Stamili Iddy Kilanda

Teachers’ Culturally Responsive Classroom Practices in Diverse Primary School Settings: Evidence from Nghambaku Ward, Chamwino District, Tanzania

This study examined teachers’ culturally responsive classroom practices in diverse primary school settings in Nghambaku Ward, Chamwino District, Tanzania. The study was guided by the increasing need to promote inclusive learning environments in culturally and linguistically diverse classrooms. Specifically, the study e...