Understanding gender imbalances in STEM fields in Rwanda: A survey of secondary school students in Kayonza District, Rwanda (2022)
Effectiveness of a gender-responsive pedagogy model in early childhood education in South Africa (2022)
All it takes for a teacher is to know the children? – An empirical study on increasing child development in Vietnamese preschools (2022)
Extended summary: Tackling school-related gender-based violence through teacher professional development in Cambodia (2021)
Impact of gender-responsive and violence-free school environments on primary and lower secondary school children in Cambodia (2021)
Tackling school-related gender-based violence through teacher professional development in Cambodia (2021)
The impact of Gender-Responsive Pedagogy and the role of the parent teacher committees in Early Childhood Education in Zambia (2021)
The impact of psychosocial challenges at home on primary school performance: the case of Cambodia (2020)
Evaluating a certificate programme on educational mentorship and coaching leading to induction activities for new teachers in Rwandan primary schools (2020)
An analysis of the effectiveness of Professional Learning Communities for continuous professional teacher development in South Africa (2019)
The impact of Professional Learning Networks on headteacher and teacher intrinsic motivation in Rwanda (2017)
Conceptions of learning and uptake of learner-centred pedagogy in initial teacher education in Rwanda (2015)
Strengthening the capacity of school leaders to effectively lead implementation of competency based curriculum in junior secondary school
A review of the empirical research literature on PLCs for teachers in the Global South: evidence, implications, and directions (2023)
Accelerating foundational skills development for adolescents in Uganda: Teaching at the Right Level Approach for Upper Primary Learners: Does It Work? (2023)
An empirical investigation of social emotional learning among children in primary education: The case of Catch Up in Zambia (2023)
The effectiveness of Peer-led and Trainer-led e-Learning Leadership Training for School Leaders: A Randomized Experiment in Rwanda (2022)
If Teachers’ Action is to Express New Priorities, Then Who and What Can Support Teachers to Act in New Ways? (2021)
Growing up in cities: empowering early childhood services in Da Nang, Viet Nam to deal with urban barriers to learning (2020)
Developing the capacity of education local leaders for sustaining professional learning communities in Rwanda (2020)
Education diplomacy for improving learning of vulnerable children in community schools in Zambia (2018)
Closing the gap: Analytical study on leadership and demonstrated competencies among primary school head teachers in Rwanda (2017)
Supporting teachers in Vietnam to monitor preschool children’s wellbeing and involvement in preschool classrooms (2017)
Docentes de bachillerato técnico de primera: la alianza entre vvob y la subsecretaría de fundamentos educativos del ecuador para una oferta integral de formación docente (2016) Spanish
Integrating ICT in Kenyan secondary schools: an exploratory case study of a professional development programme (2015)
Teachers' professional development for ICT integration: Towards a reciprocal relationship between research and practice (2015)
Coaching school leadership in primary education in Rwanda. Evolutions in head teachers’ self-assessment (2014)
How to support innovative practices of learning and learning to live together? The case of capacity development of teacher education institutions in Cambodia and Viet Nam (2014)
Integration or transformation? Looking in the future of Information and Communication Technology in education in Vietnam (2014)
Measuring integration of information and communication technology in education: An item response modeling approach (2012)
The limits of programmed professional development on integration of information and communication technology in education (2012)
How to address Integration of ICT in Teaching Practice? Research on Factors influencing the use of ICT in Education (2011)
ICT in teacher education in an emerging developing country: Vietnam’s baseline situation at the start of ‘The Year of ICT’ (2011)
Information and communication technology in teacher education in Vietnam: From policy to practice (2011)
A Typology of Professional Learning Communities (PLC) for Sub-Saharan Africa: A Case study of Equatorial Guinea, Ghana, and Nigeria (2020)