Vol. 41 No. 2 (2023) | Papers in Education and Development

Positioning Secondary School Teachers as Passive Actors During School Quality Assurance Policy Implementation in Dodoma, Tanzania

Hadija A. Mcheka, William A.L. Anangisye, Moshi A. Mislay

1-22

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Sex for Grades: Untold Stories of Sexual Harassment in Institutions of Higher Learning in Nigeria

Joseph Oluyemi Adesoji, Joseph Adejoke Adijat, Osho Olanrewaju Patrick, Bello Ayodeji Aliu, Fagbamila Olumide David, Atolagbe Emmanuel, Fagbamila Olawande

23-38

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Gender Inequalities in Higher Education in Tanzania: Investigating the Influence of Parents’ Socioeconomic Status

Patrick Severine Kavenuke , Mjege Kinyota

39-57

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Inclusive Education Topics Teachers Learned at Teacher Professional Development Programmes: How Did They Benefit?

Divine Delaedem Kwasi Kumekpata, Doreen Ahwireng, Fred Kofi Boateng

58-75

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Student Teachers’ Experiences of Mentorship during Teaching Practice in Tanzania

Budeba Petro Mlyakado, Ikupa Moses Mwandambo

76-93

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Collaborative Practices as a Teacher Professional Development Pathway: A Study of Selected Secondary Schools in Tanzania

Georgina G. Mugisha, Aneth A. Komba, Harun J. Magosho

94-112

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Assessment of Level of Digital Literacy among Science Teachers at the Junior Secondary Schools in Ibadan, Oyo State, Nigeria

Christianah Olajumoke Sam-Kayode , Samuel Timileyin Ojo , Rasheed Taiwo Aliyu

113-127

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Subjective Norms as Determinants of University Students’ Response to Covid19 Vaccination Call During the Pandemic Era: Results from a Qualitative Inquiry

Swaib Seguya, Eugenia J. Kafanabo, Chris M. Mauki

128-144

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Adolescents and Retaliation Coping with Cyberbullying: Do Individual and Social Factors Matter?

Hezron Zacharia Onditi

145-166

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Teachers’ Feedback Provision Practices: A Case of Geography Subject Continuous Assessment Activities in Tanzanian Secondary Schools

Tawi Yotham, Joyce Ndabi

167-184

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The Potential of Professional Learning Communities for Competence-Based Teaching in Tanzanian Secondary Schools

Rehema Japhet Mwakabenga, Lynn Paine

185-204

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Papers in Education and Development
Journal / Papers in Education and Development / Vol. 41 No. 2 (2023) / Articles

Editorial

Editorial

Articles

Positioning Secondary School Teachers as Passive Actors During School Quality Assurance Policy Implementation in Dodoma, Tanzania

Sex for Grades: Untold Stories of Sexual Harassment in Institutions of Higher Learning in Nigeria

Gender Inequalities in Higher Education in Tanzania: Investigating the Influence of Parents’ Socioeconomic Status

Inclusive Education Topics Teachers Learned at Teacher Professional Development Programmes: How Did They Benefit?

Student Teachers’ Experiences of Mentorship during Teaching Practice in Tanzania

Collaborative Practices as a Teacher Professional Development Pathway: A Study of Selected Secondary Schools in Tanzania

Assessment of Level of Digital Literacy among Science Teachers at the Junior Secondary Schools in Ibadan, Oyo State, Nigeria

Subjective Norms as Determinants of University Students’ Response to Covid19 Vaccination Call During the Pandemic Era: Results from a Qualitative Inquiry

Adolescents and Retaliation Coping with Cyberbullying: Do Individual and Social Factors Matter?

Teachers’ Feedback Provision Practices: A Case of Geography Subject Continuous Assessment Activities in Tanzanian Secondary Schools

The Potential of Professional Learning Communities for Competence-Based Teaching in Tanzanian Secondary Schools

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