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ID: 5abf0ec1-8d02-4135-9a62-fa270ef77e7a - Corporal punishment in schools: issues and challenges
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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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94
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ID: a606c854-7ba5-4e7d-ad3f-b77c0fa01ffc - Traditional children’s games: their relevance on skills development among rural Zimbabwean children age 3–8 Years
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91
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ID: a652040d-c42e-4d25-a4aa-6e194a1c77fa - Bachelor of education in service teacher trainees’ perceptions and attitudes on inclusive education in Zimbabwe
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85
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ID: 2aaba6cf-107f-45d5-9d96-339434450759 - Students' Self-Concept and Academic Achievement in Zimbabwe: A Preliminary Study
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72
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ID: 5bad63d2-2500-460e-8799-efcc9ded00de - A critique of constructivist theory in Science teaching and learning
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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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70
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ID: 0224492c-b278-484f-8fb8-034da319e656 - Challenges Faced by Youths in Institutional Care Centers in Their Transit to Adulthood: A Case of One Child Care Institution in Zimbabwe
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69
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ID: a9d6c0de-3930-4760-a2bf-fc691ab82682 - The prevalence of child sexual abuse among secondary school pupils in Gweru, Zimbabwe
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60
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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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59
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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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59
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ID: 2108c65d-429e-4ece-97c3-5ded4f0086f8 - Managing Occupational Stress
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55
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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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53
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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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53
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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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50
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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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50
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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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44
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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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39
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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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38
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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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38
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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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38
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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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37
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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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37
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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: a522ceee-3510-4f65-8567-7f3f35574193 - School knowledge and everyday knowledge: why the binary conceptualization?
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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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34
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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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34
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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: b9b6661f-0e5a-444f-a3bb-97a26c3299d7 - Participation of rural Zimbabwean female students in mathematics: the influence of perception
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33
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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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32
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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: 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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32
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ID: de707bdd-243e-4304-9caf-c32a59f45c91 - Teacher incentives: a death knell for education in Zimbabwe?
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32
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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: 86a368da-0d5c-4dbd-adfd-13247b476e42 - Students’ misconceptions about bonding and chemical structure in chemistry
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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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30
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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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30
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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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30
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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: 4ebc0b64-efef-4256-949c-3cf3cffc4da6 - Caregiver's perceptions of attachment and behaviors exhibited by institutionalised children: the Zimbabwean experience
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29
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ID: 6c5f50e5-11a4-4482-b7df-979fb7671c5b - Factors that matter in building and promoting psychological resilience of orphans and vulnerable children in Shurugwi rural district primary schools in Zimbabwe
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29
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ID: 95026bd8-5f93-4bf5-a1c5-3eacea1f40f4 - Zimbabwean female participation in physics: the influence of identity formation on perception and participation
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ID: ca563961-50a1-415c-948a-21c09dabef63 - Pupils’ perceptions of sexual abuse by teachers in Zimbabwe
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29
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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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ID: e7ca6245-a0d0-4baa-86d6-5c0865a8e17c - Gender-related differences and attitudinal determinants towards science teaching and learning: a quantitative analysis
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ID: 13cee85b-ad9e-4f56-a4eb-8b82f01fa3b4 - Unmasking factors that propel men into extramarital affairs as perceived by men in Gweru’s Mkoba suburb: Zimbabwe
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28
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ID: 2244d1ea-7a99-4c02-aac3-c294c07c1866 - Impact of O' Level examination localization on assessment standards and credibility: a study of five high schools in the Kwekwe district of Zimbabwe.
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28
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ID: 724de5d2-8700-4f8a-8944-d4acc647ca69 - Classroom-based assessment practices by early childhood educators in Masvingo urban primary schools in Zimbabwe.
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28
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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: 128e8f26-038c-4551-b068-55af5a766c31 - Zimbabwean female participation in physics: the use of drawings in documenting students' images of scientists
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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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