ĚÇĐÄvlogąŮÍř

The Harvard Center for International Development is home to faculty affiliates from each school at Harvard University, working across sectors in developing nations around the world.

Faculty research is published in a wide range of academic and policy venues and can be found through the feed and filters below. Select faculty research papers are highlighted in our Faculty Research Insights series on our blog, CID Voices.

CID working papers published by Harvard faculty, graduate students, and research fellows prior to 2024 can be found here

Showing results 1 - 10 of 87

Harvard Kennedy School Logo
 
Catherine Elizabeth Snow
Vol. 35, Issue 4, Pages 667-690
Research Findings: Prior research has demonstrated the importance of young children’s executive functioning (EF) skills for their success in schooling and beyond. However, the…
Harvard Kennedy School Logo
 
Peter Blair
Licensed workers could be shielded from unemployment during recession since occupational licensing laws are asymmetric—making unlicensed workers an illegal substitute for licensed…
Harvard Kennedy School Logo
 
Jane Kim
We investigated the effectiveness of a sustained and spiraled content literacy intervention that emphasizes building domain and topic knowledge schemas and vocabulary for…
Harvard Kennedy School Logo
 
Catherine Elizabeth Snow
The Hearts and Flowers (H&F) task is a computerized executive functioning (EF) assessment that has been used to measure EF from early childhood to adulthood. It provides data…
Harvard Kennedy School Logo
 
Sarah Dryden-Peterson
Vol. 173
In this theory generating article, we take up the question of what shapes the role of host governments in social service provision for refugees, using the case of education. We…
Harvard Kennedy School Logo
 
Fernando M. Reimers
This essay explains that periodic examination of the goals of education is essential for educational institutions to ensure they are adequately preparing students to address the…
Harvard Kennedy School Logo
 
Catherine Elizabeth Snow
Vol. 9
Children from historically marginalized racial/ethnic and socioeconomic groups, on average, score lower on widely used assessments of academic, executive functioning, and social-…