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2025
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2024
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Dec 10, 2024
Patterns of self-regulation and emotional well-being among Syrian refugee children in Lebanon: An exploratory person-centered approach
Dec 10, 2024
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Nov 25, 2024
The cost of not investing in the next 1000 days: implications for policy and practice
Nov 25, 2024
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Oct 31, 2024
The Rohingya Demaki (mental health) Measure (RDM)
Oct 31, 2024
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Oct 31, 2024
The Rohingya Modot-goroya (caregiving) Measure (RMM)
Oct 31, 2024
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Oct 31, 2024
The Rohingya Lorasora (Functioning) Measure (RLM)
Oct 31, 2024
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Sep 18, 2024
Developing and Implementing a Measure of Quality of Home Visit Interactions for Fathers: the Rohingya Camps and Host Communities in Cox’s Bazar, Bangladesh
Sep 18, 2024
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Sep 18, 2024
Community Engagement for Early Childhood Development (ECD) Programs: Perspectives of the Rohingya and Other Stakeholders in Cox’s Bazar
Sep 18, 2024
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Sep 17, 2024
LEARN Call for Applications
Sep 17, 2024
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Sep 1, 2024
Developmental Losses in Young Children from Preprimary Program Closures during the COVID-19 Pandemic
Sep 1, 2024
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Aug 26, 2024
Cluster randomized controlled trial of a phone-based caregiver support and parenting program for Syrian and Jordanian families with young children
Aug 26, 2024
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Aug 8, 2024
Examining the Validity of an Observational Tool of Classroom Support for Children’s Engagement in Learning
Aug 8, 2024
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Jul 30, 2024
A qualitative study of cultural concepts of distress among Rohingya refugees in Cox's Bazar, Bangladesh
Jul 30, 2024
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Jul 23, 2024
Supporting Children’s Holistic Development in Contexts of Conflict and Crisis: Lessons from a decade of striving towards research that is effective, equitable and sustainable
Jul 23, 2024
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Jul 15, 2024
Global TIES Announces New Director: Florencia Lopez Boo
Jul 15, 2024
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Jun 24, 2024
বাংলাদেশের কক্সবাজারের রোহিঙ্গা ক্যাম্প এবং হোস্ট কমিউনিটিতে ফাদার এনগেজমেন্ট মডেলের প্রভাব: একটি র্যান্ডোমাইজড কন্ট্রোল (Randomized Control) ট্রায়াল
Jun 24, 2024
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Jun 20, 2024
Commemorating World Refugee Day: Reflecting on our work over the past year
Jun 20, 2024
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Jun 17, 2024
Fortalecer los sistemas de monitoreo y evaluación del aprendizaje holístico en contextos de emergencia y crisis prolongada: Colombia y Perú - Informe diagnóstico resumido para Perú
Jun 17, 2024
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Jun 11, 2024
Enseñanzas e impactos de un programa infantil de contenido audiovisual a través de medios masivos en las habilidades emocionales y matemáticas de niñas y niños venezolanos y colombianos en Colombia
Jun 11, 2024
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Jun 11, 2024
Lessons and Impacts of a Children’s Media Program: A Randomized Controlled Trial Looking at Emotional and Math Skills of Venezuelan and Colombian Children in Colombia
Jun 11, 2024
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Jun 11, 2024
Effects of a Father Engagement Model in Rohingya Camps and Host Communities in Cox’s Bazar, Bangladesh: A Randomized Controlled Trial
Jun 11, 2024
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May 23, 2024
NYU-TIES 10th Anniversary: What Lies Ahead
May 23, 2024
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May 22, 2024
NYU-TIES 10th Anniversary: What We’ve Produced Over a Decade
May 22, 2024
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May 21, 2024
NYU-TIES 10th Anniversary: Celebrating 10 Years of Accomplishments
May 21, 2024
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May 20, 2024
NYU-TIES 10th Anniversary: Celebrating the People and Partners
May 20, 2024
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May 14, 2024
the HOLAS Assessment Bank
May 14, 2024
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May 6, 2024
Sesame Street: A Road to Healing
May 6, 2024
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May 2, 2024
HOLAS Interactive Framework
May 2, 2024
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May 1, 2024
Leveraging Caregivers to Provide Remote Early Childhood Education in Hard-to-Access Settings in Lebanon: Impacts From a Randomized Controlled Trial
May 1, 2024
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Apr 29, 2024
NYU Global TIES Stands with Palestine Amid Campus Unrest
Apr 29, 2024
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Apr 18, 2024
Fortalecimiento de los sistemas de medición de los resultados del aprendizaje holístico en situaciones de emergencia y crisis prolongadas: Colombia y Perú - Informe diagnóstico para Colombia
Apr 18, 2024
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Apr 10, 2024
Gobee learning agenda: Our top six learnings from developing an edtech tool for emergency settings
Apr 10, 2024
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Apr 8, 2024
Lessons from an Implementation Study of Integration of Early Childhood Development (ECD)Information and Guidance into Well-Child Visits in Primary Healthcare Centers run by Jordan’s Ministry of Health
Apr 8, 2024
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Mar 25, 2024
Strengthening holistic learning outcome measurement systems in emergencies and protracted crises: Colombia and Peru - Diagnostic Report for Colombia
Mar 25, 2024
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Mar 25, 2024
Strengthening holistic learning outcome measurement systems in emergencies and protracted crises: Colombia and Peru - Diagnostic Report for Peru
Mar 25, 2024
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Jan 18, 2024
Evaluating Program Enhancement Strategies for Remedial Tutoring: A Cluster-Randomized Control Trial With Syrian Refugee Students in Lebanon
Jan 18, 2024
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2023
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Dec 20, 2023
[Dataset]Phone-Based Reach Up and Learn
Dec 20, 2023
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Dec 14, 2023
Transforming Teacher Professional Development: A Core Practice Approach for Education in Emergencies
Dec 14, 2023
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Dec 12, 2023
Refugee Teachers: The Heart of the Global Refugee Response
Dec 12, 2023
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Dec 6, 2023
TIES Measurement Report Automation Project
Dec 6, 2023
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Nov 27, 2023
THE GOBEE LEARNING AGENDA: Can we sustainably implement and scale a digital assessment tool in the low resource and Education in Emergencies sector?
Nov 27, 2023
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Nov 17, 2023
EdTech in Low-Resource Settings: Challenges, opportunities, and conditions for success
Nov 17, 2023
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Sep 5, 2023
"Inside the Arab Classroom": A New Podcast Series Exploring the Dynamic Landscape of Education in the Arab World
Sep 5, 2023
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Jul 26, 2023
New remote ECE model with large impacts holds promise for SDG 4.2 progress
Jul 26, 2023
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Jul 10, 2023
BETTER program newsletter
Jul 10, 2023
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Jun 28, 2023
Children affected by the Syrian refugee crisis are effectively learning numbers, letters, and 'emotional ABCs' through the Ahlan Simsim initiative
Jun 28, 2023
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May 25, 2023
Early childhood education and care quality and associations with child outcomes: A meta-analysis
May 25, 2023
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May 24, 2023
An Interview with Dr. Lindsay Brown about BETTER: Building Expert Teachers Through Evidence-based Research
May 24, 2023
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May 23, 2023
From Evidence to Action for Education in Emergencies: TIES Collection of 3EA E-Cubed Research and Engagement
May 23, 2023
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May 16, 2023
Lessons and Impacts of Ahlan Simsim TV Program in Pre-Primary Classrooms in Jordan on Children’s Emotional Development: A Randomized Controlled Trial
May 16, 2023
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May 16, 2023
Lessons and Impacts of a Remote Early Childhood Education Program in Hard-To-Access Settings in Lebanon: A Randomized Controlled Trial
May 16, 2023
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May 16, 2023
Lessons and Impacts of a Phone-Based Parenting Program for Syrian and Jordanian Families with Young Children
May 16, 2023
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May 16, 2023
دروس وآثار برنامج تربوي للآباء والأمهات عبر الهاتف تقييم فاعلية برنامج تربوي لتنمية الطفولة المبكرة قائم عبر الهاتف:دراسة من الأردن السورية والأردنية للأطفال الصغار
May 16, 2023
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May 16, 2023
تقييم فاعلية برنامج "أهلًا سمسم" على التطور العاطفي لدى الأطفال في المرحلة التمهيدية: تجربة عشوائية محكّمة من الأردن
May 16, 2023
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May 16, 2023
أثر برنامج التعلم المبكر عن بُعد في المناطق التي يصعب الوصول إليها في لبنان: تجربة عشوائية محكمة
May 16, 2023
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May 15, 2023
New Research Shows Substantial Impact on Children’s Learning from Groundbreaking Ahlan Simsim Initiative Combining Educational Media and Early Childhood Services
May 15, 2023
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May 10, 2023
How to Support School-Aged Children Living in Crisis Contexts? Evidence-based Recommendations for Stakeholders
May 10, 2023
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Apr 19, 2023
Meet the HEA Phase II Grantee: Madrasati
Apr 19, 2023
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Apr 14, 2023
Fortalecer los sistemas de monitoreo y evaluación de aprendizaje holístico en contextos de emergencia y crisis prolongada: Colombia y Perú
Apr 14, 2023
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Apr 14, 2023
Strengthening holistic learning outcome measurement systems in emergencies and protracted crises: Colombia and Peru
Apr 14, 2023
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Apr 14, 2023
Now More Than Ever: Strengthening systems for social and emotional skills and well-being assessment during the COVID-19 pandemic in Lebanon and Peru
Apr 14, 2023
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Apr 4, 2023
Meet the HEA Phase II Grantees - iACT
Apr 4, 2023
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Mar 31, 2023
Introducing the PLAY toolkit [teaser]
Mar 31, 2023
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Mar 30, 2023
Meet the HEA Phase II Grantees - Cohere
Mar 30, 2023
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Mar 30, 2023
The Road Paved With Good Intentions: is Social and Emotional Learning (SEL) Safe and Effective for All Children Affected by Crises?
Mar 30, 2023
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Mar 23, 2023
RDAP Summit 2023: Building on Experience: Centering Communities in Data Creation and Access
Mar 23, 2023
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Mar 11, 2023
Humanitarian Education Accelerator Learning Synthesis
Mar 11, 2023
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Mar 1, 2023
Measuring the Dosage of Brief Social-emotional Learning (Sel) Activities in Humanitarian Settings
Mar 1, 2023
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Feb 23, 2023
Understanding Settings for Early Childhood Socialization: Evidence from the Rohingya Camps
Feb 23, 2023
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Feb 21, 2023
Thinking outside the classroom: Theories of change and measures to support the design, monitoring, and evaluation of distance learning programs
Feb 21, 2023
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Jan 25, 2023
Measuring the dosage of brief and skill-targeted social-emotional learning (SEL) activities in humanitarian settings
Jan 25, 2023
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Jan 23, 2023
Remedial Education to Support Learning Loss Threatened by Cuts to Development Aid
Jan 23, 2023
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Jan 1, 2023
Testing the impact of a skill-targeted social and emotional learning curriculum and its variation by pre- and postmigration conflict experiences…
Jan 1, 2023
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Jan 1, 2023
PLAY Toolkit Summary Report
Jan 1, 2023
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2022
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Dec 12, 2022
Remedial programming and skill-targeted SEL in low-income and crisis-affected contexts: Experimental evidence from Niger
Dec 12, 2022
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Dec 6, 2022
diyddi: A metadata curation and generation shiny app based on the rddi R package
Dec 6, 2022
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Nov 22, 2022
Measuring early learning and development across cultures: Invariance of the IDELA across five countries
Nov 22, 2022
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Nov 11, 2022
Measuring Rohingya Children’s Development: Cultural and Contextual Adaptation of IDELA
Nov 11, 2022
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Oct 31, 2022
ERICC Interactive Conceptual Framework
Oct 31, 2022
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Oct 31, 2022
A Conceptual Framework for Education Research in Conflict and Protracted Crisis (ERICC)
Oct 31, 2022
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Oct 25, 2022
What’s in the Water? Positive Parenting & the History of Attachment Theory
Oct 25, 2022
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Oct 14, 2022
Testing Measures of Refugee Camp Environment, Caregiver Mental Health, and Child Social-Emotional Development Among the Rohingya in Cox’s Bazar
Oct 14, 2022
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Sep 5, 2022
blueprintr: a plugin to drake that adds automated steps for tabular dataset documentation and testing
Sep 5, 2022
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Aug 5, 2022
Preventing a Lost Generation in Ukraine: Recommendations for Supporting Education in Emergency Humanitarian Response
Aug 5, 2022
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Jul 29, 2022
Demystifying Informed Consent
Jul 29, 2022
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Jul 25, 2022
Delivering Quality Research in Culturally Dynamic, Conflict-Affected Contexts: Lessons from Large-Scale Pilot Research in Cox's Bazar
Jul 25, 2022
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Jul 2, 2022
Comprehensive Study of Refugee Children's Academic, Social, and Emotional Learning Outcomes Yields Key Insights for Post-COVID-19 Return to School
Jul 2, 2022
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Jul 1, 2022
Piloting Gobee — what we learned from the first pilot of the gamified learning measurement tool
Jul 1, 2022
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Jun 15, 2022
Where to Find Measures
Jun 15, 2022
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Jun 15, 2022
Creating a Gamified Learning Measurement Tool — the why, the what & the how.
Jun 15, 2022
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Jun 8, 2022
Response to Stress Questionnaire (RSQ) - Niger
Jun 8, 2022
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Jun 8, 2022
Self-Regulation Assessment-Assessor Report (SRA-AR) - Niger
Jun 8, 2022
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Jun 8, 2022
Fathers' Perceptions of Play: Evidence From the Rohingya Camps Research Brief
Jun 8, 2022
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Jun 1, 2022
What Do Fathers Think of Play? Rohingya Fathers' Perceptions of Play in Cox's Bazar
Jun 1, 2022
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May 23, 2022
BETTER: Building Expert Teachers Through Evidence-based Research Program Brief
May 23, 2022
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May 23, 2022
Building Coherence in Teacher Learning: Teacher practice framework development and implementation in Lebanon
May 23, 2022
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Apr 27, 2022
Prioritizing Education in the Midst of Crisis
Apr 27, 2022
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Apr 26, 2022
Starting from square two: Building a cohesive national SEL framework
Apr 26, 2022
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Apr 5, 2022
Adaptation and application of the Measuring Early Learning Quality and Outcomes (MELQO) framework to early childhood education settings in Colombia: Implications for national policy and the SDG’s.
Apr 5, 2022
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Mar 16, 2022
Disruptions to schooling: Lessons from refugee experience in Lebanon
Mar 16, 2022
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Mar 8, 2022
Relationship Between Post-Migration Risks and Holistic Learning Among Syrian Refugee
Mar 8, 2022
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Mar 7, 2022
Quality and equitable access grounded in local knowledge: Bringing preprimary education to scale
Mar 7, 2022
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Mar 1, 2022
Now more than ever: Strengthening systems for social and emotional skills and well-being assessment during the COVID-19 pandemic in Lebanon and Peru
Mar 1, 2022
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Mar 1, 2022
The Best Start in Life: Early Childhood Development for Sustainable Development
Mar 1, 2022
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Feb 16, 2022
Lebanon Year 2 Deidentified Data (2017-2018)
Feb 16, 2022
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Feb 1, 2022
Niger Year 2 Deidentified Data (2017-2018)
Feb 1, 2022
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Feb 1, 2022
Niger Year 1 Deidentified Data (2016-2017)
Feb 1, 2022
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Jan 31, 2022
Lebanon Year 1 Deidentified Data (2016-2017)
Jan 31, 2022
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Jan 27, 2022
Research Near & Far: Global TIES for Children
Jan 27, 2022
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Jan 6, 2022
Looking at Play Through the Eyes of Rohingya Children in Cox's Bazar
Jan 6, 2022
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Jan 6, 2022
Looking at Play Through the Eyes of Rohingya Children in Cox's Bazar
Jan 6, 2022
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Jan 5, 2022
Family Socialization and Experiences of Early Childhood Programs in the Rohingya Camps: Study Protocol
Jan 5, 2022
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2021
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Dec 1, 2021
Teachers’ Observations of Learners’ Social and Emotional Learning: Psychometric Evidence for Program Evaluation in Education in Emergencies
Dec 1, 2021
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Dec 1, 2021
Reimagining Education in Emergencies: Lessons from research in three crisis-affected countries RewirEd Summit virtual session
Dec 1, 2021
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Oct 11, 2021
التعليم في حالات الطوارئ
Oct 11, 2021
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Oct 11, 2021
L'éducation en Situations d'Urgence : Vidéo Explicative des Preuves Pour l'Action (3EA)
Oct 11, 2021
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Oct 11, 2021
Education in Emergencies: Evidence for Action (3EA) Explainer Video
Oct 11, 2021
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Sep 27, 2021
TEACHERS IN CONFLICT CAN SUPPORT STUDENTS’ MENTAL HEALTH — IF WE INVEST IN THEIRS
Sep 27, 2021
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Sep 17, 2021
NYU Abu Dhabi researchers use hair cortisol test to measure stress levels of families during COVID-19
Sep 17, 2021
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Sep 6, 2021
Adrenocortical and psychosocial responses of families in Jordan to the COVID-19 pandemic
Sep 6, 2021
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Sep 6, 2021
Arabic Sesame Street helps children explore emotions
Sep 6, 2021
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Jul 29, 2021
Can tutoring informed by social-emotional principles improve learning outcomes? A look across multiple conflict-affected contexts
Jul 29, 2021
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Jul 22, 2021
Research & Innovation for Refugee Education: Gamified Learning Measurement Tool | NYU Steinhardt
Jul 22, 2021
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Jun 15, 2021
Social Science–Based Pathways to Reduce Social Inequality in Youth Outcomes and Opportunities at Scale
Jun 15, 2021
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Jun 1, 2021
Book Review: Early Childhood Development in Humanitarian Crises: South Sudanese Refugees in Uganda by Sweta Shah
Jun 1, 2021
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May 1, 2021
Response to Stress Questionnaire (RSQ) - Lebanon
May 1, 2021
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Apr 27, 2021
IRC UK to lead research consortium to boost education for children in conflict zones
Apr 27, 2021
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Feb 1, 2021
A bioecocultural approach to supporting adolescent mothers and their young children in conflict-affected contexts
Feb 1, 2021
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Jan 8, 2021
Global TIES for Children study informs research of child development and learning in conflict-affected areas
Jan 8, 2021
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Jan 6, 2021
Children’s learning and development in conflict- and crisis-affected countries: Building a science for action.
Jan 6, 2021
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Jan 6, 2021
Children's learning and development in conflict- and crisis-affected countries: Building a science for action
Jan 6, 2021
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Jan 5, 2021
RTI and NYU Partner on New LEGO Foundation Initiative to Measure the Impact of Play
Jan 5, 2021
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2020
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Dec 12, 2020
Self-Regulation Assessment-Assessor Report (SRA-AR) - Lebanon
Dec 12, 2020
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Dec 10, 2020
Child-Friendly School Questionnaire for Syrian Children in Lebanon (CFSQ-SL)
Dec 10, 2020
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Dec 8, 2020
Improving Education for Refugee Children: Insights from Rigorous Research
Dec 8, 2020
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Sep 6, 2020
The Assessment of Vulnerable Children's Social-Emotional Skills in MENAT
Sep 6, 2020
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Aug 19, 2020
COVID Experiences in the Context of a Challenged Economy
Aug 19, 2020
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Jul 7, 2020
Strengthening the evidence base for EiE: Emerging outputs from the E-Cubed Research Fund
Jul 7, 2020
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Jul 1, 2020
Post-migration risks, developmental processes, and learning among Syrian refugee children in Lebanon
Jul 1, 2020
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May 18, 2020
Effects of the Global Coronavirus Disease-2019 Pandemic on Early Childhood Development: Short- and Long-Term Risks and Mitigating Program and Policy Actions
May 18, 2020
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Jan 23, 2020
Treating the growing trauma of family separation
Jan 23, 2020
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2019
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Dec 1, 2019
Developmental Effects of Parent–Child Separation
Dec 1, 2019
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Nov 1, 2019
SERAIS: Social Emotional Response and Information Scenarios Evidence on Construct Validity, Measurement Invariance, and Reliability in use with Syrian Refugee Children in Lebanon
Nov 1, 2019
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Aug 1, 2019
IRC Healing Classrooms Retention Support Programming Improves Syrian Refugee Children’s Learning In Lebanon
Aug 1, 2019
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Aug 1, 2019
Guatemalan Mayan book-sharing styles and their relation to parents’ schooling and children’s narrative contributions
Aug 1, 2019
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Jun 7, 2019
Longitudinal causal impacts of preschool teacher training on Ghanaian children’s school readiness: Evidence for persistence and fade-out
Jun 7, 2019
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May 10, 2019
Improving Primary Education in the Democratic Republic of the Congo: End-Line Results of a Cluster-Randomized Wait-List Controlled Trial of Learning in a Healing Classroom
May 10, 2019
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May 5, 2019
Risk or resource: Does school climate moderate the influence of community violence on children’s social-emotional development in the Democratic Republic of Congo?
May 5, 2019
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Apr 29, 2019
Early Childhood Teachers’ Lives in Context: Implications for Professional Development in Under-Resourced Areas
Apr 29, 2019
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Mar 1, 2019
The Impact of IRC’s Healing Classrooms Tutoring on Children’s Learning and Social-Emotional Outcomes in Niger
Mar 1, 2019
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Feb 28, 2019
Improving 21st-century teaching skills: The key to effective 21st-century learners
Feb 28, 2019
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Feb 26, 2019
A cognitive assessment tool designed for data collection in the field in low- and middle-income countries
Feb 26, 2019
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Jan 3, 2019
Childhood Economic Well-Being in South Africa: Construction of a Theoretically-Grounded Empirically-Derived Multidimensional Measure
Jan 3, 2019
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Jan 1, 2019
Global TIES for Children Expands Research on Refugee Child Development Through $100 Million Grant
Jan 1, 2019
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2018
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Dec 5, 2018
Global TIES for Children to Expand Research on Refugee Child Development As Part of $100 Million LEGO Foundation Grant
Dec 5, 2018
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Dec 1, 2018
Mitigating the Impact of Forced Displacement and Refugee and Unauthorized Status on Youth: Integrating Developmental Processes with Intervention Research
Dec 1, 2018
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Oct 25, 2018
Advancing the Sustainable Development Goal for Education Through Developmentally Informed Approaches to Measurement
Oct 25, 2018
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Oct 25, 2018
Roles of Multiple Stakeholder Partnerships in Addressing Developmental and Implementation Challenges of Sustainable Development Goals
Oct 25, 2018
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Oct 18, 2018
Experimental Impacts of the “Quality Preschool for Ghana” Interventions on Teacher Professional Well-being, Classroom Quality, and Children’s School Readiness
Oct 18, 2018
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Oct 17, 2018
Making Research ‘EQUAL’ to Address the Global Learning Crisis
Oct 17, 2018
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Sep 12, 2018
Gabriela de Bukele: UNICEF será un aliado estratégico para cumplir nuestras políticas sociales
Sep 12, 2018
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Aug 1, 2018
Measuring and predicting process quality in Ghanaian pre-primary classrooms using the Teacher Instructional Practices and Processes System (TIPPS)
Aug 1, 2018
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Aug 1, 2018
IRC Healing classrooms remedial tutoring programming improves Nigerien and Nigerian children’s learning
Aug 1, 2018
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Jun 1, 2018
Medición de la calidad de la educación inicial en Colombia en la modalidad institucional
Jun 1, 2018
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May 25, 2018
Quality and equitable access grounded in local knowledge: Bringing preprimary education to scale (Video)
May 25, 2018
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May 23, 2018
Implementation research for early childhood development programming in humanitarian contexts
May 23, 2018
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May 1, 2018
Methods for Rigorously and Responsively Improving Children's Holistic Learning and Development in Crisis Contexts: Towards an Evidence-Based Education in Emergencies Field
May 1, 2018
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May 1, 2018
Home- and center-based, learning opportunities for preschoolers in low- and middle-income countries
May 1, 2018
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Mar 8, 2018
How urban Chinese parents with 14-month-old children talk about nanny care and childrearing ideals
Mar 8, 2018
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Jan 18, 2018
Childhood development key to sustainability: UN expert
Jan 18, 2018
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Jan 3, 2018
Increasing understanding for syrian refugee children with empirical evidence
Jan 3, 2018
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2017
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Dec 27, 2017
"Es más costoso intervenir después de la infancia temprana cuando los problemas ya han surgido"
Dec 27, 2017
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Nov 1, 2017
“So that his mind will open”: Parental perceptions of early childhood education in urbanizing Ghana
Nov 1, 2017
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Aug 1, 2017
Earthquake effects: Estimating the relationship between exposure to the 2010 Chilean earthquake and preschool children’s early cognitive and executive function skills
Aug 1, 2017
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Aug 1, 2017
Measuring school readiness globally: Assessing the construct validity and measurement invariance of the International Development and Early Learning Assessment (IDELA) in Ethiopia
Aug 1, 2017
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Jul 1, 2017
Exploring patterns of receipt of cash grants, health care, and education among 7–10 year old children in KwaZulu-Natal, South Africa
Jul 1, 2017
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Feb 3, 2017
Commentary: New Directions in Developmentally Informed Intervention Research for Vulnerable Populations
Feb 3, 2017
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Feb 1, 2017
Early Childhood Care and Education and School Readiness in Zambia
Feb 1, 2017
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Jan 5, 2017
Children, Youth and Developmental Science in the 2015-2030 Global Sustainable Development Goals
Jan 5, 2017
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Jan 2, 2017
AN EIE RESEARCH-PRACTICE PARTNERSHIP: Learning to improve academic and social-emotional outcomes
Jan 2, 2017
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2016
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Nov 29, 2016
Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo
Nov 29, 2016
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Nov 14, 2016
Impacts After One Year of “Healing Classroom” on Children's Reading and Math Skills in DRC: Results From a Cluster Randomized Trial
Nov 14, 2016
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Jun 9, 2016
Relationships of Teachers’ Language and Explicit Vocabulary Instruction to Students’ Vocabulary Growth in Kindergarten
Jun 9, 2016
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May 5, 2016
Emotional, physical, and social needs among 0–5-year-old children displaced by the 2010 Chilean earthquake: associated characteristics and exposures
May 5, 2016
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2015