Research

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C
M. E. Ssentanda, “The challenges of teaching reading in Uganda: Curriculum guidelines and language policy viewed from the classroom”, 2014.
M. E. Ssentanda and Asiimwe, A., “Challenges to the Acquisition of Literacy in Rural Primary Schools in Northern Uganda”, 2020.
A. Asiimwe and Ssentanda, M. E., “Challenges to the acquisition of literacy in rural primary schools in Northern Uganda”, 2020.
M. E. Ssentanda, Southwood, F., and Huddlestone, K., “Curriculum Expectations versus Teachers' Opinions and Practices in Teaching English in Rural Primary Schools in Uganda”, 2019.
M. E. Ssentanda, Southwood, F., and Huddlestone, K., “Curriculum Expectations versus Teachers' Opinions and Practices in Teaching English in Rural Primary Schools in Uganda”, 2019.
M. E. Ssentanda, Southwood, F., and Huddlestone, K., “Curriculum expectations versus teachers’ opinions and practices in teaching English in rural primary schools in Uganda”, 2019.
M. E. Ssentanda, Southwood, F., and Huddlestone, K., “Curriculum expectations versus teachers’ opinions and practices in teaching English in rural primary schools in Uganda”, 2019.
E
M. E. Ssentanda and Ngwaru, J. Marriote, “Early English language learning in Africa: Challenges and opportunities”, 2018.
M. E. Ssentanda and Wenske, R. S., “Either/or literacies: teachers’ views on the implementation of the Thematic Curriculum in Uganda”, 2021.
M. E. Ssentanda, Nakijoba, S., Nakayiza, J., and Ajayi, T. Michael, “An Ethnographic Investigation of the Challenges of Literacy Acquisition in Selected Ugandan Rural Primary Schools”, 2020.
M. Zellers, Witzlack-Makarevich, A., Saeboe, L., and Namyalo, S., “An Exploration of the Acoustic Space of Rhotics and Laterals in Ruruuli”, presented at the 08, 2021.
M. E. Ssentanda, “Exploring connections s on mother-tongue education in postcolonial Uganda”, 2013.
H
M. E. Ssentanda, ““Have policy makers erred?” Implications of mother tongue education for preprimary schooling in Uganda”, 2015.
M. E. Ssentanda, ““Have policy makers erred?” Implications of mother tongue education for preprimary schooling in Uganda”, 2014.
I
R. S. Wenske and Ssentanda, M. E., ““I think it was a trick to fail Eastern”: A multi-level analysis of teachers' views on the implementation of the {SHRP} Program in Uganda”, 2021.
R. S. Wenske and Ssentanda, M. E., ““I think it was a trick to fail Eastern”: A multi-level analysis of teachers’ views on the implementation of the SHRP Program in Uganda”, 2021.
P
D. Dipio, Johannessen, L., and Stuart, S., Performing Change (2009) and Performing Community. Oslo: Novus, 2009.
D. Dipio, Johannessen, L., and Stuart, S., Performing Community. Oslo: Novus, 2008.
D. Dipio and Stuart, S., Performing Wisdom: Proverbial Lore in Modern Ugandan Society, vol. 42. 2013.
M. E. Ssentanda and Norton, B., “Plurilingualism in Southern Africa”, in The Routledge Handbook of Plurilingual Language Education, Routledge, 2021, pp. 394–399.
M. E. Ssentanda, Huddlestone, K., and Southwood, F., “The politics of mother tongue education: the case of Uganda”, 2016.
M. E. Ssentanda, Huddlestone, K., and Southwood, F., “The politics of mother tongue education: the case of Uganda”, 2016.
R
M. E. Ssentanda and Andema, S., “Reclaiming the space for storytelling in Ugandan primary schools”, 2019.
M. E. Ssentanda and Andema, S., “Reclaiming the space for storytelling in Ugandan primary schools”, 2019.
T
M. E. Ssentanda, “Tensions between English medium and mother tongue education in rural Ugandan primary schools”, 2016.

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