Publications
The following is a list of publications authored in part by team members of the Global Center for the Development of the Whole Child. Team members are marked by an asterisk.
Explaining Variation in Treatment Effects: An Impact Evaluation and Mixed-Methods Study of Variation in Early Grade Reading Program Effects (2024), Comparative Education Review, Volume 67
TJ D’Agostino, Danice Brown Guzmán, Paul Perrin, Anasthasie Liberiste-Osirus, and Kate Schuenke-Lucien*
Teacher RePlay and Children ReAct: pilot testing a formative toolkit to support playful learning in the classroom (2024), Frontiers in Education, Volume 9
Carina Omoeva, Jennifer M. Zosh, Angela Pyle, Nikhit D'Sa*, Rafael Contreras Gomez, Brian Dooley, Mauro Giacomazzi, Martin Ariapa, Carolina Maldonado-Carreño, Eduardo Escallón, Gopal Dey, Kazi Ferdous Pavel, Ciara Laverty
Neil Boothby*, Lou DelFra
Child-led resistance in the streets of the global south: Decolonial perspectives of violence against children outside of family care (2023), Child Abuse & Neglect, Volume 143
Amy E. Ritterbusch, Laura Liévano-Karim, Rachel Budker, Sarah R. Meyer, Neil Boothby*, Firminus Mugumya, Clare Bangirana, Timothy Opobo, Doreen Ampumuza, John Bosco Apota, Cate Mbabazi, Christine Nabukenya, Adam Kayongo, Fred Ssembatya
“Well-being, that word is very wide”: Understanding how teachers in Uganda define and navigate their occupational well-being (2023), International Journal of Educational Research
Nikhit D'Sa*, Monica Fontana, Martin Ariapa, Hannah Chandler*, Edison Nsubuga, and Emily Richardson
Fluid Families and Harshness as Adaptation in Haitian Childcare: An Approach to Improving Life Outcomes for Haitian Children (2022), Parenting Across Cultures
Kate Schuenke-Lucien*, Abigail Mills*, and Bryanna Beamer
“I always tell my children to learn from me”: Parental engagement in social and emotional learning in Malawi (2022), International Journal of Educational Research
Jeongmin Lee*
Early literacy skill development and motivation in the low-income context of Haiti (2022), International Journal of Educational Research
Monica J.Kowalski, Andrew J.Elliot, Juan CarlosGuzman, and Kate Schuenke-Lucien*
"I can teach what’s in the book”: Understanding the why and how behind teachers’ implementation of a social‐emotional learning (SEL) focused curriculum in rural Malawi (2021), British Journal of Educational Psychology
Lee, J.*, and Simmons Zuilkowski, S.
Literacy environments: K-12 and Adult. In F. Maggino (Ed.) (2021) Encyclopedia of quality of life and well-being research. Springer, Cham. Easton, P. and Lee, J.*
Developing and Validating the International Social and Emotional Learning Assessment: Evidence from a Pilot Test with Syrian Refugee Children in Iraq (December 2021), Journal on Education in Emergencies
Nikhit D'Sa*, and Allyson Krupar
Leveraging community-based innovations during COVID-19 to strengthen the Haitian school system (March 2021), Perspectives in Education
Neil Boothby*, Anna Hart*, Hannah Chandler*, and Dominique Dupuy
What’s faith got to do with it? A scoping study on local faith communities supporting child development and learning (January 2021), International Journal of Educational Development
T.J. D'Agostino, Nikhit D'Sa*, and Neil Boothby*
Causes of family separation and barriers to reunification: Syrian refugees in Jordan (July 2020), Journal of Refugee Studies.
Hannah Chandler*, Neil Boothby*, Zahirah McNatt, Margaret Berrigan, Laura Zebib, Patricia Elaine Freels, Hamza Alshannaq, Noor Majdalani, Ahmed Mahmoud, and Esraa Majd
Organising primary grade literacy environments in Mozambique (July 2020), Learning Environments Research
Jeongmin Lee*, Stephanie Simmons Zuilkowski, and Nikhit D’Sa*
Integrating new knowledge into everyday practices: teacher pedagogy in early grade literacy in rural Mozambique (March 2020), Literacy
Jeongmin Lee*, Nikhit D'sa*, and Stephanie Simmons Zuilkowski
Improving Reading Instruction and Students’ Reading Skills in the Early Grades: Evidence From a Randomized Evaluation in Haiti (2020), Reading Research Quarterly
Juan Carlos Guzmán, Kate Schuenke-Lucien*, Anthony J. D’Agostino, Mark Berends, and Andrew J. Elliot
Adopt, contextualize, or adapt? Understanding the complexities of modifying or developing a measure of children’s social and emotional competencies in the NISSEM Global Briefs (September 2019), NISSEM
Nikhit D'Sa*
“What’s happening in Syria even affects the rocks”: a qualitative study of the Syrian refugee experience accessing noncommunicable disease services in Jordan (June 2019), Conflict and Health
Z. McNatt, PE. Freels, H. Chandler,*, M Fawad, S. Qarmout, AS. Al-Oraibi, N. Al-Tammi, and N. Boothby*
INEE Guidance Note on Psychosocial Support (June 2018), Inter-agency Network for Education in Emergencies (INEE)
Zahirah McNatt, Dr. Neil Boothby*, Dr. Mike Wessells, and Rita Lo
Rethinking Child Protection in Emergencies (May 2018), International Journal of Child Health and Nutrition
Cyril Bennouna, Hana-Tina Fischer, Michael Wessells, and Neil Boothby*
Impact of Separation on Refugee Families: Syrian Refugees in Jordan (April 2018), Columbia Global Centers
Zahirah McNatt, Neil Boothby*, Hamza Al-Shannaq, Hannah Chandler*, Patricia Freels, Ahmed S. Mahmoud, Noor Majdalani, and Laura Zebib
Monitoring and reporting attacks on education in the Democratic Republic of the Congo and Somalia (August 2017), Disasters
Cyril Bennouna, Elburg van Boetzelaer, Lina Rojas, Kinyera Richard, Gang Karume, Marius Nshombo, Leslie Roberts, and Neil Boothby*
Beyond Survival: The Case for Investing in Young Children Globally (June 2016), National Academy of Medicine
G. Huebner, N. Boothby*, J. L. Aber, G. L. Darmstadt, A. Diaz, A. S. Masten, H. Yoshikawa, I. Redlener, A. Emmel, M. Pitt, L. Arnold, B. Barber, B. Berman, R. Blum, M. Canavera, J. Eckerle, N. A. Fox, J. L. Gibbons, S. W. Hargarten, C. Landers, C. A. Nelson III, S. D. Pollak, V. Rauh, M. Samson, F. Ssewamala, N. St Clair, L. Stark, R. Waldman, M. Wessells, S. L. Wilson, and C. H. Zeanah
Assessing the impact of microfinance programming on children: an evaluation from post-tsunami Aceh (November 2014), Disasters
Lindsay Stark, Nafessa Kassim, Thalia Sparling, Dale Buscher, Gary Yu, and Neil Boothby*
What are the most effective early response strategies and interventions to assess and address the immediate needs of children outside of family care? (October 2012), Child Abuse and Neglect
Cyril Bennouna, Hana-Tina Fischer, Michael Wessells, and Neil Boothby*
Coordinated and evidence-based policy and practice for protecting children outside of family care (October 2012), Child Abuse and Neglect
Neil Boothby*, Robert L. Balster, Philip Goldman, Michael G. Wessells, Charles H. Zeanahe, and Gillian Huebner
The impact of the school-based Psychosocial Structured Activities (PSSA) program on conflict-affected children in northern Uganda (May 2011) The Journal of Child Psychology and Psychiatry
Alastair Ager, Bree Akesson, Lindsay Stark, Eirini Flouri, Braxton Okot, Faith McCollister, and Neil Boothby*
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