Vol. 16 No. 3 (2004) | Zimbabwe Journal of Educational Research

Published: 2007-01-05

Towards an understanding of assessment practices of primary school teachers in Tanzania

JL Ndalichako

168-177

DOI:

10.4314/zjer.v16i3.26046

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Differences in pupils' mathematics self-concept by class level and gender in upper primary schools: Some findings from Kenya's Kericho Municipality

BN Githua, JK Ngeno

178-195

DOI:

10.4314/zjer.v16i3.26047

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The marketing landscape of universities in Zimbabwe: Perspectives, practices and prospects

F Maringe

196-214

DOI:

10.4314/zjer.v16i3.26048

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Survey of the needs of HIV/AIDS orphaned children and foster parents and the implications of these needs on care giving: A case for Murehwa District

C Chidakwa, C Majoni

215-227

DOI:

10.4314/zjer.v16i3.26049

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Undergraduate and diploma students' motives for training as mathematics and science teachers

LJ Nyaumwe, JC Brown, L Dhliwayo

228-240

DOI:

10.4314/zjer.v16i3.26050

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Different views of distance education and how these views affect distance teaching and open learning within the Zimbabwe Open University

Y Mudavanhu, FS Mvere, C Majoni, A Mupondi, T Kaputa

241-261

DOI:

10.4314/zjer.v16i3.26051

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Zimbabwe Journal of Educational Research
Journal / Zimbabwe Journal of Educational Research / Vol. 16 No. 3 (2004) / Articles

Articles

Towards an understanding of assessment practices of primary school teachers in Tanzania

DOI:

Differences in pupils' mathematics self-concept by class level and gender in upper primary schools: Some findings from Kenya's Kericho Municipality

DOI:

The marketing landscape of universities in Zimbabwe: Perspectives, practices and prospects

DOI:

Survey of the needs of HIV/AIDS orphaned children and foster parents and the implications of these needs on care giving: A case for Murehwa District

DOI:

Undergraduate and diploma students' motives for training as mathematics and science teachers

DOI:

Different views of distance education and how these views affect distance teaching and open learning within the Zimbabwe Open University

DOI:

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