This paper draws on data gathered from a large-scale, multi-year research project, Curriculum Implementation in Intermediate Mathematics (CIIM), that examines the implementation of a reform (inquiry-oriented) mathematics curriculum in Grades 7 – 10 in Ontario, Canada. To describe classroom practices and ways that teachers have been challenged and supported in implementing an inquiry-oriented approach, the data included teacher questionnaires (n =1096), focus group interviews with mathematics educators across the province, and nine case studies. While some of our data align with the research of others who show that teacher change is complex and inquiry-oriented pedagogies are slow to emerge (Frykholm, 1999; Jacobs, Hiebert, Givven, Hollingsworth, Garnier, & Wearne, 2006), we also have evidence of teachers engaged in a variety of classroom practices that involve students in inquiry-oriented mathematics learning.

<p>Land ownership, control and reform have been some of the most contentious issues in contemporary Zimbabwe. The land question has generated a lot of emotional debate and there is a general consensus that it represents a critical dimension to the crisis the country is going through. This thesis intended to offer some insights into the modus operandi and outcomes of land reform in the country.</p>

Universiẗat, Diss. 2006--Duisburg-Essen.

Thesis (Ph. D.)--University of Hawaii at Manoa, 2004. / Includes bibliographical references (leaves 538-584).

Zugl.: Trier, Universiẗat, Diss., 2008.

Univ., Diss,--Osnabrück, 2000.

Univ., Diss.-2003--Frankfurt am Main, 2002.

Thesis (doctoral)--Universiẗat, Frankfurt (Oder), 2003.

Thesis (M.A.)--University of Wisconsin. / Mimeograph. eContent provider-neutral record in process. Description based on print version record. Bibliography: leaves 95-103.

Thesis (M.B.A.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 183-189).