Do “better” teachers and classroom resources improve student achievement? A causal comparative approach in Kenya, South Africa, and Swaziland

The Role of Classroom Resources and National Educational Context in Student Learning Gains: Comparing Botswana, Kenya, and South Africa

Teachers’ Practices and Perceptions of the Flipped Classroom Approach

Despite the importance of the flipped classroom approach, few studies have investigated its implemen

Natural resources and institutions, how do they interact? : a comparative study of South Sudan and Botswana

This thesis examines the reasons that for some countries their wealth in natural resources is consid

Student teachers' situational engagement during teachingpractice in Finland and South Africa

Interventions to improve learner achievement in South Africa: A systematic meta-analysis

Classroom practices of student teachers using SiSwati and English in the primary school, and implementing language policies

The two documents present two datasets which were generated for validation of a thesis titled 'Imple