalla and Jesse Mbwambo

Submissions from 1997

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Development, change, and poverty in the informal sector during the era of structural adjustments in Tanzania, Joe Lugalla