| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
Beliefs about literacy in a Brazilian community
|
Magalhäes, Izabel
|
|
1995
|
15 |
3 |
p. 263-276
14 p.
|
article
|
| 2 |
Bridges to literacy: Children, families and schools
|
Brooks, Greg
|
|
1995
|
15 |
3 |
p. 337-
1 p.
|
article
|
| 3 |
Editorial
|
|
|
1995
|
15 |
3 |
p. 203-
1 p.
|
article
|
| 4 |
Educating all for positive peace: Education for positive peace or oppression?
|
Brock-Utne, Birgit
|
|
1995
|
15 |
3 |
p. 321-331
11 p.
|
article
|
| 5 |
Educational planning for development
|
Harber, Clive
|
|
1995
|
15 |
3 |
p. 335-
1 p.
|
article
|
| 6 |
Education in the development of Tanzania 1919–1990
|
Harber, Clive
|
|
1995
|
15 |
3 |
p. 337-
1 p.
|
article
|
| 7 |
Ghanaian education as seen from an Accra suburb
|
Peil, Margaret
|
|
1995
|
15 |
3 |
p. 289-305
17 p.
|
article
|
| 8 |
Government and higher education relationships across three continents: The winds of change
|
Agelasto, Michael
|
|
1995
|
15 |
3 |
p. 335-336
2 p.
|
article
|
| 9 |
Language policies in multi-ethnic Latin America and the role of education and literacy programmes in the construction of national identity
|
Mar-Molinero, Clare
|
|
1995
|
15 |
3 |
p. 209-219
11 p.
|
article
|
| 10 |
Language policy towards ethnic minorities in Northern Norway and on the Atlantic Coast of Nicaragua
|
Koskinen, Arja
|
|
1995
|
15 |
3 |
p. 221-230
10 p.
|
article
|
| 11 |
Literacy links: Issues in the relationship between early childhood development, health, women, families, and literacy
|
Puchner, Laurel D.
|
|
1995
|
15 |
3 |
p. 307-319
13 p.
|
article
|
| 12 |
Mosenodi: Journal of the Botswana education research association
|
Peil, Margaret
|
|
1995
|
15 |
3 |
p. 336-
1 p.
|
article
|
| 13 |
Multilingualism, education and politics in Latin America
|
Freeland, Jane
|
|
1995
|
15 |
3 |
p. 205-207
3 p.
|
article
|
| 14 |
Teacher education in Oman: Selection and training of primary school teachers
|
Al-Salmi, Talib
|
|
1995
|
15 |
3 |
p. 333-
1 p.
|
article
|
| 15 |
The missionary presence in literacy campaigns in the indigenous languages of Latin America (1939–1952)
|
Barros, Maria Cändida
|
|
1995
|
15 |
3 |
p. 277-287
11 p.
|
article
|
| 16 |
The power of change: A response
|
Ozanne, W.I.
|
|
1995
|
15 |
3 |
p. 336-
1 p.
|
article
|
| 17 |
The reform of educational systems to meet local and national needs
|
Peil, Margaret
|
|
1995
|
15 |
3 |
p. 338-
1 p.
|
article
|
| 18 |
The school in the Quechua and Aymara communities of highland Bolivia
|
Howard-Malverde, Rosaleen
|
|
1995
|
15 |
3 |
p. 231-243
13 p.
|
article
|
| 19 |
“Why go to school to learn miskitu?”: Changing constructs of bilingualism, education and literacy among the Miskitu of Nicaragua's Atlantic Coast
|
Freeland, Jane
|
|
1995
|
15 |
3 |
p. 245-261
17 p.
|
article
|
Journal description