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Cultivating Noise and Silence Using Drama in the Classroom: Notes from an Action Research Project in Zimbabwe
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Marunda-Piki, Chipo Jean – Research in Drama Education, 2020
This article presents an action research analysis of data collected from lessons conducted in my own class. The action research investigated how the dynamics of noise and silence can be enforced using dramatic approaches. Research in the area of drama integration in teaching and learning often aims to improve learner's knowledge acquisition.…
Descriptors: Drama, Acoustics, Teaching Methods, Foreign Countries
Towards a Postcolonial Curriculum in Zimbabwe: A Critical Review of the Literature
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Sibanda, Lovemore; Young, Jemimah – Africa Education Review, 2020
The purpose of the study reported on was to explore the empirical literature related to the implementation and effectiveness of a postcolonial curriculum in Zimbabwe. A systematic review of the literature utilised an inductive analytical approach to characterise the results of previous empirical studies to proffer research-based conclusions and…
Descriptors: Postcolonialism, Curriculum Implementation, Instructional Effectiveness, Foreign Policy
Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers
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Majoko, Tawanda – SAGE Open, 2019
This study examined the teaching competencies perceived by special needs education teachers to be essential for inclusive education. Entrenched in inclusive pedagogy, this descriptive study draws on a sample of 24 special needs education primary school teachers purposively drawn from Midlands educational province of Zimbabwe. Throughout the…
Descriptors: Foreign Countries, Teacher Competencies, Special Education Teachers, Inclusion
Practices That Support the Inclusion of Children with Autism Spectrum Disorder in Mainstream Early Childhood Education in Zimbabwe
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Majoko, Tawanda – SAGE Open, 2017
The international and national mandate to serve learners with special needs in regular education warrants examination of support practices for including learners with autism in Zimbabwe. Entrenched within the inclusive pedagogical philosophy, the current qualitative study executed individual interviews with 18 teachers, document analysis, and…
Descriptors: Inclusion, Autism, Pervasive Developmental Disorders, Preschool Children
Teacher Efficacy in Rural Zimbabwe
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Dunham, Judy K.; Song'ony, Daniel – Research in Comparative and International Education, 2008
The need to address contextual variables, such as cultural bias and cultural norms, is a common challenge for researchers in international education. This article highlights societal conditions and cultural issues that could have impacted teacher efficacy data in Zimbabwe, a country known for its ongoing economic crisis, political repression, and…
Descriptors: Rural Schools, Teacher Effectiveness, Cultural Differences, Foreign Countries
Hospitable Kinship in Theological Education: Cross-Cultural Perspectives on Teaching and Learning as Gift Exchange
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Wimberly, Anne E. Streaty – Teaching Theology & Religion, 2004
Using an autobiographical approach for pedagogical reflection, the author raises questions about how to include "hospitable kinship" and "gift exchange" in teaching and learning. Her experience with a Zimbabwean community circle of hospitable kinship has prompted her to consider how this method of community formation might be…
Descriptors: Family Relationship, Teaching Methods, Theological Education, Autobiographies