When do textbooks matter for achievement? Evidence from African primary schools
Bibliographic Data
| ID | 19064478 |
|---|---|
| Authors | Maria Kuecken, Marie‐Anne Valfort (corresponding author), Marie-Anne Valfort |
| Year | 2013 |
| Volume | 119 |
| Issue | 3 |
| Pages | 311-315 |
| Publication date | 2013-03-16 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Economics Letters (JOURNAL) |
| Journal identifiers | ISSN: 0165-1765 • E-ISSN: 1873-7374 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.econlet.2013.03.012 |
| OpenAlex | W2035258537 |
| Language | EN |
| Citations received | 6 |
| References cited | 9 |
Academic achievement · Mathematics education · Physics · Socioeconomic status · Sociology · Demography · Global Educational Reforms and Inequalities · Poverty, Education, and Child Welfare · Psychology · School Choice and Performance
What does learning for all mean for DFID's global education work
Understanding the role of learning and teaching support materials in enabling learning for all
Lesson observations in sub-Saharan Africa
Teacher Training and Textbook Distribution Improve Early Grade Reading
Textbook availability and use in Rwandan basic education
Developing Textbooks to Improve Math Learning in Primary Education
| Citations per year | 0.5 |
|---|---|
| Citation span | 2014 - 2024 (11) |
| Highly cited | No |