Remote tutoring in Latin America
Bibliographic Data
| ID | 11889131 |
|---|---|
| Authors | Facundo Albornoz (0000-0001-8123-0550, University of Nottingham, corresponding author), Gonzalo Almeyda Torres (Inter-American Development Bank), María Lombardi (0000-0001-5792-5889), María Cristina Lombardi (0000-0002-0375-9392, Universidad Torcuato Di Tella), Victoria Oubiña (Inter-American Development Bank), Pablo Zoido Lobaton (Inter-American Development Bank) |
| Year | 2025 |
| Volume | 179 |
| Pages | 103687-103687 |
| Publication date | 2025-11-20 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Development Economics (JOURNAL) |
| Journal identifiers | ISSN: 0304-3878 • E-ISSN: 1872-6089 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.jdeveco.2025.103687 |
| OpenAlex | W4416409134 |
| Language | EN |
| References cited | 19 |
Baseline (sea · Intervention (counseling · Latin Americans · Numeracy · Phone · Randomized experiment · Socioeconomic status · Global Educational Reforms and Inequalities · Impact of Technology on Adolescents · Mobile Learning in Education
Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India
Training, Wages, and Sample Selection
Remedying Education
Remote tutoring with low-tech means to accelerate learning
The Promise of Tutoring for PreK–12 Learning
Experimental Evidence on Four Policies to Increase Learning at Scale
Experimental evidence on learning using low-tech when school is out
From Proof of Concept to Scalable Policies
| Citation velocity | historical |
|---|---|
| Highly cited | No |