• Reducing violence against children by implementing the preventive intervention Interaction Competencies with Children for Teachers (ICC-T): Study protocol for a cluster randomized controlled trial in Southwestern Uganda 

  Nkuba, Mabula (Trials, )
• Violence and maltreatment in Tanzanian families – Findings from a nationally representative sample of secondary school students and their parents . 

  Nkuba, Mabula (Child Abuse & Neglect, )
• Reducing violence by teachers using the preventive intervention Interaction Competencies with Children for Teachers (ICC-T): A cluster randomized controlled trial at secondary schools in Tanzania. 

  Nkuba, Mabula (PLOS ONE, )
• Mental health problems and their association to violence and maltreatment in a nationally representative sample of Tanzanian secondary school students. 

  Nkuba, Mabula (Social Psychiatry and Psychiatric Epidemiology, )
• ). Teachers’ stress intensifies violent disciplining in Tanzanian secondary schools. 

  Nkuba, Mabula (Child Abuse & Neglect, )
• Nkuba, M., Hermenau, K. & Hecker, T. (2019). The association of maltreatment and Socially deviant behaviors – Findings from a national study with adolescent students and their parents . 

  Nkuba, Mabula (Mental Health & Prevention, )
• Reinvigorating Inquiry-Based Instruction in Science Classrooms in Tanzanian: Lessons from South Africa and the United States 

  Kinyota, Mjege (Journal of Education, Humanities and Sciences,, )
• The Critical Thinking Skills of Prospective Teachers: Investigating their Systematicity, Self-confidence and Scepticism 

  Kavenuke, Patrick; Kinyota, Mjege; Kayombo, Joel (Elsevier, )
• Examining Teacher Trainees’ Attitude towards Teaching Profession and Teaching Subjects in Tanzania 

  Kinyota, Mjege; Kavenuke, Patrick (Huria Journal, )
• Implementing ecopedagogy in highly centralised curricula contexts: a critical analysis of an environmental education course taught at one Tanzanian university 

  Kinyota, Mjege (Taylor & Francis, )
• The Role of Teachers’ Instructional Moves on Students’ Problem-Solving Skills: A Discourse Analysis of Mathematics Lessons in the USA and Tanzania 

  Kinyota, Mjege (Papers in Education, )
• The status of and challenges facing secondary science teaching in Tanzania: a focus on inquiry-based science teaching and the nature of science 

  Kinyota, Mjege (Taylor & Francis, )
• Student teachers' perceptions of the use of LMS for promoting critical thinking in their future teaching career 

  Mwalongo, Alcuin (IGL Global, )
• Improving interaction competencies with children - A pilot feasibility study to reduce school corporal punishment 

  Nkuba, Mabula (Journal of Aggression, Maltreatment and Trauma, )
• Promoting Teacher Professional Learning in Tanzanian Schools: Lessons from Chinese School-Based Professional Learning Communities 

  Kinyota, Mjege; Kavenuke, Patrick; Mwakabenga, Rehema (Journal of Education, Humanities and Sciences,, )
• Whose Names are in Science Textbooks? Justifying the Need for Critical Pedagogy in Tanzania Science Classrooms 

  Kinyota, Mjege; Kavenuke, Patrick (Journal of Education, Humanities and Sciences,, )
• Teacher AfL perceptions and feedback practices in mathematics education among secondary schools in Tanzania 

  Kyaruzi, Florence; Strijbos, Jan-Willem; Ufer, Stefan; Brown, Gavin, T. L (Studies in Educational Evaluation, )
• Peer Feedback: Its Quality and Students’ Perceptions as a Peer Learning Tool in Asynchronous Discussion Forums 

  Mwalongo, Alcuin (Institute of Advanced Engineering and Science, )
• How primary School Teachers Handle Pupils' Errors_ in EFL Classrooms: A Case Study of Primary Schools in Dar es Salaam 

  Mwalongo, Alcuin (Institute of Adult Education, )
• Teacher’s Knowledge, Beliefs and Pedagogical Practices in Integrating ICTs in different Curriculum Areas in Secondary Schools 

  Mwalongo, Alcuin

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