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Exploring a school‐level inclusive practice index for meaningful inclusion in Zambian schools

British journal of special education, 2024-03, Vol.51 (1), p.71-84

2024

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“Every part of me has changed”—shared lived experiences of adolescents living with cancer in Zambia

Health psychology open, 2019-01, Vol.6 (1), p.2055102919833537-2055102919833537

2019

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Home literacy activities: Accounting for differences in early grade literacy outcomes in low-income families in Zambia

South African journal of childhood education, 2017, Vol.7 (1), p.9-9

Chansa-Kabali, Tamara

2017

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Disability Research in Zambia: A Scoping Review

Scandinavian journal of disability research : SJDR, 2024-03, Vol.26 (1), p.44-44–66

2024

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Early educational foundations for the development of civic responsibility: An African experience

New directions for child and adolescent development, 2011, Vol.2011 (134), p.77-93

2011

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An overview of home and parental factors associated with child nurturing care, stimulatory behaviors, and child outcomes in rural communities in Zambia

Journal of early childhood research : ECR, 2023-03, Vol.21 (1), p.3-17

Chansa-Kabali, Tamara

2023

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Awareness and Knowledge Associated with Autism Spectrum Disorders Among University Students in Zambia

Journal of autism and developmental disorders, 2019-09, Vol.49 (9), p.3571-3581

2019

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Childhood Executive Functions in Zambia: A Literature Review

Research in psychology and behavioral sciences (Print), 2022-10, Vol.10 (1), p.24-31

2022

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The effect of using a mobile literacy game to improve literacy levels of grade one students in Zambian schools

Educational technology research and development, 2014-08, Vol.62 (4), p.417-436

2014

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Towards Sustainable Access to Early Childhood Development in Zambia: Re-Envisioning the Role of Community Based Early Childhood Programs in Promoting School Readiness

Creative education, 2017, Vol.8 (6), p.901-911

2017

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Contextual analysis of home environment factors influencing the acquisition of early reading skills in Zambian families

Journal of psychology in Africa, 2014-09, Vol.24 (5), p.410-419

2014

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GraphoGame - a catalyst for multi-level promotion of literacy in diverse contexts

Frontiers in psychology, 2015-06, Vol.6, p.671-671

2015

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The Role of Family on Pathways to Acquiring Early Reading Skills in Lusaka?s Low-Income Communities

Human technology, 2014-01, Vol.10 (1), p.5-21

2014

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The Role of Family on Pathways to Acquiring Early Reading Skills In Lusaka’s Low-Income Communities

Human technology, 2014-05, Vol.10 (1), p.5-21

2014

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Parental Involvement in Early Schooling: Exploring Parent and Teacher Views in a Low-income African Context

British Journal of Education, Society & Behavioural Science, 2016-01, Vol.14 (4), p.1-9

Chansa-Kabali, Tamara

2016

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A Culturally Sensitive Approach to Promoting Initial Literacy Development in Africa: Ongoing and Planned Research and Development at the University of Zambia’s Centre for Promotion of Literacy in Sub-Saharan Africa (CAPOLSA)

Handbook of Applied Developmental Science in Sub-Saharan Africa, p.313-334

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The Legacy of Mine Closure in Kabwe, Zambia: What Can Resilience Thinking Offer to the Mining Sustainability Discourse?

Sustainability Challenges in Sub-Saharan Africa II, p.167-188

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Exploring a school‐level inclusive practice index for meaningful inclusion in Zambian schools

Towards a bottom-up understanding of antimicrobial use and resistance on the farm: A knowledge, attitudes, and practices survey across livestock systems in five African countries

“Every part of me has changed”—shared lived experiences of adolescents living with cancer in Zambia

Home literacy activities: Accounting for differences in early grade literacy outcomes in low-income families in Zambia

Disability Research in Zambia: A Scoping Review

Early educational foundations for the development of civic responsibility: An African experience

An overview of home and parental factors associated with child nurturing care, stimulatory behaviors, and child outcomes in rural communities in Zambia

Awareness and Knowledge Associated with Autism Spectrum Disorders Among University Students in Zambia

Childhood Executive Functions in Zambia: A Literature Review

The effect of using a mobile literacy game to improve literacy levels of grade one students in Zambian schools

Towards Sustainable Access to Early Childhood Development in Zambia: Re-Envisioning the Role of Community Based Early Childhood Programs in Promoting School Readiness

Contextual analysis of home environment factors influencing the acquisition of early reading skills in Zambian families

GraphoGame - a catalyst for multi-level promotion of literacy in diverse contexts

The Role of Family on Pathways to Acquiring Early Reading Skills in Lusaka?s Low-Income Communities

The Role of Family on Pathways to Acquiring Early Reading Skills In Lusaka’s Low-Income Communities

Parental Involvement in Early Schooling: Exploring Parent and Teacher Views in a Low-income African Context

A Culturally Sensitive Approach to Promoting Initial Literacy Development in Africa: Ongoing and Planned Research and Development at the University of Zambia’s Centre for Promotion of Literacy in Sub-Saharan Africa (CAPOLSA)

The Legacy of Mine Closure in Kabwe, Zambia: What Can Resilience Thinking Offer to the Mining Sustainability Discourse?

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