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Aquib Parvez. (2023) Inside mathematics learning inequality: an analysis of Young Lives Survey data, India. Oxford Review of Education 0:0, pages 1-17.
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Jean-Baptiste M.B. Sanfo & Keiichi Ogawa. (2021) Explaining the rural-urban learning achievements gap in Ethiopian primary education: a re-centered influence function decomposition using Young Lives data. Education Economics 29:3, pages 269-297.
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Danny Sinyange, Nawa Mukumbuta, Lwito Salifya Mutale, Hudson Mumbole, Busiku Hamainza & Cephas Sialubanje. (2023) Uptake of four or more doses of sulfadoxine pyrimethamine for intermittent preventive treatment of malaria during pregnancy in Zambia: findings from the 2018 malaria in pregnancy survey. BMJ Open 13:5, pages e073287.
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DIEGO CARNEIRO, MAITÊ SHIRASU & GUILHERME IRFFI. (2023) Identificando a discriminação racial pelo diferencial de desempenho dos estudantes do Ensino Médio. Brazilian Journal of Political Economy 43:2, pages 499-515.
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Jean-Baptiste M.B. Sanfo. (2023) Factors explaining rural-urban learning achievement inequalities in primary education in Benin, Burkina Faso, Togo, and Cameroon. International Journal of Educational Research Open 4, pages 100234.
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Megan Hall & Phillip Louw. (2022) The Perceived Impacts of a Bilingual Learner's Dictionary. International Journal of Lexicography 35:3, pages 273-295.
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Heleen Hofmeyr. (2022) Why do girls do better? Unpacking South Africa’s gender gap in PIRLS and TIMSS. International Journal of Educational Development 94, pages 102648.
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Aquib Parvez & K. Laxminarayana. (2021) Mathematics learning inequality among children of private and public schools. Asia Pacific Education Review 23:2, pages 257-269.
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Silas Onyango, Stephanie Simmons Zuilkowski, Patricia Kitsao-Wekulo, Nampaka Nkumbula, Jürg Utzinger & Günther Fink. (2021) Relative importance of early childhood development domains for schooling progression: Longitudinal Evidence from the Zambia Early Childhood Development Project. International Journal of Educational Development 85, pages 102445.
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