International Journal of Educational Development

2013 - 2025

Current editor(s): Stephen P Heyneman

From Elsevier
Bibliographic data for series maintained by Catherine Liu ().

Access Statistics for this journal.
Is something missing from the series or not right? See the RePEc data check for the archive and series.

Volume 95, issue C, 2022

Schools, circumstances and inequality of opportunities in Chile

Victor Iturra and Mauricio Gallardo

“I always take their problem as mine” – Understanding the relationship between teacher-student relationships and teacher well-being in crisis contexts

Danielle Falk, Daniel Shephard and Mary Mendenhall

The consequences of exclusionary discipline on school dropout: Evidence from Chile

Fidel Bennett, Dante Contreras and Matías Morales Cerda

Why are school systems in South Asia seriously under-performing?

John Richards

Coffee, child labour, and education: Examining a triple social–ecological trade-off in an Afromontane forest landscape

Tola Gemechu Ango, Lowe Börjeson, Poul Wisborg, Feyera Senbeta and Habtamu Alem

Skills and educational aspirations as predictors of secondary school dropout in Vietnam: A dynamic approach

Tam Tran

Educational gender gap in sub-Saharan Africa: Does the estimation method matter? A comparison using a sample of opposite sex twins

Marcos Delprato

Volume 94, issue C, 2022

Why do girls do better? Unpacking South Africa’s gender gap in PIRLS and TIMSS

Heleen Hofmeyr

The outcomes of learner-centred pedagogy: A systematic review

Nicholas Bremner, Nozomi Sakata and Leanne Cameron

Trends in the academic achievement gap between high and low social class children: The case of Brazil

Martin Carnoy, Leonardo Rosa and Alexandre Simões

Teaching too little to too many: Teaching loads and class size in secondary schools in Sub-Saharan Africa

Paul Bennell

Academic endogamy or immobility? The impact on scholarly productivity in a developing country

Luís Filipe de Miranda Grochocki and Andrea Felippe Cabello

Government policies and unintended consequences: Rising demand for private supplementary tutoring in China

Wei Lu, Sen Zhou and Yi Wei

Mapping the unsafe school journey: Rural primary school children’s perspectives on dangerous social geographies in South Africa

Ndumiso Daluxolo Ngidi and Zaynab Essack

“We went in favor of rebellion”: The decisions that made India’s Annual Status of Education Report (ASER)

Melissa Rae Goodnight

Indiscipline: The school climate of Brazilian schools and the impact on student performance

Júlia Sbroglio Rizzotto and Marco Túlio Aniceto França

The secularizing effect of education in Indonesia

Javad Eshtiyagh

Preschool participation and students’ learning outcomes in primary school: Evidence from national reform of pre-primary education in Ethiopia

Janice H. Kim

Volume 93, issue C, 2022

The efficiency of Brazilian elementary public schools

Tommaso Agasisti, Celma de Oliveira Ribeiro and Daniel Sanches Montemor

A closer look at reading comprehension: Experimental evidence from Guatemala

Daniel Rodriguez-Segura

Indigenous and non-Indigenous proficiency gaps for out-of-school and in-school populations: A machine learning approach

Marcos Delprato, Alessia Frola and Germán Antequera

Understanding grade repetition from the perspectives of teachers and principals in basic schools in Ghana

Daniel Owusu Kyereko, William C. Smith, Ishmael Hlovor and Gabriel Keney

Learning for adaptation and 21st-century skills: Evidence of pupils’ flexibility in Rwandan primary schools

Stephen H. Bayley

Exploring influences on the choice of fields of study in higher education: Evidence from Mexico

Dulce Carolina Mendoza Cazarez

Exploring the disparities in learning outcomes among the primary school students of Bangladesh

Sakil Ahmmed and Mahtab Uddin

Returning to school after COVID-19 closures: Who is missing in Malawi?

Rachel Kidman, Etienne Breton, Jere Behrman and Hans-Peter Kohler

Mauritius as a developing education hub

Jane Knight and Shaheen Motala-Timol

Inclusion at university, transition to employment and employability of graduates with disabilities: A systematic review

Anabel Moriña and Gilda Biagiotti

Volume 92, issue C, 2022

Measuring education system coherence: Alignment of curriculum standards, examinations, and teacher instruction in Tanzania and Uganda

Julius Atuhurra and Michelle Kaffenberger

Who have fallen behind? The educational reform toward differentiated learning opportunities and growing educational inequality in South Korea

Youngshin Lim and Hyunjoon Park

Skill requirements and remunerations in the private teacher labor market: Estimations with online advertisements in China

Jinyan Zhou, Ping Du, Wen Zhao and Siche Feng

The World Bank’s construction of teachers and their work: A critical analysis

Joseph C. Pesambili, Yusuf Sayed and Amy Stambach

Breaking the poverty cycle? Conditional cash transfers and higher education attainment

Anouk Patel-Campillo and V.B. Salas García

Does English proficiency support the economic development of non-English-speaking countries? The case of Asia

Yufan Li, Weichen Teng, Limin Tsai and Tom M.Y. Lin

Multiple systems, multiple shadows: Diversity of supplementary tutoring received by private-school students in Dubai

Mark Bray and Alexandre Ventura

Educational attainment, use of numeracy at work, and gender wage gaps: Evidence from 12 middle-income countries

Huacong Liu, Frank Fernandez and Gregor Dutz

Parental kindergarten school choice in Addis Ababa: The policy implications

Miressa Yadessa Eba and Miressa Bekabil Geta

The dynamics of achievement inequality: The role of performance and choice in Chile

Francisco Ceron, Thijs Bol and Herman G. van de Werfhorst

Syrian refugee women’s negotiation of higher education opportunities in Jordan and Lebanon

Kathleen Fincham

Volume 91, issue C, 2022

Inclusive education for children with visual impairments in sub-Saharan Africa: Realising the promise of the Convention on the Rights of Persons with Disabilities

Guy Le Fanu, Elena Schmidt and Bhavisha Virendrakumar

Negative teacher–student and student–student relationships are associated with school dropout: Evidence from a large-scale longitudinal study in Chile

Dante Contreras, Luis González, Samuel Láscar and Verónica López

University access policies for persons with disabilities: Lessons from two Chilean universities

Eugenia Victoriano Villouta and Ernesto Treviño Villarreal

On the “income advantage” in course choices and admissions: Evidence from the University of the Philippines

Sarah Lynne Daway-Ducanes, Elena E. Pernia and Vincent Jerald R. Ramos

Decentralisation and school-based management in Colombia: An exploration (using systems thinking) of the Full‐Day Schooling programme

Juan David Parra

Region-wide initiative to expand girls’ enrollment in primary education in Niger: A case of collective impact for educational development

Takao Maruyama, Akiko Kageyama and Nobuhiro Kunieda

The potential effects of the COVID-19 pandemic on learnings

Luis Monroy-Gómez-Franco, Roberto Vélez-Grajales and Luis Lopez-Calva

Performance of universities in Vietnam

Duong Hoai An

Building Halos: How do Chinese elites seek distinction through (mis) recognising studying abroad?

Ye Liu, Ying Huang and Wenqin Shen

Understanding the interactions between multiple actors in network governance: Evidence from school turnaround in China

Yuan Tao

Is the proportion of female STEM teachers in secondary education related to women’s enrollment in tertiary education STEM programs?

Olga Victoria Dulce-Salcedo, Darío Maldonado and Fabio Sanchez Torres

Promoting the recognition of prior learning in the context of development cooperation: The case of Bangladesh

Markus Maurer and Mohammad Mahboob Morshed

Shaping the early care and education of young deaf children in Ghana

Ruth Swanwick, Dani Fobi, Joyce Fobi and Obed Appau

Climbing the academic ladder: Chinese women academics seeking recognition on the way to becoming professors

Li Bao and Xiaoming Tian