Abstract:
(This literature review explores the impact of Classroom Communication Team (CCT) support on pupils' learning outcomes in Uganda. Analyzing diverse studies, the review underscores the critical role of CCT initiatives, including lesson observation, positive feedback, mentorship, coaching, and teacher training, in enhancing teaching practices and subsequently improving academic achievements. The contextual relevance of CCT support in addressing the unique challenges within the Ugandan educational landscape is emphasized. Despite valuable insights, a call for continued research is highlighted to delve into the specific needs of the local context, ensuring tailored and sustainable educational improvements.)
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