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Milinga, Joseph R

Name
Joseph Reginard Milinga

Academic Rank
Lecturer

Department
Educational Psychology and Curriculum Studies

Biography

Biography

Dr. Milinga is a Lecturer in Educational Psychology and Inclusive Education at Mkwawa University College of Education (MUCE). He teaches a range of undergraduate and postgraduate courses, including Introduction to Educational Psychology, Counselling and Special Needs Education, Research Methods in Education, and Educational Measurement and Evaluation. He has published in peer-reviewed journals and is a member of the World Council for Gifted and Talented Children (WCGTC).

Contacts

Email:

Email Address
joseph.milinga@muce.ac.tz

Research Interest

Research Interest
Inclusive education, Gifted and talented education, Disability studies, Research methods in education, Exceptionality across the life span

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Projects

Projects

Over the past two years, Dr. Milinga has contributed to several externally funded research projects. From April 2025 to April 2026, he served as a Co-Researcher on the project Promoting Early Childhood Care and Education in Tanzania: A Sociocultural Perspective, co-funded by Research for Equitable Access and Learning (REAL) and Education Sub-Saharan Africa (ESSA). Earlier, from October to December 2024, he worked as a Research Assistant on the project Patterns of ECE Use and Barriers to Using Early Childhood Education Services among Vulnerable Households in Mainland Tanzania and Zanzibar, commissioned by the World Bank.

Publications

Publications

Dr. Milinga has published in peer-reviewed journals, with multiple manuscripts are under review: 

  • Milinga, J. R. (2026). High-ability students’ educational experiences in special secondary schools: What counts as perceived needs for academic talent development. https://doi.org/10.1177/1932202X2614459

  • Lazaro, A. A., Milinga, J. R. (2025). Toward addressing teacher overproduction in Tanzania’s higher education through education referencing. Education: Journal of Teaching and Learning, 1(2), 97-119. https://doi.org/10.37759/ejtl.2025.1.2.6

  • Milinga, J. R. (2025). Tanzanian Teachers and Students’ Conceptualizations of Giftedness and Talent. Journal for the Education of the Gifted, 48(2), 127-171. https://doi.org/10.1177/01623532251323276
  • Mgaiwa, S. J., & Milinga, J. R. (2024). Teacher preparation and continuous professional development: A review of ‘missing links’. Social Sciences & Humanities Open, 10, 100990. https://doi.org/10.1016/j.ssaho.2024.100990
  • Milinga, J. R., Amani, J., & Lyakurwa, S. E. (2023). Teachers’ perceptions of differentiated instruction for academically high-achieving secondary school students in Tanzania. Journal of Advanced Academics, 34(1), 68-102. https://doi.org/10.1177/1932202X221129970
  • Milinga, J. R., Kibonde, E. A., Mallya, V. P., & Mwakifuna, M. A. (2022). Addressing the social loafing problem in assessment practices from the perspectives of Tanzania’s pre service teachers. Australian Journal of Teacher Education (Online), 47(6), 1-18. https://doi.org/10.14221/ajte.2022v47n6.1
  • Milinga, J. R. (2021). Rethinking gifted education in Tanzania: Toward its development in the country. Gifted Child Today, 44(4), 216-227. https://doi.org/10.1177/1076217521103053
  • Milinga, J.R., Kibonde, E. A., Mallya, V. P., Mwakifuna, M. A. (2019). Group-based assignments: Member reactions to social loafers. Multidisciplinary Journal of Educational Research, 9(1), 25-56. http://dx.doi.org/10.17583/remie.2019.3836
  • Possi, M. K., & Milinga, J. R. (2018). Perceptions on people with albinism in urban Tanzania: Implications for social inclusion. Journal of Advocacy, Research, and Education, 5(2).
  • Milinga, J. R., & Possi, M. K. (2018). Helping behaviour and self-esteem of the helped in inclusive schooling: A double-edged sword? Journal of Advocacy, Research, and Education, 5(1), 45-58.5
  • Possi, M. K., & Milinga, J. R. (2017). Special and inclusive education in Tanzania: Reminiscing the past, building the future. Educational Process: International Journal, 6(4), 55-73. . http://dx.doi.org/10.22521/edupij.2017.64.4
  • Possi, M. K., & Milinga, J. R. (2017). Learner diversity in inclusive classrooms: The interplay of language of instruction, gender, and disability. Malaysian Online Journal of Educational Sciences (MOJES), 5(3), 28-45.
  • Milinga, J. R. (2016). Educating students with disabilities in inclusive schools: Results from two schools in Tanzania. Journal of Advocacy, Research, and Education, 7(3), 134-147.
  • Milinga, J. R. (2016). Enhancing teacher preparation for inclusion in universities and university colleges in Tanzania through prosocial education. Turkish Journal of Teacher Education, 5(2), 127-144. https://tujted.com/files/15/manuscript/manuscript_644/tujted- 644 manuscript-191043.pdf
  • Milinga, J. R., & Possi, M. K. (2015). Sighted students’ prosocial behaviour towards assisting peers with visual impairment in Tanzania inclusive secondary schools. International Journal of Educational Development in Africa, 2(1), 15-40