1. PUBLICATIONS
  2. Publications

Publications

The project through local and international collaborations, has published articles in internationally recognized peer-reviewed journals, the most recent being:

Contribution of Continuous Professional Development (CPD) Training Programme on Rwandan Secondary School Mathematics and Science Teachers’ Pedagogical, Technological, and Content knowledge.

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This was published in Education and Information Technologies. https://doi.org/10.1007/s10639-023-11992-2. This article was authored by the project team leader Assoc. Prof. nkundabakura pheneas,  Dupity team Leader Dr. Theophile Nkundabakura, Mrs. Eugenie Uwamariya who is a mathematics specialist at Rwanda Basic Education Board  and other teaching staffs from University of Rwanda College of Education

SN Title of the paper Journal name and DOI
1

Usage of modernized tools and innovative methods in teaching and learning mathematics and sciences:

A case of 10 districts in Rwanda

Education and Information Technologies

http://dx.doi.org/10.1007/s10639-023-11666-z
2

Teacher performance, attitude and classroom practices dataset collected to evaluate the Rwandan Quality Basic Education project

Data in Brief

https://doi.org/10.1016/j.dib.2022.108758
3

Contribution of Continuous Professional Development (CPD ) Training Programme on Rwandan Secondary School Mathematics and Science Teachers  ' Pedagogical, Technological and Content Knowledge

Education and Information Technologies

https://doi.org/10.1007/s10639-023-12364-6

 

Papers presented in the 1st International Conference on “Re-shaping Education for Sustainable Development”

  1. Effectiveness of Continuous Professional Development Training on Lower Secondary School Mathematics and Science Teachers’ Content Knowledge in Rwanda
  2. Effect  of  Robotics  Enhanced  Project  Based  Learning Approach  on  Senior  One  Students’ Conceptual Understanding and Motivation to Learn Linear Motion in Rwanda
  3. Efficacy of Continuous Professional Development training on Rwandan upper primary teacher’s Content Knowledge in mathematics and Science and Elementary Technology subjects
  4. Effect of Continuous Professional Development Trainings on Mathematics and Science Teachers’ Pedagogical Beliefs in Rwanda
  5. Impact of CPD training program on upper primary Mathematics and Science and Elementary Technology teachers' technological, pedagogical, and subject understanding in Rwanda

PROJECT ACTIVITIES EVENTS