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ID: de217fcc-d5a9-40aa-8c55-eb25501d36eb - Pupils'perceptions and their teachers' awareness of continuity in mathematics instruction at the primary- secondary transition phase in gweru urban schools in Zimbabwe
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116
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ID: bdb53700-e9c3-4f49-9fd0-7976011bd5ea - Standing at the crossroads: An overview of reflections on paradigms of African women’s inclusion and exclusion in the religion and gender relations discourse in Zimbabwe
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82
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ID: c4c436d3-5531-4aa7-8a6f-5a22c1390a74 - A- Level Textile Technology and Design Curriculum Compatibility with Industry Requirements in Harare, Zimbabwe
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80
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ID: ad229d38-37a7-4f6a-a324-f9743f90ab6e - The Eight Years of Interaction: Lessons from Zimbabwe’s Look East Policy and the Future of African Countries and Asia-Pacific Region
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65
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ID: 58f0643b-842d-4bcc-add0-090d71a2c0ab - A- Level Textile Technology and Design Curriculum Compatibility with Industry Requirements in Harare, Zimbabwe
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60
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ID: 7f46deee-80bc-49b2-8904-1d15480de12a - The quest for quality project supervision: supervisor- supervisee relationship in the Education Faculty at Midlands State University in Zimbabwe
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60
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ID: 45067231-eb7c-49f0-a46a-40e2189482f8 - The Impact of Change in Fashion and Fabrics Coursework Requirements at Ordinary Level: A Case Study of Lower Gweru Schools in Zimbabwe
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56
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ID: 92220282-f7e7-4591-b6e3-ebf8ca117774 - Calamities Abound: Impact of COVID-19 Face-to-Screen Induced Learning among University Students in Zimbabwe
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56
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ID: 563847f4-927f-43f4-be12-64eac5bc35c9 - The Change Project Approach: A response for reorienting teacher education to address Education 2030 in southern Africa – The case of Midlands State University, Zimbabwe
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55
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ID: 1369dd96-87b7-4b11-a680-3383feedf991 - Teachers’ Perceptions and implementation of inquiry-based learning in rural schools
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53
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ID: fd0def81-08a6-4d83-8e35-43593b274dc9 - Decolonising the Zimbabwean ordinary level Food Technology and Design curriculum
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53
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ID: 9119456f-5ebd-4bcc-a4bc-14a125822b16 - Naming, space and power in Noviolet Bulawayo’s We need new Names (2013) and Lawrence Hoba’s ‘The first Trek – The pioneers’ in The Trek and other stories (2009) : Windhoek, Namibia, 18-20 September 2017
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52
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ID: 8d64c319-9393-4a8f-b8fb-385ed89de101 - Creating and Developing Capacities for National Healing and Peace Building in Zimbabwe Through ‘Difficult History’
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51
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ID: c49bf173-f487-4f45-b5e5-697ed1b040cf - Positioning Africa in the global politics surrounding the covid-19 pandemic: A historical appraisal
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48
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ID: e4ee34ab-3cb5-4783-815f-6ebe169c0b0b - Features of a Developing Mathematics Professional Learning Community and Affordances for Teacher Learning Opportunities
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48
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ID: 7575a32a-5239-44ce-af7d-4db24eb71a21 - University Lecturers and Students Preparedness for Online Teaching and Learning in Zimbabwe
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45
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ID: 4613a7ae-8cd5-464d-8d1e-70eeefee9a1e - Critical Appreciation of the Dichotomy of Harm and Healing in Selected War Fiction in Shona Language - Communal and Everyday Aspects of Healing in Zimbabwe
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43
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ID: 532bb21b-8c8b-431c-b693-bc9f55edc072 - Interface between gender and the COVID-19 induced work-from-home policy: evidence from a Zimbabwe University
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42
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ID: 5797da64-dd5f-49da-aea0-1d236ccfcd97 - Disability and disaster risk reduction as an incongruent matrix: Lessons from rural Zimbabwe
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42
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ID: 9f8b74c0-a5b2-4df7-ab2b-b8fe36960abf - Academic publishing demystified
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42
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ID: c063becd-ec6d-4884-b8bb-0186edb11b6c - Decolonising participatory research: can Ubuntu philosophy contribute something?
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42
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ID: 618b5c5a-1c23-4544-a8d6-dad5bd892800 - Metaphors of the challenges on project completion: experiences of block release students and their supervisors at Midlands State University
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40
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ID: 3a982910-4d3e-4a72-a7bc-0f24af664019 - Implementing a Target-Task Problem-Solving Model in teaching Electrochemistry to Advanced level chemistry learners.
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39
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ID: 71eb16a5-c590-4ef9-b8bf-0e639ff2d780 - Direct or indirect teacher written corrective feedback: Zimbabwe junior secondary school English composition learners’ preferences beyond Covid-19 era
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35
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ID: 6fbedd96-2841-4c17-9d6a-6bb55331bef7 - Colonial Economic Disempowerment and the Responses of the Hlengwe Peasantry of the South East Lowveld of Zimbabwe: 1890-1965
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34
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ID: 8682193c-6c0c-463a-9bfa-1f08b1205354 - Are our COVID-19 response and recovery efforts in sync with the principles of disaster risk reduction?.
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34
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ID: ab30b428-f7b3-4d53-9d11-5d10a8219f11 - Perceptions on belt marking system in Zimbabwe: a case of Advanced Level Geography Syllabus 9156.
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34
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ID: 01273670-ac9c-4d4d-8de8-aaa82b5d7b04 - Mathematics teacher identity in a professional learning community: Paper Presented on the 2nd - 7th April 2013, Cape Town, South Africa
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33
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ID: 19b7ce44-0fc6-4b75-821c-c13fc56348bc - Impact of integrating smartphones in the teaching and learning of Mathematics in Chegato Cluster, Mberengwa district, Zimbabwe
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33
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ID: 2f07ff26-5fc3-4b0a-8203-521c1ded8806 - The Zimbabwe liberation war family in selected war novels - implications to post-independence governance
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ID: 16175893-9e2e-4c5b-85e7-3554665e56b7 - Instructional interventions used to develop cognitive academic language proficiency in the teaching of a content area subject to English second language learners.
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ID: 24f4be68-714c-4f68-9679-bf547ef35a88 - Dynamics of Political Entrepreneurship among the Elites in Post-Colonial Zimbabwe
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31
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ID: 9089561e-bd6e-4cfe-9d81-d14f201e6355 - Assessment strategies for work related learning in industrial clothing design and construction. A case of two polytechnic colleges in Zimbabwe.
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30
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ID: 0749b7d5-63bb-4be3-b8c6-a70bf3990212 - Challenges faced in the implementation of localised advanced level geography syllabus: a case of Harare high schools
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ID: 55267762-f4dd-4f88-a907-a6a5daea9f5c - Do Teachers and Students Share the Same Feedback Meaning? A Quantitative Study among Secondary Schools in Bulawayo, Zimbabwe
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ID: 9056841b-34c9-4f8c-8152-2ce317fed17e - Optimising multimodality in the teaching of Literature in English at Advanced Level in Zimbabwean schools.
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ID: f3815205-fcfd-4d90-b878-dd89b54f3f0a - The teaching of geometric (Isometric) transformations at secondary school level: what approach to use and why?
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ID: dbf2dcfd-aee6-4218-9fb5-57bce4cbb9de - Criterion and norm referenced tests in the education system: livening up the debate
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ID: 2f616012-454b-490c-a494-3b66f8c0a705 - Faculty of education lecturers’ and students’ perceptions on the utilisation of e-Learning at Midlands State University in Zimbabwe
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ID: 87428f8a-706e-4f6c-a8af-5b13a94ae088 - Motivations and expectations of pre service student teachers specialising in mathematics at two primary teachers colleges in Zimbabwe
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ID: fb9ed5e4-6ceb-441c-82a5-40ce0f122412 - A Geography Teacher's Responsiveness to the Cognitive Academic Language Proficiency (CALP) Needs of Zimbabwean English Second Language (ESL) Learners in Syllabus Interpretation and Instructional Design
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ID: fa66d086-c6e8-4a98-9a97-8545d49251f3 - Effects of sociocultural beliefs on science education in Zimbabwe: implications for science teaching
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ID: 4248feac-40eb-486d-ac03-c7575434ce21 - Comparative Effect of Two Problem-solving Instructional Strategies on Students’ Achievement in Stoichiometry
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ID: b5ef1569-3c08-42cb-8dfa-b5d0c1e59ba6 - Message of hope for the restoration of an African identity in Mai Charamba's gospel music - A practical criticism
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ID: d6cf57bc-7f3b-469d-9f54-0ae26b93de1e - Hlengwe Memories of the Zimbabwean Liberation Struggle, 1975–1979
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ID: 737f202a-73ab-4e39-bec3-b0a1969dab6c - Christian spirituality as protective factors against drugs and substance abuse by Zimbabwean youths: A case of the Catholic church in Gweru urban
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ID: a22a8c8c-8317-41c5-b529-9e385ad80047 - Pursuing the humanity of subalterns on the farm in Zimbabwean literature.
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ID: cacdd627-80c0-4797-82b5-b4c1ae3396da - Semantically Enhanced Composition Writing With Learners of English as a Second Language (ESL)
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ID: 38ca0e4a-5312-461b-89fe-9113e7ebbbc6 - An analysis of in-service mathematics teachers' conceptions of problem-solving in the subject at Midlands State University in Zimbabwe
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ID: a7e30f04-1ace-48ef-81d9-c2892a613ac0 - Learning in professional learning communities: shifts in mathematics teachers’ practices
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