| Working Paper |
File Downloads |
Abstract Views |
| Last month |
3 months |
12 months |
Total |
Last month |
3 months |
12 months |
Total |
| Adolescent Girls’ Safety In and Out of School: Evidence on Physical and Sexual Violence from across Sub-Saharan Africa |
0 |
0 |
0 |
6 |
0 |
1 |
3 |
8 |
| An Analysis of Clinical Knowledge, Absenteeism, and Availability of Resources for Maternal and Child Health: A Cross-Sectional Quality of Care Study in 10 African Countries |
0 |
0 |
0 |
0 |
1 |
3 |
5 |
5 |
| An Analysis of Clinical Knowledge, Absenteeism, and Availability of Resources for Maternal andChild Health: A Cross-Sectional Quality of Care Study in 10 African Countries |
0 |
0 |
0 |
14 |
0 |
0 |
2 |
18 |
| Are Teachers in Africa Poorly Paid? Evidence from 15 Countries |
0 |
0 |
0 |
21 |
0 |
2 |
20 |
110 |
| Are Teachers in Africa Poorly Paid?: Evidence from 15 Countries |
0 |
0 |
0 |
8 |
1 |
3 |
9 |
44 |
| Building State Capacity: What Is the Impact of Development Projects ? |
0 |
0 |
1 |
28 |
1 |
1 |
9 |
56 |
| Building State Capacity: What Is the Impact of Development Projects? |
0 |
0 |
0 |
6 |
2 |
5 |
9 |
15 |
| Cash Transfers and Temptation Goods |
0 |
1 |
1 |
37 |
0 |
2 |
5 |
128 |
| Cash Transfers, Trust, and Inter-household Transfers: Experimental Evidence from Tanzania |
0 |
0 |
0 |
8 |
0 |
0 |
3 |
11 |
| Cash transfers and health: evidence from Tanzania |
0 |
0 |
0 |
22 |
0 |
0 |
0 |
56 |
| Cash transfers and temptation goods: a review of global evidence |
0 |
0 |
1 |
92 |
0 |
1 |
7 |
164 |
| Cash transfers increase trust in local government |
0 |
0 |
2 |
11 |
1 |
2 |
7 |
123 |
| Changing Perceptions of Educational Returns in Low- and Middle-Income Countries: A Meta-Analysis |
1 |
1 |
7 |
16 |
3 |
4 |
18 |
53 |
| Cost-effectiveness measurement in development: accounting for local costs and noisy impacts |
0 |
0 |
1 |
77 |
1 |
1 |
2 |
81 |
| Education Technology for Effective Teachers |
0 |
0 |
0 |
1 |
0 |
0 |
2 |
10 |
| Education in Africa: What Are We Learning? |
0 |
0 |
0 |
2 |
2 |
3 |
3 |
13 |
| Equivalent Years of Schooling: A Metric to Communicate Learning Gains in Concrete Terms |
0 |
1 |
3 |
15 |
1 |
3 |
10 |
35 |
| Extending the school day in Latin America and the Caribbean |
0 |
0 |
2 |
73 |
0 |
3 |
9 |
99 |
| Gender Gaps in Education: The Long View |
0 |
0 |
4 |
82 |
0 |
0 |
10 |
210 |
| Girls’ Education at Scale |
0 |
0 |
1 |
7 |
1 |
1 |
3 |
8 |
| How Big Are Effect Sizes in International Education Studies? |
0 |
1 |
3 |
5 |
0 |
1 |
6 |
12 |
| How the Media Cover School Violence: Evidence from Five African Countries |
1 |
1 |
1 |
2 |
5 |
6 |
7 |
9 |
| How to Improve Education Outcomes Most Efficiently ? A Comparison of 150 Interventions Using theNew Learning-Adjusted Years of Schooling Metric |
0 |
0 |
6 |
72 |
4 |
12 |
44 |
153 |
| How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions Using the New Learning-Adjusted Years of Schooling Metric |
0 |
0 |
1 |
2 |
1 |
1 |
6 |
9 |
| How to Measure Student Absenteeism in Low- and Middle-Income Countries |
0 |
0 |
0 |
2 |
2 |
6 |
7 |
12 |
| How to Recruit Teachers for Hard-to-Staff Schools: A Systematic Review of Evidence from Low- And Middle-Income Countries |
0 |
0 |
1 |
3 |
0 |
2 |
5 |
9 |
| Learning Loss and Student Dropouts during the COVID-19 Pandemic: A Review of the Evidence Two Years after Schools Shut Down |
1 |
4 |
8 |
18 |
8 |
26 |
69 |
104 |
| Live Tutoring Calls Did Not Improve Learning during the COVID-19 Pandemic in Sierra Leone |
0 |
0 |
0 |
4 |
1 |
1 |
5 |
18 |
| Management, Supervision, and Health Care: A Field Experiment |
0 |
0 |
0 |
53 |
1 |
4 |
5 |
44 |
| Management, Supervision, and Health Care: A Field Experiment |
0 |
0 |
0 |
28 |
0 |
2 |
3 |
50 |
| Management, Supervision, and Healthcare: A Field Experiment |
0 |
0 |
1 |
2 |
5 |
6 |
9 |
14 |
| Orphans and Ebola: estimating the secondary impact of a public health crisis |
0 |
0 |
1 |
42 |
0 |
0 |
4 |
65 |
| Parent Training and Child Development at Low Cost? Evidence from a Randomized Field Experiment in Mexico |
0 |
0 |
0 |
14 |
1 |
4 |
9 |
53 |
| Parental human capital and effective school management: evidence from The Gambia |
0 |
0 |
1 |
81 |
4 |
9 |
14 |
143 |
| Practical Lessons for Phone-Based Assessments of Learning |
0 |
0 |
0 |
8 |
0 |
0 |
1 |
25 |
| Prioritizing Educational Investments in Children in the Developing World |
0 |
0 |
0 |
3 |
0 |
0 |
2 |
26 |
| Property Tax Compliance in Tanzania: Can Nudges Help ? |
0 |
1 |
2 |
15 |
0 |
2 |
3 |
28 |
| Property Tax Compliance in Tanzania: Can Nudges Help? |
0 |
0 |
0 |
10 |
1 |
4 |
8 |
21 |
| Public Childcare, Labor Market Outcomes of Caregivers, and Child Development: Experimental Evidence from Brazil |
0 |
0 |
2 |
15 |
2 |
6 |
14 |
37 |
| Public Childcare, Labor Market Outcomes of Caregivers, and Child Development: Experimental Evidence from Brazil |
26 |
27 |
27 |
27 |
20 |
22 |
22 |
22 |
| Public Childcare, Labor Market Outcomes of Caregivers, and Child Development: Experimental Evidence from Brazil |
0 |
1 |
1 |
115 |
0 |
4 |
19 |
61 |
| School costs, short-run participation, and long-run outcomes: evidence from Kenya |
0 |
0 |
2 |
26 |
1 |
2 |
7 |
86 |
| Should Governments and Donors Prioritize Investments in Foundational Literacy and Numeracy? |
0 |
0 |
1 |
1 |
1 |
9 |
13 |
19 |
| Successful Teachers, Successful Students |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
| TV-Based Learning in Bangladesh |
0 |
0 |
0 |
0 |
2 |
2 |
2 |
2 |
| Teacher Professional Development around the World: The Gap between Evidence and Practice |
0 |
0 |
1 |
15 |
4 |
5 |
10 |
63 |
| Teacher Professional Development around the World: The Gap between Evidence and Practice |
0 |
0 |
1 |
34 |
1 |
1 |
7 |
73 |
| The Educational Impacts of Cash Transfers in Tanzania |
0 |
0 |
3 |
4 |
0 |
5 |
12 |
18 |
| The Impacts of Childcare Interventions on Children’s Outcomes in Low- and Middle-Income Countries: A Systematic Review |
1 |
1 |
1 |
17 |
2 |
3 |
6 |
43 |
| The Role of Fathers in Promoting Early Childhood Development in Low- and Middle-Income Countries: A Review of the Evidence |
0 |
0 |
2 |
10 |
4 |
5 |
14 |
41 |
| The State of Ceara in Brazil is a Role Model for Reducing Learning Poverty |
0 |
1 |
1 |
12 |
1 |
3 |
9 |
46 |
| The next wave of deaths from Ebola ? the impact of health care worker mortality |
0 |
0 |
1 |
37 |
0 |
1 |
5 |
64 |
| The permanent input hypothesis: the case of textbooks and (no) student learning in Sierra Leone |
0 |
0 |
3 |
89 |
3 |
5 |
14 |
119 |
| Towards Improved and More Transparent Ethics in Randomised Controlled Trials in Development Social Science |
0 |
0 |
0 |
1 |
1 |
1 |
2 |
5 |
| Training teachers on the job: what works and how to measure it |
0 |
2 |
12 |
37 |
4 |
10 |
38 |
108 |
| What We Learn about Girls' Education from Interventions that Do Not Focus on Girls |
0 |
0 |
0 |
16 |
2 |
6 |
8 |
89 |
| What We Learn about Girls'Education from Interventions that Do Not Focus on Girls |
0 |
0 |
2 |
18 |
2 |
5 |
11 |
28 |
| What really works to improve learning in developing countries ? an analysis of divergent findings in systematic reviews |
0 |
0 |
1 |
60 |
3 |
3 |
9 |
159 |
| When the Data You Have Aren’t the Data You Need: School-Related Violence Data Availability in Low- and Middle-Income Countries |
0 |
0 |
4 |
5 |
1 |
8 |
16 |
19 |
| Why Do Students Learn so Little? |
0 |
0 |
0 |
0 |
0 |
1 |
1 |
1 |
| Total Working Papers |
30 |
42 |
113 |
1,429 |
101 |
228 |
582 |
3,145 |
| Journal Article |
File Downloads |
Abstract Views |
| Last month |
3 months |
12 months |
Total |
Last month |
3 months |
12 months |
Total |
| Adolescent Girls’ Safety In and Out of School: Evidence on Physical and Sexual Violence from Across Sub-Saharan Africa |
0 |
0 |
1 |
5 |
0 |
0 |
4 |
16 |
| Cash Transfers and Health: Evidence from Tanzania |
0 |
0 |
0 |
10 |
1 |
1 |
3 |
47 |
| Cash Transfers and Temptation Goods |
0 |
0 |
5 |
188 |
4 |
14 |
34 |
673 |
| Cash Transfers, Trust, and Inter-household Transfers: Experimental Evidence from Tanzania |
0 |
0 |
0 |
2 |
2 |
2 |
4 |
9 |
| Cash transfers increase trust in local government |
0 |
1 |
4 |
12 |
0 |
4 |
13 |
99 |
| Cost-Effectiveness Analysis in Development: Accounting for Local Costs and Noisy Impacts |
0 |
0 |
2 |
52 |
1 |
1 |
15 |
222 |
| Economic and social development along the urban–rural continuum: New opportunities to inform policy |
0 |
0 |
3 |
14 |
2 |
6 |
30 |
101 |
| Florent Bédécarrats, Isabelle Guérin, François Roubaud (Eds.) Randomized Control Trials in the Field of Development: A Critical Perspective Oxford University Press, 2020, 448 p., $100.00 |
0 |
0 |
2 |
5 |
0 |
0 |
2 |
18 |
| Gender gaps in education: The long view |
0 |
3 |
5 |
20 |
2 |
9 |
21 |
113 |
| Girls’ Education at Scale |
0 |
0 |
1 |
1 |
1 |
2 |
4 |
4 |
| Health‐care quality and information failure: Evidence from Nigeria |
0 |
0 |
0 |
3 |
0 |
0 |
2 |
20 |
| How to improve education outcomes most efficiently? A review of the evidence using a unified metric |
0 |
1 |
15 |
15 |
7 |
15 |
68 |
68 |
| How to measure student absenteeism in low- and middle-income countries |
2 |
2 |
3 |
5 |
2 |
7 |
23 |
51 |
| How to recruit teachers for hard-to-staff schools: A systematic review of evidence from low- and middle-income countries |
0 |
3 |
7 |
11 |
2 |
9 |
21 |
45 |
| Jody Heymann, Aleta Sprague, Amy Raub Equality Within Our Lifetimes: How Laws and Policies Can Close—or Widen—Gender Gaps in Economies Worldwide University of California Press, 2023, 328 p., $34.95 (or free as an e‐book) |
0 |
0 |
0 |
0 |
0 |
0 |
3 |
14 |
| Learning from Exemplary Practices in International Disaster Management: A Fresh Avenue to Inform U.S. Policy? |
0 |
1 |
1 |
1 |
0 |
1 |
1 |
4 |
| Live tutoring calls did not improve learning during the COVID-19 pandemic in Sierra Leone |
0 |
0 |
2 |
4 |
0 |
0 |
4 |
15 |
| Orphans and schooling in africa: a longitudinal analysis |
0 |
0 |
0 |
12 |
1 |
2 |
2 |
64 |
| School Uniforms, Short-Run Participation, and Long-Run Outcomes: Evidence from Kenya |
1 |
1 |
1 |
6 |
5 |
9 |
19 |
36 |
| Teacher Professional Development around the World: The Gap between Evidence and Practice |
0 |
0 |
0 |
4 |
2 |
5 |
7 |
19 |
| Teacher pay in Africa: Evidence from 15 countries |
0 |
0 |
3 |
5 |
2 |
7 |
22 |
37 |
| The Impacts of Childcare Interventions on Children's Outcomes in Low- and Middle-Income Countries: A Systematic Review |
0 |
0 |
2 |
3 |
2 |
3 |
9 |
11 |
| The educational impacts of cash transfers in Tanzania |
1 |
2 |
3 |
9 |
3 |
6 |
15 |
47 |
| Towards improved and more transparent ethics in randomised controlled trials in development social science |
0 |
0 |
1 |
1 |
1 |
1 |
3 |
3 |
| What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews |
0 |
0 |
3 |
37 |
5 |
8 |
19 |
131 |
| What We Learn about Girls’ Education from Interventions That Do Not Focus on Girls |
0 |
0 |
2 |
3 |
1 |
1 |
8 |
11 |
| When the data you have aren’t the data you need: The availability of school-related violence data in low- and middle-income countries |
0 |
0 |
3 |
3 |
0 |
4 |
8 |
8 |
| Total Journal Articles |
4 |
14 |
69 |
431 |
46 |
117 |
364 |
1,886 |
LogEc is hosted by the
Örebro University School of Business.