Volume 4, Issue 2 (2015)

Preface of Special Issue

AUTHORS: Baraka Manjale Ngussa

PAGES: 1-2

DOI: 10.6007/IJARPED/v4-i2/1724

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ICT and Student Interaction: Experiences at the University of Eastern Africa, Baraton, Kenya

AUTHORS: Baraka M. Ngussa, Lazarus N. Makewa, Joshua Michael Kuboja

PAGES: 3-20

DOI: 10.6007/IJARPED/v4-i2/1723

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Teaching Practice Self-Evaluation: Experiences at the University of Arusha- Musoma Centre, Tanzania

AUTHORS: Baraka M. Ngussa, Joshua Michael Kuboja

PAGES: 21-34

DOI: 10.6007/IJARPED/v4-i2/1726

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Affective Learning and Cognitive Skills Improvement: Experience of Selected Schools in Arusha, Tanzania

AUTHORS: Joshua Michael Kuboja, Baraka M. Ngussa

PAGES: 35-50

DOI: 10.6007/IJARPED/v4-i2/1727

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Conceptualizing the Place of Technology in Curriculum Formation: A View of the Four Pillars of Curriculum Foundations

AUTHORS: Joshua Michael Kuboja, Baraka M. Ngussa

PAGES: 51-63

DOI: 10.6007/IJARPED/v4-i2/1728

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Students Attitude and Views on CRE Teachers’ Role Modeling Practices in Secondary Schools in Makueni County

AUTHORS: Naomi Ratemo, Yona Balyage, Elizabeth Role, Lazarus Ndiku Makewa

Received: 16 Apr, 2015 | Revised: 19 May, 2015 | Published: 23 Jun, 2021

PAGES: 64-76

DOI: 10.6007/IJARPED/v4-i2/1729

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Analyzing"Our Arabic language Textbooks’’ of the Last Grade of Primary Stage with Reference to Bloom’s Taxonomy of the Cognitive Objectives

AUTHORS: Zakariya Abu – Dabat

PAGES: 77-93

DOI: 10.6007/IJARPED/v4-i2/1735

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Reasons for Low Performance of Teachers: A Study of Government Schools Operating in Bahawalpur City, Pakistan

AUTHORS: Ibbad Ashraf, Fawad Ashraf

PAGES: 94-106

DOI: 10.6007/IJARPED/v4-i2/1764

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