Technical and vocational education (TVE) can influence development and economic progress for post-colonial societies. Some newly independent sub-Saharan African countries attempted curricular transformation that might produce a skilled workforce through widespread access to versions of TVE. In Cameroon, no such post-colonial curricular revolution was enacted. This article qualitatively analyzes fourteen Cameroonian secondary mathematics teachers' spontaneous discussions about the possibilities and perceived necessity for increased TVE avenues in Cameroon. Relationships between TVE, the problem of educated unemployed, the public and private sectors, and development are explored. This article views teachers' discussions from a lens of critical theory.

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This study examines patterns in middle-grade boys' and girls' written problem solving strategies for a mathematical task involving proportional reasoning. The students participating in this study attend a coeducational charter middle school with single-sex classrooms. One hundred nineteen sixth-grade students' responses are analyzed by gender according to the solution strategy they used to arrive at their final response to the task. The categories of solution strategies include non-response, purely additive, purely procedural, transition, novice, and mature. The proportions of girls and boys classified as mature in their strategies were essentially equal. However, more than half of girls' responses were considered purely procedural or purely additive-a proportion double that of boys thus classified.

In this article, we present findings from a study that investigated the relationship between all‐girls classes, all‐boys classes, and coeducational classes on student mathematics self‐concept and student perception of classroom environment. Further, we compared responses of girls in all‐girls classes to girls in coeducational classes and responses of boys in all‐boys classes to boys in coeducational classes. Using the Mathematics Attitude Scale and the What Is Happening in This Class? questionnaire, we found no significant differences in student responses on any of the subscales or domains for any of the subgroups, except for Math as a Male Domain. Our findings indicate that student mathematics self‐concept and student perception of the classroom environment are similar regardless of whether students are in a single‐sex or a coeducational class.

This study explores the potential of photovoice for understanding environmental perspectives of teachers in the Narok District of Kenya. The objective of this paper is to share this photo-methodology with environmental educators so they may use it as an innovative methodological tool to understand the construction of environmental perspectives. The researchers analyzed the digital images and the accompanying narratives for themes emerging for each of the key terms. The researchers utilized Critical Visual Methodology to guide the data analysis. Each photograph was coded according to its site of audiencing (including both compositionality and social modalities). The themes - shares local knowledge, documents context, documents knowledge emerged from the participants’ photovoice. The researchers theorize this tool illustrated the ways in which this community valued the environment, their community, and the ways in which they conceptualize the solutions.