Matthew C H Jukes
Biographic Data
| ID | 149945 |
|---|---|
| NAME | Matthew C H Jukes |
| GIVEN NAMES | Matthew C H |
| FAMILY NAME | Jukes |
| SIGNATURE | JUKES M C H |
| AFFILIATIONS | Harvard University |
| ORCID | 0000-0001-6001-041X |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 26 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Gender Differences in Socioemotional Skills among Adolescents and Young Adults in Ethiopia, India, Peru and Vietnam
This report uses Young Lives longitudinal data to examine how gender differences in socioemotional skills emerge throughout adolescence, and the socioeconomic and cultural factors that may explain these gaps in Ethiopia, India, Peru and Vietnam. \n The findings show that gender differences in socioemotional skills associated with empowerment emerge in late adolescence. For example, around the age of 19, boys in Ethiopia, India and Vietnam scored …
The role of teachers’ implicit social goals in pedagogical reforms in Tanzania
Pedagogical reforms in sub-Saharan Africa have often been unsuccessful, arguably because they fail to account for the social and cultural context of teachers’ choices. Two studies in rural Tanzania examined the pedagogical decisions of teachers taking part in a programme of teacher professional development. Teachers reflected on their own decisions to conduct teaching activities, which were observed by the research team, and on the decisions take…
Building an assessment of community-defined social-emotional competencies from the ground up in Tanzania
Two studies were conducted in 2017 to investigate children's competencies seen as important by communities in Mtwara, Tanzania. Qualitative data from 95 parents (34 women) and 27 teachers (11 women) in Study 1 indicated that dimensions of social responsibility, such as obedience, were valued highly. In Study 2, the competencies of 477 children (245 girls), aged 4–13 years, were rated by teachers and parents. Factor analysis found the obedient fac…
Practical lessons for phone-based assessments of learning
School closures affecting more than 1.5 billion children are designed to prevent the spread of current public health risks from the COVID-19 pandemic, but they simultaneously introduce new short-term and long-term health risks through lost education. Measuring these effects in real time is critical to inform effective public health responses, and remote phone-based approaches are one of the only viable options with extreme social distancing in pl…
Changing literacy instruction in Kenyan classrooms: Assessing pathways of influence to improved early literacy outcomes in the Hali intervention
Do Schooling and Urban Residence Develop Cognitive Skills at the Expense of Social Responsibility? A Study of Adolescents in the Gambia, West Africa
The recent growth of schooling and urban residence represents a major change to the cultural context of child development across Africa. The aim of this article is to examine the relationship between these social changes in the Gambia and the development of both cognitive skills and behaviors viewed by participant communities as the basis for success in village life, comprising six aspects of social responsibility. We compared these skills and be…
I failed, no matter how hard I tried”: A mixed-methods study of the role of achievement in primary school dropout in rural Kenya
Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya
Evaluating the provision of flexible learning for children at risk of primary school dropout in Malawi
Early childhood malaria prevention and children's patterns of school leaving in the Gambia
BackgroundEarly childhood malaria is often fatal, but its impact on the development and education of survivors has not received much attention. Malaria impacts cognitive development in a number of ways that may impact later educational participation.AimsIn this study, we examine the long-term educational effects of preventing early childhood malaria. Does intermittent preventive treatment (IPT) during early childhood reduce the risk of dropout? I…
Healthy Skepticism: Do Adults Trust Health Information From Children in Rural Kenya
Despite the frequent use of schools and schoolchildren to disseminate information to wider communities in sub-Saharan Africa, little research has been done examining whether children are seen as trustworthy sources of information. Participants (67 women and 66 men aged 19–77 years living in coastal Kenya) listened to different claims made by an adult informant and a child informant in a video scenario. The competing claims pertained to both healt…
The impact of education on sexual behavior in sub-Saharan Africa: A review of the evidence
Many studies have attempted to determine the relationship between education and HIV status. However, a complete and causal understanding of this relationship requires analysis of its mediating pathways, focusing on sexual behaviors. We developed a series of hypotheses based on the differential effect of educational attainment on three sexual behaviors. We tested our predictions in a systematic literature review including 65 articles reporting ass…
Causes and consequences of psychological distress among orphans in eastern Zimbabwe
Substantial resources are invested in psychological support for children orphaned or otherwise made vulnerable in the context of HIV/AIDS (OVC). However, there is still only limited scientific evidence for greater psychological distress amongst orphans and even less evidence for the effectiveness of current support strategies. Furthermore, programmes that address established mechanisms through which orphanhood can lead to greater psychological di…
We don't have language at our house: Disentangling the relationship between phonological awareness, schooling, and literacy
BACKGROUND: A strong link between phonological awareness (PA) and literacy exists, but the origins of this link are difficult to investigate, since PA skills are hard to test in young, pre-literate children, and many studies neither include such children nor report children's initial literacy levels. AIMS: To examine PA and literacy in children who are attending or not attending school in rural East Africa. SAMPLE: One hundred and eight children …
Assessment of cognitive abilities in multiethnic countries: The case of the Wolof and Mandinka in the Gambia
BackgroundThe use of cognitive tests is increasing in Africa but little is known about how such tests are affected by the great ethnic and linguistic diversity on the continent.AimTo assess ethnic and linguistic group differences in cognitive test performance in the West African country of the Gambia and to investigate the sources of these differences.SamplesStudy 1 included 579 participants aged 14-19 years from the Wolof and Mandinka ethnic gro…
Contrasting causal pathways contribute to poorer health and nutrition outcomes in orphans in Zimbabwe
Orphaned children have been found to be at greater risk of poor health and malnutrition compared to non-orphans in sub-Saharan African countries. However, levels of disadvantage vary by location and little is known about the causal pathways that lead from orphanhood to poorer health and malnutrition. Aggregate data from recent Demographic and Health Surveys in 22 countries were used to compare overall levels of ill-health and malnutrition by orph…
Education and vulnerability: The role of schools in protecting young women and girls from HIV in southern Africa
Education has a potentially important role to play in tackling the spread of HIV, but is there evidence that this potential is realized? This analysis combines the results of previous literature reviews and updates them with the findings of recent randomized controlled trials and a discussion of possible mechanisms for the effect of schooling on vulnerability to HIV infection. There is a growing body of evidence that keeping girls in school reduc…
HIV-Associated Orphanhood and Children’s Psychosocial Distress: Theoretical Framework Tested With Data From Zimbabwe
Objectives. We measured the psychosocial effect of orphanhood in a sub-Saharan African population and evaluated a new framework for understanding the causes and consequences of psychosocial distress among orphans and other vulnerable children. Methods. The framework was evaluated using data from 5321 children aged 12 to 17 years who were interviewed in a 2004 national survey in Zimbabwe. We constructed a measure of psychosocial distress using pri…
Modeling the effects of health status and the educational infrastructure on the cognitive development of Tanzanian schoolchildren
This paper models the proximate determinants of school attendance and scores on cognitive and educational achievement tests and on school examinations of over 600 schoolchildren from the Control group of a randomized trial in Tanzania, where children in the Intervention group heavily infected with hookworm and schistosomiasis received treatment. The modeling approach used a random effects framework and incorporated the inter-relationships between…
The Partnership for Child Development and the relationship between health and cognitive development
The Partnership for Child Development (PCD) is an international initiative to improve the health and education of school-age children. Helminth infections are one of the most significant health problems affecting schoolchildren in developing countries because these children bear the heaviest infections of any age group, and because the infection can affect learning. This paper reviews studies of the effects of helminths on cognitive function and …
Anaemia in schoolchildren in eight countries in Africa and Asia
Objective To report on the haemoglobin concentrations and prevalence of anaemia in schoolchildren in eight countries in Africa and Asia. Design Blood samples were collected during surveys of the health of schoolchildren as a part of programmes to develop school-based health services. Setting Rural schools in Ghana, Indonesia, Kenya, Malawi, Mali, Mozambique, Tanzania and Vietnam. Subjects Nearly 14 000 children enrolled in basic education in thre…
HIV-Associated Orphanhood and Children’s Psychosocial Distress: Theoretical Framework Tested With Data From Zimbabwe
Objectives. We measured the psychosocial effect of orphanhood in a sub-Saharan African population and evaluated a new framework for understanding the causes and consequences of psychosocial distress among orphans and other vulnerable children. Methods. The framework was evaluated using data from 5321 children aged 12 to 17 years who were interviewed in a 2004 national survey in Zimbabwe. We constructed a measure of psychosocial distress using pri…
Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya
Changing literacy instruction in Kenyan classrooms: Assessing pathways of influence to improved early literacy outcomes in the Hali intervention
Do Schooling and Urban Residence Develop Cognitive Skills at the Expense of Social Responsibility? A Study of Adolescents in the Gambia, West Africa
The recent growth of schooling and urban residence represents a major change to the cultural context of child development across Africa. The aim of this article is to examine the relationship between these social changes in the Gambia and the development of both cognitive skills and behaviors viewed by participant communities as the basis for success in village life, comprising six aspects of social responsibility. We compared these skills and be…
I failed, no matter how hard I tried”: A mixed-methods study of the role of achievement in primary school dropout in rural Kenya
Evaluating the provision of flexible learning for children at risk of primary school dropout in Malawi
Early childhood malaria prevention and children's patterns of school leaving in the Gambia
BackgroundEarly childhood malaria is often fatal, but its impact on the development and education of survivors has not received much attention. Malaria impacts cognitive development in a number of ways that may impact later educational participation.AimsIn this study, we examine the long-term educational effects of preventing early childhood malaria. Does intermittent preventive treatment (IPT) during early childhood reduce the risk of dropout? I…
Assessment of cognitive abilities in multiethnic countries: The case of the Wolof and Mandinka in the Gambia
BackgroundThe use of cognitive tests is increasing in Africa but little is known about how such tests are affected by the great ethnic and linguistic diversity on the continent.AimTo assess ethnic and linguistic group differences in cognitive test performance in the West African country of the Gambia and to investigate the sources of these differences.SamplesStudy 1 included 579 participants aged 14-19 years from the Wolof and Mandinka ethnic gro…
Contrasting causal pathways contribute to poorer health and nutrition outcomes in orphans in Zimbabwe
Orphaned children have been found to be at greater risk of poor health and malnutrition compared to non-orphans in sub-Saharan African countries. However, levels of disadvantage vary by location and little is known about the causal pathways that lead from orphanhood to poorer health and malnutrition. Aggregate data from recent Demographic and Health Surveys in 22 countries were used to compare overall levels of ill-health and malnutrition by orph…
Anaemia in schoolchildren in eight countries in Africa and Asia
Objective To report on the haemoglobin concentrations and prevalence of anaemia in schoolchildren in eight countries in Africa and Asia. Design Blood samples were collected during surveys of the health of schoolchildren as a part of programmes to develop school-based health services. Setting Rural schools in Ghana, Indonesia, Kenya, Malawi, Mali, Mozambique, Tanzania and Vietnam. Subjects Nearly 14 000 children enrolled in basic education in thre…
Modeling the effects of health status and the educational infrastructure on the cognitive development of Tanzanian schoolchildren
This paper models the proximate determinants of school attendance and scores on cognitive and educational achievement tests and on school examinations of over 600 schoolchildren from the Control group of a randomized trial in Tanzania, where children in the Intervention group heavily infected with hookworm and schistosomiasis received treatment. The modeling approach used a random effects framework and incorporated the inter-relationships between…
The Partnership for Child Development and the relationship between health and cognitive development
The Partnership for Child Development (PCD) is an international initiative to improve the health and education of school-age children. Helminth infections are one of the most significant health problems affecting schoolchildren in developing countries because these children bear the heaviest infections of any age group, and because the infection can affect learning. This paper reviews studies of the effects of helminths on cognitive function and …
Education and vulnerability: The role of schools in protecting young women and girls from HIV in southern Africa
Education has a potentially important role to play in tackling the spread of HIV, but is there evidence that this potential is realized? This analysis combines the results of previous literature reviews and updates them with the findings of recent randomized controlled trials and a discussion of possible mechanisms for the effect of schooling on vulnerability to HIV infection. There is a growing body of evidence that keeping girls in school reduc…
HIV-Associated Orphanhood and Children’s Psychosocial Distress: Theoretical Framework Tested With Data From Zimbabwe
Objectives. We measured the psychosocial effect of orphanhood in a sub-Saharan African population and evaluated a new framework for understanding the causes and consequences of psychosocial distress among orphans and other vulnerable children. Methods. The framework was evaluated using data from 5321 children aged 12 to 17 years who were interviewed in a 2004 national survey in Zimbabwe. We constructed a measure of psychosocial distress using pri…
Contrasting causal pathways contribute to poorer health and nutrition outcomes in orphans in Zimbabwe
Orphaned children have been found to be at greater risk of poor health and malnutrition compared to non-orphans in sub-Saharan African countries. However, levels of disadvantage vary by location and little is known about the causal pathways that lead from orphanhood to poorer health and malnutrition. Aggregate data from recent Demographic and Health Surveys in 22 countries were used to compare overall levels of ill-health and malnutrition by orph…
Causes and consequences of psychological distress among orphans in eastern Zimbabwe
Substantial resources are invested in psychological support for children orphaned or otherwise made vulnerable in the context of HIV/AIDS (OVC). However, there is still only limited scientific evidence for greater psychological distress amongst orphans and even less evidence for the effectiveness of current support strategies. Furthermore, programmes that address established mechanisms through which orphanhood can lead to greater psychological di…
We don't have language at our house: Disentangling the relationship between phonological awareness, schooling, and literacy
BACKGROUND: A strong link between phonological awareness (PA) and literacy exists, but the origins of this link are difficult to investigate, since PA skills are hard to test in young, pre-literate children, and many studies neither include such children nor report children's initial literacy levels. AIMS: To examine PA and literacy in children who are attending or not attending school in rural East Africa. SAMPLE: One hundred and eight children …
Assessment of cognitive abilities in multiethnic countries: The case of the Wolof and Mandinka in the Gambia
BackgroundThe use of cognitive tests is increasing in Africa but little is known about how such tests are affected by the great ethnic and linguistic diversity on the continent.AimTo assess ethnic and linguistic group differences in cognitive test performance in the West African country of the Gambia and to investigate the sources of these differences.SamplesStudy 1 included 579 participants aged 14-19 years from the Wolof and Mandinka ethnic gro…
The impact of education on sexual behavior in sub-Saharan Africa: A review of the evidence
Many studies have attempted to determine the relationship between education and HIV status. However, a complete and causal understanding of this relationship requires analysis of its mediating pathways, focusing on sexual behaviors. We developed a series of hypotheses based on the differential effect of educational attainment on three sexual behaviors. We tested our predictions in a systematic literature review including 65 articles reporting ass…
Healthy Skepticism: Do Adults Trust Health Information From Children in Rural Kenya
Despite the frequent use of schools and schoolchildren to disseminate information to wider communities in sub-Saharan Africa, little research has been done examining whether children are seen as trustworthy sources of information. Participants (67 women and 66 men aged 19–77 years living in coastal Kenya) listened to different claims made by an adult informant and a child informant in a video scenario. The competing claims pertained to both healt…
Evaluating the provision of flexible learning for children at risk of primary school dropout in Malawi
Early childhood malaria prevention and children's patterns of school leaving in the Gambia
BackgroundEarly childhood malaria is often fatal, but its impact on the development and education of survivors has not received much attention. Malaria impacts cognitive development in a number of ways that may impact later educational participation.AimsIn this study, we examine the long-term educational effects of preventing early childhood malaria. Does intermittent preventive treatment (IPT) during early childhood reduce the risk of dropout? I…
Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya
I failed, no matter how hard I tried”: A mixed-methods study of the role of achievement in primary school dropout in rural Kenya
Changing literacy instruction in Kenyan classrooms: Assessing pathways of influence to improved early literacy outcomes in the Hali intervention
Do Schooling and Urban Residence Develop Cognitive Skills at the Expense of Social Responsibility? A Study of Adolescents in the Gambia, West Africa
The recent growth of schooling and urban residence represents a major change to the cultural context of child development across Africa. The aim of this article is to examine the relationship between these social changes in the Gambia and the development of both cognitive skills and behaviors viewed by participant communities as the basis for success in village life, comprising six aspects of social responsibility. We compared these skills and be…
Practical lessons for phone-based assessments of learning
School closures affecting more than 1.5 billion children are designed to prevent the spread of current public health risks from the COVID-19 pandemic, but they simultaneously introduce new short-term and long-term health risks through lost education. Measuring these effects in real time is critical to inform effective public health responses, and remote phone-based approaches are one of the only viable options with extreme social distancing in pl…
Building an assessment of community-defined social-emotional competencies from the ground up in Tanzania
Two studies were conducted in 2017 to investigate children's competencies seen as important by communities in Mtwara, Tanzania. Qualitative data from 95 parents (34 women) and 27 teachers (11 women) in Study 1 indicated that dimensions of social responsibility, such as obedience, were valued highly. In Study 2, the competencies of 477 children (245 girls), aged 4–13 years, were rated by teachers and parents. Factor analysis found the obedient fac…
The role of teachers’ implicit social goals in pedagogical reforms in Tanzania
Pedagogical reforms in sub-Saharan Africa have often been unsuccessful, arguably because they fail to account for the social and cultural context of teachers’ choices. Two studies in rural Tanzania examined the pedagogical decisions of teachers taking part in a programme of teacher professional development. Teachers reflected on their own decisions to conduct teaching activities, which were observed by the research team, and on the decisions take…
Gender Differences in Socioemotional Skills among Adolescents and Young Adults in Ethiopia, India, Peru and Vietnam
This report uses Young Lives longitudinal data to examine how gender differences in socioemotional skills emerge throughout adolescence, and the socioeconomic and cultural factors that may explain these gaps in Ethiopia, India, Peru and Vietnam. \n The findings show that gender differences in socioemotional skills associated with empowerment emerge in late adolescence. For example, around the age of 19, boys in Ethiopia, India and Vietnam scored …
Psychology (19 works) · Medicine (13 works) · Developmental psychology (10 works) · Poverty, Education, and Child Welfare (10 works) · Demography (8 works) · Child Nutrition and Water Access (7 works) · Sociology (7 works) · Environmental health (6 works) · Psychiatry (6 works) · Cognition (5 works)