Rose Mugweni

• Great Zimbabwe University

Studies on teacher preparation for managing bias has established and created a domain within the global educational research enterprise. What is implicit is how researches on managing bias may be used to improve teacher development. Research on managing bias in teacher preparation has recognized a place for itself within the international education...

this study examined the impact of technology on form one pupils" academic performance in two secondary schools in Masvingo urban. The study is informed by Bandura"s social cognitive learning theory and Vygotsky"s socio-cultural theory. The study used a phenomenological design with interviews with eight students (four from each school) and two teach...

This study explored the impact of mothers' street vending on their children's socio-emotional and language development in Rusape urban, Zimbabwe. Rusape urban is in the east of the country where street vending is highly prevalent. An interpretive paradigm guided the study. According to the paradigm, phenomena should be studied in natural settings i...

Young children need nurturing care, which includes responsive caregiver–child interactions and opportunities to learn. However, there are few extant large‐scale programs that build parents’ abilities to provide this. We have developed an early childhood parenting training package, called Reach Up, with the aim of providing an evidence‐based, adapta...

Studies on teacher preparation for managing bias has established and created a domain within the global educational research enterprise. What is implicit is how researches on managing bias may be used to improve teacher development. Research on managing bias in teacher preparation has recognized a place for itself within the international education...

This study examined secondary school teachers’ understanding of the HIV and AIDS education policy and curriculum in Zimbabwe. The study was informed by the Concerns-Based Adoption Model. Twenty teachers, four school heads from the participating schools and two Ministry of Education officials from Masvingo provincial offices participated in the stud...

This study analysed perceived sexual harassment experiences and responses among 136 female students (aged 19 to 40) randomly drawn from an institution of higher learning in Zimbabwe. A Sexual Harassment Questionnaire (SEQ) was administered to the participants. Data were summarized using descriptive statistics. Thirty-one percent (42) of the student...

The study explored barriers to promotion for university female lecturers to leadership positions. In Zimbabwe, women have gained legal rights through government pronounced policies such as the Gender policy and Affirmative Action policy (Government of Zimbabwe, 2004; Chabaya et al., 2009). The theoretical framework used is critical feminism which d...