Vol. 5 No. 6 (2024)

Articles

• Adherence to Testing Principles: Exploring the Congruence between what Teachers Preach and Practice

  Aliu Nandzo, Eric Anane, Andrews Cobbinah, Ruth Keziah Annan-Brew (Author)

  1-7

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• Faculty Level of Readiness to Use e-Learning in Instruction and Supervision among Universities in Kenya

  Mmbaka Bonface Shisakha, Felicita Njuguna, Norbert Ogeta (Author)

  8-19

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• Primary School Teachers’ Implementation of the Authentic Assessment and Application of Results within the Standards-Based Science Curriculum in Effutu Municipality, Ghana

  Emmanuel Dwamena, Sakina Acquah, Mavis Adwoa Donkor, Enock Yeng (Author)

  20-31

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• The Role of School Managers and University Supervisors toward Pre-Service Teacher Training in Uganda

  Annet Musiimenta, Wilson Eduan, Mary Kagoire (Author)

  32-42

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• Management of Primary School Education for Pupils with Autism in Arusha City, Tanzania

  Lelas Hozza, Rose Joseph Munisi (Author)

  43-51

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• Pedagogical Strategies for Primary School Learners in Inclusive Settings: Experiences from Temeke Municipality, Tanzania

  Karoli John Mr (Author)

  52-64

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• Exploration of Pre-service Teachers’ Value Positions on Ecotourism at a South African University

  Rajendran P. Pillay, Sitwala N. Imenda (Author)

  65-75

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• Teachers’ Autonomy in Adapting Pedagogical Practices for Effective Implementation of the Secondary School Competency-Based Curriculum in Uganda

  Mary Teophira Ocheng Kagoire, Moses Wambi, Alfred Buluma, Wycliff Edwin Tusiime, Emmanuel Humphrey Gusango, John Senkumba (Author)

  76-89

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• The Use of African Indigenous Knowledge Systems in Climate Change adaptation in Zimbabwe

  Liberty Takazira, Prince Dzingirayi (Author)

  90-97

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