Results 47 resources
The role of Kilimani Sesame in the healthy development of Tanzanian preschool childrenBorzekowski, D. L. G., & Macha, J. E. - 2010 - Journal of Applied Developmental Psychology, 31(4), 298–305
Kilimani Sesame, a media intervention that employs print, radio, and television, was developed to entertain and educate preschool children in Tanzania. This study examined the effects of a six-week intervention delivering Kilimani Sesame material to 223 children in the rural district of Kisarawe and the city of Dar es Salaam. Results offer evidence that literacy and numeracy, social and emotional development, and health and hygiene significantly improved from baseline to post-intervention;...
Pedagogical renewal in sub‐Saharan Africa: the case of UgandaAltinyelken, H. K. - 2010 - Comparative Education, 46(2), 151–171
The cultural politics of constructivist pedagogies: Teacher education reform in the United Republic of TanzaniaVavrus, F. - 2009 - International Journal of Educational Development, 29(3), 303–311
This article examines recent educational reforms in Tanzania by looking at the cultural politics of pedagogical change in secondary and teacher education. It presents an ethnography of a teachers college founded on the principles of social constructivism in a country where formalistic, teacher-centered pedagogy is the norm. Using data collected through a year of participant observation, it argues that the cultural, economic, and political dimensions of teachers’ practice need to be...
Changing pedagogical practice in Kenyan primary schools: the impact of school‐based trainingHardman, F., Abd‐Kadir, J., Agg, C., … Smith, F. - 2009 - Comparative Education, 45(1), 65–86
Beyond the polarization of pedagogy: models of classroom practice in Tanzanian primary schoolsBarrett, A. M. - 2007 - Comparative Education, 43(2), 273–294
Teachers’ and Pupils’ Experiences of Integrated Education in UgandaArbeiter, S., & Hartley, S. - 2002 - International Journal of Disability, Development and Education, 49(1), 61–78
Under the Universal Primary Education (UPE) programme in Uganda, which was implemented in 1997, the idea of integrated education was put into practice. Today children with disabilities are enrolled in regular primary schools in the whole country. After three years of experience with UPE, the aim of this study was to examine the views of teachers about their needs for training and support regarding the task of teaching children with disabilities in ordinary classrooms. A qualitative approach...
Participatory design of DIY digital assistive technology in Western Kenya | Proceedings of the Second African Conference for Human Computer Interaction: Thriving Communities (world)Hamidi, F., Mbullo, P., Hynie, M., … Baljko, M. - n.d.
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