id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
ajote-2034	Ndlovu, SIBONOKUHLE NIL; Muthivhi, Azwihangwisi E.	The Developmental Conditions of Classroom Teaching and Learning in a Primary School in Zimbabwe	2013	14	.pdf	application/pdf	6859	337	40	Abstract This article is based on research carried out to investigate the prevailing conditions of schooling and classroom teaching and learning in southern Zimbabwe, using the Vygotskian socio-cultural theory to analyze the consequences that the breakdown of schooling and classroom teaching and learning had on learners' performance and cognitive development. Theoretical Background For an understanding of how classroom teaching and learning impacted cognitive development as influenced by the conditions of schooling and cultural tradition in rural Zimbabwe, it is important to consider the theoretical background on the relationship between socio-cultural context and cognitive development and also the relationship between teaching, learning, and cognitive development.	cache/ajote-2034.pdf	txt/ajote-2034.txt