Adherence to Testing Principles: Exploring the Congruence between what Teachers Preach and Practice
Aliu Nandzo, Eric Anane, PhD, Andrews Cobbinah, PhD and Ruth Keziah Annan-Brew, PhD (PDF)
Faculty Level of Readiness to Use e-Learning in Instruction and Supervision among Universities in Kenya
Mmbaka Bonface Shisakha, Felicita Njuguna, PhD and Norbert Ogeta, PhD (PDF)
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 and Enock Yeng (PDF)
The Role of School Managers and University Supervisors toward Pre- Service Teacher Training in Uganda
Annet Musiimenta, Wilson Eduan, PhD and Mary Kagoire, PhD (PDF)
Management of Primary School Education for Pupils with Autism in Arusha City, Tanzania
Lelas Hozza and Rose Joseph Munisi, PhD (PDF)
Pedagogical Strategies for Primary School Learners in Inclusive Settings: Experiences from Temeke Municipality, Tanzania
Karoli John Mrema, PhD (PDF)
Exploration of Pre-service Teachers’ Value Positions on Ecotourism at a South African University
Rajendran P. Pillay, PhD and Prof. Sitwala N. Imenda, PhD (PDF)
Teachers’ Autonomy in Adapting Pedagogical Practices for Effective Implementation of the Secondary School Competency-Based Curriculum in Uganda
Mary Teophira Ocheng Kagoire, PhD, Moses Wambi, PhD, Alfred Buluma, PhD, Wycliff Edwin Tusiime, PhD, Emmanuel Humphrey Gusango, PhD and John Senkumba (PDF)
The Use of African Indigenous Knowledge Systems in Climate Change adaptation in Zimbabwe
Liberty Takazira and Prince Dzingirayi (PDF)