Framework for Enhancing Historical and Assessment Literacy in Higher Learning Institutions
Insights from Tanzania
Bibliographic Data
| ID | 19216407 |
|---|---|
| Authors | Willy Lazaro Komba (0000-0003-0553-6552, The University of Dodoma), Daniel Mngarah (0000-0002-5634-4860, The University of Dodoma), Victor Mtenga (0000-0003-2591-1751, The University of Dodoma), Ally Mkubwa (0000-0002-2774-4857, The University of Dodoma) |
| Year | 2026 |
| Pages | 1-13 |
| Publication date | 2026-06-06 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Social Studies (BOOK_SERIES) |
| Journal identifiers | ISSN: 0037-7996 • E-ISSN: 2152-405X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00377996.2026.2681490 |
| OpenAlex | W7163746760 |
| Language | EN |
| References cited | 12 |
Educational assessment · Higher education · Literacy · Qualitative research · Research methodology · Social studies · Tanzania · Teaching method · African Education and Politics · Educator Training and Historical Pedagogy · Teacher Education and Assessments
Disciplinary Literacies and Learning to Read for Understanding
Developing a growth-mindset pedagogy for higher education and testing its efficacy
Study Design in Qualitative Research2
Reflecting on reflexive thematic analysis
Who Writes and Reads African History and Why? Locating African Voices in the Twenty-First Century, From 1960 to the Present
Engaging Pre-Service Social Studies Teachers in Local History Study Experiences
Writing history
The Trevor-Roper Trap or the Imperialism of History. An Essay
Wrinkles in Time and Place
Nationalist Historiography, Patriotic History and the History of the Nation
Phenomenological psychology and qualitative research
| Highly cited | No |
|---|