This paper documents teachers' assessment practices and pupils' learning to read and write in large classes. To gain insights into the assessment practices and pupils' learning, the principles of Vygotsky's zone of proximal development and participatory action research (PAR) design were adopted. Collaboratively, teachers reflected on their…

This study reports an interpretative case study investigating practices and challenges in an emerging m-learning environment at Makerere University in Uganda. The research was part of the MobiClass pilot project. Data was collected by means of observations and interviews with teachers and various m-learning support staff, including teacher…

This article reports on a research project investigating the role of itinerant teachers (ITs) of children with visual impairment in Uganda. The research focused on the activities of 52 ITs who recorded their work in a journal over a period of eight weeks (a new practice which was introduced to them through a workshop). Analysis of the data…