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1784
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ID: 12152e3c-2eb9-43f9-b4e7-2b6fe304dc20 - Early Childhood Development teachers` understandings of Indigenous Knowledge and their strategies for incorporating IK in their pedagogical practices
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ID: b3751729-9c25-4553-9f29-2845450fc09c - Preparedness for inclusive education in early childhood Development (ECD): a survey of Gweru district ECD centres
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ID: 0b1bc181-8ba4-47c6-9bcd-f03fb2e13c65 - Exploring the interaction between depression and learning in Shona culture : a study of students and lecturers in a tertiary education institution in Zimbabwe.
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91
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ID: fa6999d9-985f-4563-a171-d213973a99b0 - Lighting “dark rooms” for Early Childhood Development student teachers health system: A case of one Teachers’ College in Zimbabwe
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90
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ID: 63374254-0df7-4cdf-b343-0e325b5c84c0 - Parents’ and Teachers’ Perceptions on the Use of Language in Early Childhood Development in Norton District
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88
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ID: 06d6011d-22cf-47ae-88c1-cc147ce99ea7 - An overview of theories on child maltreatment and their applicability to Zimbabwean society
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87
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ID: 65b1f200-b9ed-4d2c-afee-ef5bdcd1d213 - State Of Affairs In Early Childhood Development: Are We Getting There? A Case of Bulilima District Schools
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ID: 2108c65d-429e-4ece-97c3-5ded4f0086f8 - Managing Occupational Stress
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ID: 8d6d4d2b-31e6-48f0-8584-82275c0d1fbe - Making sense of depression within the Shona culture: Perceptions of tertiary students in the Midlands Province of Zimbabwe
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80
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ID: b8df3c3f-f2f6-4bee-bf47-b48776eaa22e - Factors influencing early childhood development learners’ langauage literacy development: Teachers’ perspective in Zvishavane District
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ID: f121304b-2c0f-4f5d-ae4d-85c1afe61128 - Enhancing Performance of Zimbabwean Service-based Firms through Digital Transformation and Sustainable Competitive Advantage: A Structural Equation Analysis
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ID: afb7ec3e-19bb-4157-ab05-7c7ef9ebbfb1 - Experiences and coping strategies of school heads implementing Competence Based Curriculum. A case study of ten primary school heads in Chirumanzu Rural District, Zimbabwe.
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ID: ac6515cd-b2c9-46b5-add6-ec1f443f65d7 - Zimbabwean science students’ perceptions of their classroom learning environments and attitude towards science
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ID: b9b6661f-0e5a-444f-a3bb-97a26c3299d7 - Participation of rural Zimbabwean female students in mathematics: the influence of perception
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72
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ID: 46b266ef-ecab-44ed-9cf8-b0abccea3a21 - Perceptions on curriculum implementation: a case for rural Zimbabwean early childhood development teachers as agents of change
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68
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ID: 52477063-ca52-4e24-8f99-59e96b4ed4dd - Children's rights: how much do Zimbabwe urban secondary school pupils know?
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ID: 20bf7fae-eb05-4169-8133-996291a46862 - Increasing female participation in advanced level mathematics: a perspective from students and teachers in Zimbabwe
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64
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ID: 21334532-a9d1-4a1a-9b38-19a7729ea0aa - Fighting child sexual abuse: perspectives of pupils from a developing country
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ID: 87139543-bad9-4e4d-9cfc-7aba0f5f922d - Selection of science subjects at advanced level by females : aetiology and challenges
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ID: 6c18b52b-343b-48cd-b970-33685a0dd077 - The pros and cons of teaching large classes: the Zimbabwean primary school experience
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ID: a522ceee-3510-4f65-8567-7f3f35574193 - School knowledge and everyday knowledge: why the binary conceptualization?
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60
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ID: 1397c987-7ab5-4625-bb6e-465890154fa8 - Educators’ perceptions of peer harassment among rural day secondary schools pupils in Gweru, Zimbabwe
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ID: 4ebc0b64-efef-4256-949c-3cf3cffc4da6 - Caregiver's perceptions of attachment and behaviors exhibited by institutionalised children: the Zimbabwean experience
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59
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ID: 5312e8fe-4309-4c2b-90ca-8938e0bbaecc - The impact of space on children's play: a case of four preschools in Masvingo City.
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59
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ID: fff2edd0-3352-4fc5-b738-b3f1832a1128 - Emerging issues on child abuse: voices of student teachers
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59
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ID: 3ccaeba1-7ec1-4b5e-a0c8-8a44b1a82f65 - Challenges faced by learners and teachers in special classes in secondary schools: the case of Dzivaresekwa District in Harare.
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ID: 667cdcac-239f-4016-926c-1d172170fb84 - Educators perceptions of family risk factors associated with child sexual abuse: the case of Gweru primary schools
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ID: 9f976d8f-006f-45b9-93fe-33df3614980f - The extent to which mathematics instructional practices in early childhood education in Zimbabwe relate to or make use of children's experiences.
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ID: e510d1bc-195f-4386-97ef-50ae82609210 - The effectiveness of corporal punishment in dealing with deviant behaviour in pupils in schools
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58
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ID: 91d997e1-4a22-4e6e-b7df-65b299c5149d - Evaluating the Implementation of the remedial education programme in Zimbabwe urban primary schools
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ID: 2a3be80a-4e8e-457b-8cbb-9654569ed16c - Unmasking the state of risk management in Zimbabwe’s Gweru urban secondary schools
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ID: b774e101-d295-4da8-b3ee-ac30016bb8d4 - Anthropomorphic notion of atoms, the etiology of pedagogical and epistemological learning proactive interference among Chemistry learners: implications
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ID: edabac25-96ac-459d-bc00-1e6d251e1874 - The readiness of schools in Zimbabwe for the implementation of early childhood education
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ID: f27ba830-af3f-493b-801b-0cffc83fc8fd - Visual participatory as an analytic tool in managing violence among students in an urban secondary school in Zimbabwe
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55
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ID: 6615d830-f243-40a7-8e16-867024cbafc2 - Re-integration of institutionalised children into society: a case study of Zimbabwe
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ID: 3c83ef6f-f889-40f6-9d4a-b2e087d6aa5a - Attitudes of secondary school pupils towards the teaching and learning of science: a Zimbabwean case
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ID: ca563961-50a1-415c-948a-21c09dabef63 - Pupils’ perceptions of sexual abuse by teachers in Zimbabwe
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ID: cd1fa267-d1e9-4712-b57f-f5139c9b56c8 - Implementation of the basic education assistance module (BEAM) programme: the case of Zaka North District in Masvingo) Province.
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ID: 0a03e1c5-cc84-47cd-a4bf-154a139731a6 - Gender and leadership: factors influencing election into student representative council and implications for sustainable development
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ID: 1d27576b-c770-4144-ae09-25e7c30da76d - Excavating factors that militate against social transformation through Open and Distance Learning (ODL): a case of women in Mkoba suburb of Gweru
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ID: a4f1699b-bb3b-493a-a473-0b64663cc683 - Emergent and early literacy and implications for early childhood teachers continuing professional development: a case study of Gweru urban pre-cchools.
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ID: 3555c6fc-7a14-4433-9c90-8e2c34ee3dd3 - Analysis of the educational policymaking process in Georgia: a case of House Bill (HB) 247 (amended1999) on bullying in schools
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ID: 5e5e539f-9c69-4eb8-8e4f-1ffed3a9893c - Current state of guidance and counseling in secondary schools in Zimbabwe
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ID: e0d3d4d7-4d15-43a0-89e1-176708035326 - Availability of print curriculum materials and its consequences for the quality of education in schools located on newly resettled farm areas in Zimbabwe
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