Access to primary and secondary education in Tanzania has drastically expanded in the past two decades. In response to this success, its ministry is now targeting improvements in educational quality through additional reform. Yet teacher absenteeism, physical abuse, overcrowding, lecture-based pedagogy and a system of accountability based primarily on state and district examinations centered on rote memorization impose great obstacles to students being prepared for future employment and further education. This study draws insights into how traditional teaching and learning methods in one rural village in Tanzania can be changed through examining a collaboratively created intensive after-school program that focused on three content areas and used a participatory action research approach centered on cooperative inquiry. The key elements of the participatory action research approach drawn upon were using a participatory model to create a community of co-learners, designing the curriculum collectively, students collecting data in their communities about identified problems, requiring all participants to contribute, student groups disseminating their findings through presentations and an ongoing support system for teacher development in applying a student-centered pedagogy. Students responded through increased school attendance, confidence, self-esteem and active engagement while teachers incorporated participatory methods of instruction in their classrooms. The factors accounting for the consensus of support by villagers and school and government leaders for the program include community and government buy-in, the creation of a community of learners, consistent follow-up support for teachers and reinforcement of expectations.

Recent legislation has increased the emphasis on including students with disabilities in the general education classroom. However, students with autism spectrum disorders (ASD) exhibit a wide range of behaviors that make inclusion difficult. To date, there has been little research to identify best practices in reducing problem behavior and promoting inclusion for students with ASD. The authors conducted a systematic literature review of three major psychological and educational electronic research databases to identify empirical research articles in the past 10 years that included (a) students in kindergarten through 12th grade, (b) facilitated inclusion, and (c) reduced problem behavior. Results indicated a lack of evidence-based practices that use inclusion as an independent variable. This article highlights four themes demonstrated to be effective: functional behavior assessments, tiered models of service delivery, behavioral approaches, and social skills training. Implications for educators are discussed.

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