##issue.vol## 1 ##issue.no## 1 (2020)

Articles

• The Correlation between Food Provision, Teachers’ Involvement and Pupils’ Engagement in Learning: A Case of Primary Schools in Arusha City, Tanzania

  Baraka Manjale Ngussa##common.commaListSeparator##Jane Henry Twarira (##default.groups.name.author##)

  1-11

  • PDF (Kiingereza)

• The Do Teachers and Students Share the Same Feedback Meaning? A Quantitative Study among Secondary Schools in Bulawayo, Zimbabwe

  Stella Muchemwa (##default.groups.name.author##)

  12-23

  • PDF (Kiingereza)

• The Concept of Servant Leadership in Business Management

  Dumisani Rumbidzai Muzira##common.commaListSeparator##Robert Muzira (##default.groups.name.author##)

  24-32

  • PDF (Kiingereza)

• The Community Perception on Public Primary Schools: Implications for Sustainable Fee Free Basic Education in Rorya District, Tanzania

  Eliada Werungu Bina Tieng’o (##default.groups.name.author##)

  33-48

  • PDF (Kiingereza)

• The Faith Integration in Curriculum Development: A Need for an Integrated Curriculum in Post-Civil War Liberia

  Adventor Adventor (##default.groups.name.author##)

  49-57

  • PDF (Kiingereza)

• An Evaluation of Karl Barth’s Encounter Revelation and the View of God

  Alexander Mwita (##default.groups.name.author##)

  57-64

  • PDF (Kiingereza)

• Scaling up Grounded Theory: Problems, Implications and Options for Qualitative Researchers

  Innocent Sigauke##common.commaListSeparator##Kenneth Swansi##common.commaListSeparator##Peter Tsvara (##default.groups.name.author##)

  65-71

  • PDF (Kiingereza)

• Oscillating among Different Traditions of Grounded Theory

  Innocent Sigauke##common.commaListSeparator##Kenneth Swansi##common.commaListSeparator##Peter Tsvara (##default.groups.name.author##)

  72-78

  • PDF (Kiingereza)

• Rewards and Work Engagement of Non-Academic Staff: A Case of a Public University in Uganda

  1Wilson Mugizi##common.commaListSeparator##Abeera Odetha Katuramu##common.commaListSeparator##Augustina Ogaga Dafiewhare##common.commaListSeparator##John Kanyesigye (##default.groups.name.author##)

  79-88

  • PDF (Kiingereza)

• Lecturers’ Thinking Preferences and Learners’ Individual Differences Based on the Whole Brain® Model: A Case of Solusi University, Zimbabwe

  Christinah Dlamini (##default.groups.name.author##)

  89-100

  • PDF (Kiingereza)

• Impact of Teaching Practice on Pre-Service Teachers’ Pedagogical Competencies in Tanzania

  Jimmy Ezekiel Kihwele##common.commaListSeparator##Raiza Mtandi (##default.groups.name.author##)

  101-111

  • PDF (Kiingereza)

• An Assessment of the Effectiveness of Open Performance Review and Appraisal System (OPRAS) to Secondary School Teachers in Arusha City, Tanzania

  Onesto Ilomo##common.commaListSeparator##Petro Mapunda Anyingisye (##default.groups.name.author##)

  112-119

  • PDF (Kiingereza)

• Girls’ Multimedia Learning Experiences on Skills Development in Rukwa and Dodoma Regions, Tanzania

  Belingtone Eliringia Mariki (##default.groups.name.author##)

  120-129

  • PDF (Kiingereza)

• Early Childhood Pre-Service Teachers’ Conception of Living and NonLiving Things in a Ghanaian College of Education

  Sakina Acquah (##default.groups.name.author##)

  130-138

  • PDF (Kiingereza)

• Comparative Effect of Cooperative Learning on Students’ Performance in Mechanics Concepts: A Case of Two Secondary Schools in Berekum Municipality, Ghana

  Eric Appiah-Twumasi##common.commaListSeparator##Victor Antwi##common.commaListSeparator##Ishmael Kwesi Anderson##common.commaListSeparator##Nelly Sakyi-Hagan (##default.groups.name.author##)

  139-151

  • PDF (Kiingereza)