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Two school-based cases are discussed that highlight the role teachers, who take up these pedagogical challenges play in further brokering change in their local institutions; some of the influences that support the process of institutional change are identified and how these are understood and reported to increase access and enhance learning for all pupils.
Creators:
Murphy, P.
Wolfenden, F.
Year:
2013
License Condition: Full Copyright - All rights reserved |
Type:
Journal Articles
Section:
OER research in Africa