Flexible Learning Strategies Research Articles

FINDING SILVER LININGS: UNDERSTANDING THE CHALLENGES FACED BY NON-SPECIAL NEEDS EDUCATION TEACHERS IN THE ERA OF INCLUSIVE EDUCATION

This qualitative phenomenological study aimed to uncover the lived experiences of twelve (12) non-special needs education (non-SNed) teachers at New Corella National High School, focusing on the challenges they faced in the era of inclusive education. Additionally, the study described how these teachers coped with these challenges and the insights they gained from their experiences. In-depth interviews (IDI) were conducted with twelve (12) participants selected through purposive sampling. Results indicated that non-SNed teachers encountered various challenges, including managing diverse learning needs, lacking proper training and resources, and difficulties with integration and inclusion. Participants coped with these struggles by receiving comprehensive training, creating an inclusive atmosphere, enhancing student engagement and participation, achieving academic progress, and employing flexible learning strategies. The insights drawn from their experiences emphasized the importance of cultivating patience and adaptability, enriching understanding and empathy, navigating professional growth and challenges in inclusive education, and embracing and loving their students. Future researchers should adopt a mixed-methods approach with more participants to comprehensively grasp inclusive education processes. KEYWORDS- Non-Special Needs Education Teachers, Lived Experience, Challenges, Inclusive Education, Qualitative, Phenomenology, Philippines

Exploring Artificial Intelligence in Academic Essay: Higher Education Student's Perspective

Artificial Intelligence (AI) and academic essay writing merge to create a transformative intersection in education, each reciprocally refining and reforming the other. AI, through its innovative technologies and flexible learning strategies, elevates academic writing by offering dynamic, interactive learning settings, and personalized educational journeys. This study aimed to explore students' perceptions of AI usage in academic essay writing using a case study design. It involved 245 undergraduate students from 25 tertiary institutions in Eastern and Central Indonesian provinces, with data collected via Google form to gain insights into students' attitudes toward AI tools in writing academic essays. Findings indicated a positive reception of AI-powered writing tools, with students acknowledging their benefits in grammar checks, plagiarism detection, language translation, and essay outlines. AI was found to enhance students' writing abilities, self-efficacy, and understanding of academic integrity. However, some students expressed concerns about potential impacts on creativity, critical thinking, and ethical writing practices. The study emphasized a balanced approach to AI integration, where AI collaborates with human authors, and also identified popular AI tools used by Indonesian students. As such, the research highlighted AI's significant role in supporting academic writing while preserving human creativity and critical thinking, underscoring the importance of maintaining a balanced integration to sustain human ingenuity and critical thought in academic discourse.

Cooperative Group Work as a Flexible Learning Strategy of the 4th Year College Students of MSU-Sulu

The education system has been shaken by an unprecedented health crisis. Various governments around the world have launched civic response efforts to mitigate the negative impact of the pandemic on education. Due to the movement and health protocol restrictions, the current situation may exacerbate the difficulty encountered during online learning. Teachers must take a different approach to learn in this situation. To improve learning, teachers must assist students and manage them. Teaching is most effective when the learner actively participates and cooperates. Through systematic classroom interaction, cooperative group work as flexible learning allows students to support and encourage one another. This study was conducted at MSU-Sulu on cooperative group work as an approach. The study's participants are 4th year College education students. The researcher used a checklist questionnaire to determine the potential effects of cooperative group work as flexible learning. The scoring scheme employed 4 points Likert scale. The findings of the study on the effects of cooperative group work on the performance of 4th year college education students. On the potential effects of cooperative group, workshop participants agreed. Students should be encouraged to adopt cooperative group work to enhance their knowledge and skills, especially during a pandemic. Teachers must ensure that this approach is used in learning sessions because it equates to improvement in students' academic performance.

A Review of Studies on Cooperative Learning in Language Classroom seen from Students' attitudes

Cooperative learning is one of the most effective learning methods that has been widely used in higher education. In the language classroom, it can develop transferable skills and encourage students to use the language. The effectiveness has been argued in numerous of literature. However, not many are concerned about how students feel about being involved in a group learning process. Therefore, this article reviews the literature on cooperative learning in the English language classroom. The study aimed to seek the students' views regarding their experiences on group work both in online and offline settings. Based on the findings, the majority of the students who experienced group work online and offline have a positive perception. Utilizing a cooperative learning strategy may benefit students in various ways, including increased self-confidence and motivation, a more student-centered environment, and taking responsibility. In addition, online group work is considered a flexible learning strategy (i.e., time and place schedule management) and easy access to various teaching materials in online settings. Regardless of the benefits, the students who perceived group work negatively were in online settings due to internet connection issues, less group work experience, and unfamiliar with the application and software. Therefore, this study benefits students, academicians, and policymakers.

Exploring the Viability of Online Problem-Based Learning Through the Lens of Students and Teachers

This study aimed at exploring the perceptions of students and teachers regarding the viability of the online problem-based learning (PBL) approach. The study also aimed to report the perceived merits and demerits of online PBL and offer suggestions to improve it further. To achieve these objectives, a qualitative exploratory study was conducted at the College of Medicine, The University of Lahore from July 2020 to November 2020. Employing purposive sampling, 12 students and 11 teachers were recruited, with experience in both online and face-to-face PBL. The perceived merits and demerits of online PBL were inquired in focus group discussions. Moreover, suggestions to improve the online PBL environment were elicited from both stakeholders. The data was recorded, and then inductively coded and thematically analysed using Atlis.ti software. Students displayed active participation, improved learning and self-regulation during online PBL. The participants valued online PBL as a resourceful, convenient and flexible learning strategy. Some demerits of online PBL were also reported, including student passivity, low motivation and poor concentration, which were mainly attributed to the lack of physical presence. Suggestions to improve the online PBL environment included virtual use of simulation patients and infographics, faculty development, student orientation and technical support. We conclude that online PBL can be used as an effective strategic alternative to face-to-face modality. However, certain challenges exist in online PBL that can jeopardise students’ learning processes. Efforts need to be made to fully capture the essence of the online PBL environment.

Developing a hybrid learning model based on Moodle e-learning in Linguistics course

This study aims to create a hybrid learning model, and Linguistics course instructional materials to improve students' language knowledge, theories, and skills, particularly in the English department. A research design and development process were used to construct the learning model and instructional materials. This research entails a lengthy process of determining the needs of students and developing Linguistics products or course material to improve students' capacity or skills in learning language through hybrid learning using a Moodle platform (e-learning). The participants in this study are English department students from Faculty of Languages and Literature, Universitas Negeri Makassar. The students in the English Education and Literature department served as the study's sample. The study's findings revealed a hint of a hybrid learning model based on Moodle e-learning, syllabus, Linguistics course design instructional material, and student’s worksheet activities or exercises. The creation of a Moodle-based hybrid learning model in the Linguistics course, which includes learning procedures and steps, teaching materials, and assessment of learning outcomes, is intended to improve student learning abilities, particularly in the English Department, which includes aspects of knowledge, attitudes, and skills under today's curriculum demands. The Linguistics course's teaching materials were built on a Moodle-based hybrid learning paradigm that adheres to active, interactive, and communicative learning concepts. In this learning, active, creative, and communicative learning strategies and techniques and flexible learning strategies and methods are extremely conceivable.

Adjusting to the New Normal: Exploring Alternative Learning Strategies for Devcom Students

People, having individual learning style preferences as well as capabilities and resources for learning, process information differently. Effectivity of the learning process or students’ academic performance is often affected by these factors. Students enrolled in higher education institutions today belong to a generation cohort whose learning and communication behavior is dependent on interactive technology and are not always comfortable with traditional information transfer. In addressing these problems, the study implemented action research on the use of Blended Learning (BL) approach, utilizing different modalities such as web-based learning management systems, recorded video lectures, games, and face-to-face lectures, to deliver selected Development Communication subjects for 2nd semester of A.Y. 2019-2020. The approach integrated synchronous traditional classroom meetings with asynchronous online activities/assessments which lets students learn at their own pace and choose what requirements they want to do first. Before the second half of the academic semester when the action research was implemented, the COVID-19 pandemic forced educational institutions in the Philippines to wrap up early. The objectives of the study were then modified to include determining alternative teaching and learning strategies for DevCom students given the “new normal”. Using the data from the BL approach, a Flexible Learning Strategy was formulated which categorized students based on their resources and capabilities for different learning modes.

Education amidst COVID-19 Disruption: Perceived Difficulty in Implementing Flexible Learning Strategies of Teacher Education Faculty Members in a State University

This descriptive-correlational study described and analyzed the perceived difficulty in implementing Flexible Learning (FL) strategies of 60 teacher education faculty members of a state university in an eastern province in the Philippines. Moreover, this study investigated the correlation between the faculty members’ demographics and their perceived difficulty in implementing flexible learning strategies. Data were collected using a researcher-made questionnaire and analyzed using weighted mean, standard deviation, Spearman Rho Correlation, and Rank-Biserial Correlation. Results revealed that faculty members, in general, considered flexible learning strategies to be slightly difficult to implement. A significant relationship was also found between the faculty members’ generational age and their perceived difficulty in the Instructional Approach and Resources domain. The findings of this study suggest capacity building initiatives to address the identified difficult flexible learning strategies of the faculty members.

Digital Tools and Personal Learning Environments: An Analysis in Higher Education

The effective use of Information and Communications Technology (ICT) and the discussion surrounding its educational contributions in formal settings are key elements in the analysis of personal learning environments (PLE). The aim of this study was to analyze the tools that students use to access information, create content, and share and interact in the framework of higher education. The study took a quantitative approach, using an ex post facto, transactional design. Data collection was via the application of a questionnaire to a stratified probabilistic sample (n = 1187) of university students on different courses at the National University (Costa Rica). Analysis of the data showed moderate use of tools in students’ PLEs. Students made more frequent use of resources aimed at accessing information, followed by applications for sharing and interacting, and, to a lesser extent, content creation. We also found significant differences in the use of tools depending on sex, previous education in technology, and academic performance. We recommend the inclusion of open, flexible learning strategies in university education which incorporate the various technological resources available in the digital era to ensure the development of PLEs and lifelong learning.

A UNIFIED STUDY OF NONPARAMETRIC INFERENCE FOR MONOTONE FUNCTIONS.

The problem of nonparametric inference on a monotone function has been extensively studied in many particular cases. Estimators considered have often been of so-called Grenander type, being representable as the left derivative of the greatest convex minorant or least concave majorant of an estimator of a primitive function. In this paper, we provide general conditions for consistency and pointwise convergence in distribution of a class of generalized Grenander-type estimators of a monotone function. This broad class allows the minorization or majoratization operation to be performed on a data-dependent transformation of the domain, possibly yielding benefits in practice. Additionally, we provide simpler conditions and more concrete distributional theory in the important case that the primitive estimator and data-dependent transformation function are asymptotically linear. We use our general results in the context of various well-studied problems, and show that we readily recover classical results established separately in each case. More importantly, we show that our results allow us to tackle more challenging problems involving parameters for which the use of flexible learning strategies appears necessary. In particular, we study inference on monotone density and hazard functions using informatively right-censored data, extending the classical work on independent censoring, and on a covariate-marginalized conditional mean function, extending the classical work on monotone regression functions.

Recurrent matching networks of spatial alignment learning for person re-identification

Person re-identification (re-id) usually refers to matching people across disjoint camera views. Many existing methods focus on extracting discriminative features or learning distance metrics to make the intraclass distance smaller than interclass distances. These methods subconsciously assume that pedestrian images are well aligned. However, one major challenge in person re-id is the unconstrained spatial misalignment between image pairs due to view angle changes and pedestrian pose variations. To address this problem, in this paper, we propose Recurrent Matching Network of Spatial Alignment Learning (RMN-SAL) to simulate the human vision perception. Reinforcement learning is introduced to locate attention regions, since it provides a flexible learning strategy for sequential decision-making. A linear mapping is employed to convert the environment state into spatial constraint, comprising spatial alignment into feature learning. And recurrent models are used to extract information from a sequence of corresponding regions. Finally, person re-id is performed based on the global features and the features from the learned alignment regions. Our contributions are: 1) the recurrent matching network, which can subtly combine local feature learning and sequential spatial correspondence learning into an end-to-end framework; 2) the design of a location network, which is based on reinforcement learning and aims to learn task-specific sequential spatial correspondences for different image pairs through the local pairwise internal representation interactions. The proposed model is evaluated on three benchmarks, including Market-1501, DukeMTMC-reID and CUHK03, and achieves better performances than other methods.

Utilization of Sagip Pangarap Intervention Program (SPIP) as a Flexible Learning Strategy for Students-at-Risk of Dropping-Out

Sagip Pangarap Intervention Program (SPIP) is intended for students at risk of dropping out. The validated handbook provides a clear view and guides for the users as to how this program will be implemented and monitored. It aimed to determine the effectiveness of the SPIP manual in the attendance and class participation of the students at risk of dropping out; a mixed-method research design was utilized. The participants were the 15 Grade 8 students of Calamba Bayside Integrated School enrolled during the SY 2018-2019; these students were considered SARDOs after thorough monitoring and evaluation of advisers and grade-level key teachers. The participants were chosen through purposive sampling. Results showed that there is a decrease (89. 88%) in the number of absences incurred by the SARDOs after the implementation of the intervention program. It also revealed that in terms of class participation, the results of the interview conducted to the selected teachers and parents implied that the program helped the students to regularly come to school and improve their class participation since it provides different options, strategies, approaches, and opportunities for the students regarding their schooling. Since the use of this intervention program is proven effective, it is recommended that SPIP be used by teachers to help students in improving their performance in terms of attendance and class participation.

Reflections on Four Years of Team-Based Learning in First-Year Property

This article reflects what we have learned since the William H. Bowen School of Law’s decision in 2014 to adopt team-based learning in its two real property first-year courses. Since 2014, every Bowen student has learned property in a team-based learning system. The purpose of this article is not to provide a treatise on team-based learning; those details are readily available in excellent articles, books, websites, and even an active, enthusiastic listserv. This article is a reflection on our process of implementation, and the choices (and missteps) we have made as we have worked to make this flexible learning strategy fit the needs of our curriculum, our faculty, and most importantly our students. Our decisions about how best to use this learning strategy have been and continue to be rooted in team-based learning’s essential elements and the core components that frame the experience for our students. Our experience with team-based learning has also forced us to become more expert in learning theory, as we have worked to anticipate and manage any increased social stress team-based learning may cause students, to ensure students use their experiences in a team to improve their individual capacity, and to accurately grade the property course while still motivating students to fully participate in teams. Our own evidence that team-based learning has improved our students’ learning is preliminary, but positive. In 2017 — the first year students taught property with team-based learning were eligible to take the Arkansas Bar Exam — our students scored higher on the MBE property questions relative to the national average than they did in any other tested subject. Team-based learning has challenged our students and us, but our adoption of the learning system has energized our classrooms and reinvigorated our teaching.

Recurrent Models of Visual Co-Attention for Person Re-Identification

Person re-identification (re-id) refers to matching people across disjoint camera views. Most of person re-id methods extract discriminative features from the whole images or fixed regions and develop their metrics. However, these methods ignore that the attention regions with temporal cues in the pedestrian image pair hold discriminative information. In this paper, we propose the recurrent models of visual co-attention that aim to simulate human eye movement, focusing on the sequential concurrent attention (co-attention) regions of the same locations when comparing image pairs. Since reinforcement learning provides a flexible learning strategy for sequential decision-making, it is naturally applied to perform the temporal re-id co-attention learning task. The reward functions are designed to recursively optimize the prediction by rewarding or punishing the learning process. The recurrent models are used to extract information from a sequence of attention regions. Finally, person re-id is performed based on the whole image feature and the features from the recurrent models. Our contributions are: 1) the visual mechanism, which can dynamically locate the optimal co-attention regions to simulate the human re-id process; 2) the design of reward functions in reinforcement learning, which aims to recursively optimize the prediction process; and 3) experimental results, which demonstrate the advantages of our method compared with the state-of-the-art methods.

What is the Better Social Media for Mathematics Learning? A Case Study at A Rural School in Yogyakarta, Indonesia

The penetration of social media in the community has been very high. Nowadays, almost all students at the school are using smartphones for their daily activities. This study is a descriptive quantitative exploratory research to find out how the students' response when learning using social media is implemented as a mobile learning system. Data were taken from four different schools in the rural area of Yogyakarta, Indonesia. Mathematics learning using a different social media (WeChat, Line@, Socrative, and Edmodo) was applied to student of grade 7 of each school. Data collection used USE questionnaire which measured whether the implemented learning model using social media could be well received by students and appropriate learning expectations. USE questionnaire has 4 measured factors i.e. usefulness, ease to use, ease of learning, and satisfaction. From the data, it shows that all factors were high. The highest one was satisfaction (3.15) then, usefulness (3.11), ease to learn (3.00), and ease to use (2.94) respectively. On average, the social media got the highest student’s response as a learning system was Socrative (3.18), then Edmodo (3.15), Line@ (3.00) and WeChat (2.89). Further analysis using statistical technique showed that students have good perception to Socrative and Edmodo. This finding implies that the social media especially Socrative and Edmodo are valuable to be used in the leaning using flexible learning strategy.

Flexible Learning Strategies in First through Fourth-Year Courses

Flexible Learning (FL) is a pedagogical approach allowing for flexibility of time, place, and audience, including but not solely focused on the use of technologies. We describe Flexible Learning as a pedagogical approach in four courses framed by three key themes: 1) objectives and aspects of course design, 2) evaluation and assessment, and 3) challenges and improvements. Examples of strategies include: digital media-based assignments; iClicker and on-line quizzes; a librarian-created tutorial and links to copyright-cleared readings; use of Calibrated Peer Review as formative feedback; TurnItIn for self-review; wiki sites, group blogs and community work through Community-based Action Research (CBAR) conducted through the pedagogy of Community-Based Experiential-Learning (CBEL). We believe that the transferability of our experiences and findings is most relevant to educators seeking to create learning experiences that increase student engagement with complexity and uncertainty. FL approaches can help educators create learning environments that more closely resemble the contexts that students find upon graduation.

Complex, context-dependent decision strategies of archerfish, Toxotes chatareus

Operant conditioning is fundamental to many animal behaviour experiments, including the alternative forced-choice (AFC) task, a powerful and popular paradigm for establishing learning and discrimination abilities across a wide array of species. One frequently overlooked aspect of this paradigm is the relative importance of the positive (S+ or ‘target’) and negative stimulus (S− or ‘distractor’). It is often assumed that subjects learn to associate S+ with a reward. However, it is equally possible that they learn to associate S− with the absence of a reward. The rule learned may have repercussions for the design of experiments, and may also provide information about the decision strategies employed by a particular animal or species. Archerfish are becoming increasingly popular as a model for testing cognition in lower vertebrates. We conducted three experiments to explore how archerfish learn to complete a common type of forced-choice test. In the first experiment, we showed that archerfish were able to discriminate a range of shapes in an AFC task. In the second experiment, we found that replacing S− with novel stimuli caused a greater disruption in performance than replacing S+. In the final experiment we showed that archerfish: (1) were probably using complex decision rules; (2) made context-dependent choices; and (3) examined some or all of the stimuli before making a decision when faced with multiple stimuli. Our results show that archerfish have a flexible learning strategy which may facilitate exploitation of novel food sources. The discovery that archerfish avoid negative stimuli fits with their generalist feeding ecology in which they may learn to avoid distasteful/toxic prey. At the same time the fish demonstrate a willingness to try new prey, which have the potential to offer a greater reward than familiar target prey.

Copy me or copy you? The effect of prior experience on social learning

The current study investigated children’s solution choice and imitation of causally-irrelevant actions by using a controlled design to mirror naturalistic learning contexts in which children receive social information for tasks about which they have some degree of prior knowledge. Five-year-old children (N=167) were presented with a reward retrieval task and either given a social demonstration of a solution or no information, thus potentially acquiring a solution through personal exploration. Fifty-three children who acquired a solution either socially or asocially were then presented with an alternative solution that included irrelevant actions. Rather than remaining polarised to their initial solution like non-human animals, these children attempted the newly presented solution, incorporating both solutions into their repertoire. Such an adaptive and flexible learning strategy could increase task knowledge, provide generalizable knowledge in our tool-abundant culture and facilitate cumulative culture. Furthermore, children who acquired a solution through personally acquired information omitted subsequently demonstrated irrelevant actions to a greater extent than did children with prior social information. However, as some children with successful personally acquired information did copy the demonstrated irrelevant actions, we suggest that copying irrelevant actions may be influenced by social and causal cognition, resulting in an effective strategy which may facilitate acquisition of cultural norms when used discerningly.

Improving educational access of vulnerable children in high HIV prevalence communities of Malawi: The potential of open and flexible learning strategies

Many children in Malawi have poor access to learning and are at risk of exclusion and early dropout. In the context of HIV/AIDS, formal schools need to become more flexible and responsive to children's lives. Introducing an educational model that integrates open and flexible learning strategies with conventional schooling, this paper highlights the potential of such an approach to enhance learning experiences, bring psychosocial benefits and improve retention of vulnerable pupils in high HIV prevalence communities in rural Malawi. This paper also argues that effective innovation requires strategies to create an enabling environment and promote an inclusive philosophy within schools.

Combating AIDS in South Africa and Mozambique: The Role of Open, Distance, and Flexible Learning (ODFL)

Previous articleNext article No AccessCombating AIDS in South Africa and Mozambique: The Role of Open, Distance, and Flexible Learning (ODFL)Pat Pridmore and Chris YatesPat Pridmore Search for more articles by this author and Chris Yates Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 49, Number 4November 2005Special Issue on Education and Public Health: Mutual Challenges WorldwideGuest Editor: David E. Bloom Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/454371 Views: 75Total views on this site Citations: 14Citations are reported from Crossref © 2005 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Bjorn H. Nordtveit Conclusion: Reconstructing Education as Protection, (Apr 2016): 209–221.https://doi.org/10.1007/978-3-319-25651-1_11Matthew C.H. Jukes, Catherine M. Jere, Pat Pridmore Evaluating the provision of flexible learning for children at risk of primary school dropout in Malawi, International Journal of Educational Development 39 (Nov 2014): 181–192.https://doi.org/10.1016/j.ijedudev.2014.07.006Moeketsi Letseka The Illusion of Education in South Africa, Procedia - Social and Behavioral Sciences 116 (Feb 2014): 4864–4869.https://doi.org/10.1016/j.sbspro.2014.01.1039Catherine M. Jere Improving educational access of vulnerable children in high HIV prevalence communities of Malawi: The potential of open and flexible learning strategies, International Journal of Educational Development 32, no.66 (Nov 2012): 756–763.https://doi.org/10.1016/j.ijedudev.2011.09.004Pat Pridmore, Catherine Jere Disrupting patterns of educational inequality and disadvantage in Malawi, Compare: A Journal of Comparative and International Education 41, no.44 (Jul 2011): 513–531.https://doi.org/10.1080/03057925.2011.581518Francesco Burchi Child nutrition in Mozambique in 2003: The role of mother's schooling and nutrition knowledge, Economics & Human Biology 8, no.33 (Dec 2010): 331–345.https://doi.org/10.1016/j.ehb.2010.05.010Tanja R. Müller AIDS mitigation through agriculture-based interventions in rural contexts: Junior farmer field and life schools and future livelihoods in central Mozambique, Singapore Journal of Tropical Geography 31, no.33 (Nov 2010): 330–342.https://doi.org/10.1111/j.1467-9493.2010.00411.xMarisa Casale, Scott Drimie ‘Key to a good life’ or just a bad investment? How do carers of children view and value education in the context of high HIV and AIDS?, Vulnerable Children and Youth Studies 5, no.22 (Jun 2010): 163–173.https://doi.org/10.1080/17450121003668335Bjorn Harald Nordtveit Schools as Agencies of Protection in Namibia and Swaziland: Can They Prevent Dropout and Child Labor in the Context of HIV/AIDS and Poverty? Nordtveit, Comparative Education Review 54, no.22 (Jul 2015): 223–242.https://doi.org/10.1086/651261C. W.S. Sukati, Nokuthula Vilakati, Chandraiah Esampally HIV/AIDS education: what works for Swaziland University students?, Educational Research 52, no.11 (Feb 2010): 101–113.https://doi.org/10.1080/00131881003588352Francis N. Onuoha, Tsunetsugu Munakata, Philip A. E. Serumaga-Zake, Rebecca M. Nyonyintono, Stephen M. Bogere Negative Mental Health Factors in Children Orphaned by AIDS: Natural Mentoring as a Palliative Care, AIDS and Behavior 13, no.55 (Oct 2008): 980–988.https://doi.org/10.1007/s10461-008-9459-0Morgan Chitiyo, Darlington M. Changara, George Chitiyo Providing psychosocial support to special needs children: A case of orphans and vulnerable children in Zimbabwe, International Journal of Educational Development 28, no.44 (Jul 2008): 384–392.https://doi.org/10.1016/j.ijedudev.2007.05.009Fiona Leach 4. Violence against girls: are schools doing enough to protect them against HIV and AIDS?, (Apr 2015): 60–83.https://doi.org/10.3362/9780855987480.004Pat Pridmore Adapting the primary‐school curriculum for multigrade classes in developing countries: a five‐step plan and an agenda for change, Journal of Curriculum Studies 39, no.55 (Oct 2007): 559–576.https://doi.org/10.1080/00220270701488093