Conclusion

Author:

Kahembe Joyce,Jackson Liz

Publisher

Springer Singapore

Reference23 articles.

1. Akyeampong, K., Pryor, J., & Ampiah, J. C. (2006). A vision of successful schooling: Ghanaian teachers’ understanding of learning, teaching and assessment. Comparative Education, 42(2), 155–176.

2. Barrett, A. M. (2007). Beyond the polarization of pedagogy: Models of classroom practice in Tanzanian primary schools. Comparative Education, 43(2), 273–294.

3. Bartlett, L., & Vavrus, F. (2013). Testing and teaching: The Tanzanian national examinations and their influences on pedagogy. In F. Vavrus, & L. Bartlett (Eds.), Teaching in tension: International pedagogies, national policies, and teachers’ practices in Tanzania. Rotterdam: Sense Publishers.

4. Brown, G. T. L. (2008). Integrating teachers’ conceptions: Assessment, teaching, learning, curriculum and efficacy. New York: Nova Science.

5. Brown, G. T. L., Lake, R., & Matters, G. (2011). Queensland teachers’ conceptions of assessment: The impact of policy priorities on teacher attitudes, teaching and teacher education. An International Journal of Research and Studies, 27(1), 210–220.

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