Stephanie Simmons Zuilkowski, Ed.D.
Assistant Professor of Comparative Education and International Development
Stephanie Simmons Zuilkowski holds a joint appointment in the Learning Systems Institute and as an assistant professor of comparative education and international development in the Department of Educational Leadership and Policy Studies in the College of Education.
Zuilkowski’s research focuses on improving the quality of basic education in sub-Saharan Africa, as well as on the long-run relationships between health problems and educational outcomes. Her dissertation examined the impact of a randomized control trial of two interventions—one aimed at improving literacy instruction and a second providing malaria screening and treatment—on primary school children’s dropout patterns in rural Kenya. She has authored refereed articles that have been published in Comparative Education Review and AIDS, among other journals.
In her current role with Florida State University, Zuilkowski teaches courses in the Sociocultural and International Development Education Studies (SIDES) program.
Zuilkowski received the Society for Research in Child Development’s Dissertation Research Award in 2012 and was awarded the Outstanding Research Proposal Award from the Caribbean and African Studies special interest group of the American Educational Research Association in 2013. The British Journal of Educational Psychology awarded Zuilkowski its Early Stage Career Research Prize for her paper on malaria prevention and school dropout in the Gambia.
Zuilkowski is a member of the Comparative and International Education Society, the American Educational Research Association, and the Society for Research on Child Development. She has recently served as a guest reviewer for several journals, including the International Journal of Educational Development, AIDS Care, and the British Journal of Educational Psychology. She has consulted for the World Bank, World Education, and RTI International on projects conducted in sub-Saharan Africa.
Zuilkowski holds a Doctor of Education from the Harvard Graduate School of Education, where she also earned her master’s degree in International Education Policy.
Ed.D., Harvard Graduate School of Education
Ed.M., International Education Policy, Harvard Graduate School of Education
Betancourt T.S., Zuilkowski S.S., Ravichandran A., Einhorn H., Arora N., Bhattacharya Chakravarty A., et al. (2015) Development of the SAFE Checklist Tool for Assessing Site-Level Threats to Child Protection: Use of Delphi Methods and Application to Two Sites in India. PLoS ONE 10(11): e0141222. doi:10.1371/journal.pone.0141222 http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0141222
Lee, J. & Zuilkowski, S. S. (2015). ‘Making do’: Teachers’ coping strategies for dealing with textbook shortages in urban Zambia. Teaching and Teacher Education, 48, 117-128. doi:10.1016/j.tate.2015.02.008.
McCoy, D. C., Zuilkowski, S. S., & Fink, G. (2015). Poverty, physical stature, and cognitive skills: Mechanisms underlying children’s school enrollment in Zambia. Developmental Psychology, 51(5), 600-614.
Piper, B., & Zuilkowski, S. (2015). Assessing reading fluency in Kenya: Oral or silent assessment? International Review of Education, 61(2), 153-171. http://link.springer.com/article/10.1007/s11159-015-9470-4
Piper, B., & Zuilkowski, S.S. (2015). Teacher coaching in Kenya: Examining instructional support in public and nonformal schools. Teaching and Teacher Education, 47, 173-183. http://www.sciencedirect.com/science/article/pii/S0742051X15000025
Zuilkowski, S. S., & Betancourt, T. S. (2014). School persistence in the wake of war: Wartime experiences, reintegration supports, and dropout in Sierra Leone. Comparative Education Review, 58(3), 457-481. http://diginole.lib.fsu.edu/edlp_faculty_publications/15
Zuilkowski, S. S., & Jukes, M. C. H. (2014). Early childhood malaria prevention and children’s patterns of school leaving in the Gambia. British Journal of Educational Psychology, 84, 483-501.
Fink, G., & Zuilkowski, S. S. (2014). Measuring child development across cultures. In UNICEF (Ed.), State of the World’s Children 2015: Reimagine the future. New York: UNICEF. http://sowc2015.unicef.org/stories/innovations-in-assessment/
Piper, B., & Zuilkowski, S. S. (2015). Teacher coaching in Kenya: Examining instructional support in public and nonformal schools. Teaching and Teacher Education, 47, 173-183.
Piper, B., Zuilkowski, S. S., & Mugenda, A. (2014). Improving reading outcomes in Kenya: First-year effects of the PRIMR Initiative. International Journal of Educational Development, 37, 11-21. http://www.sciencedirect.com/science/article/pii/S0738059314000145
Zuilkowski, S. S., & Alon, I. (in press). Promoting education for vulnerable children by supporting families: A holistic intervention in Uganda. Journal of Social Service Research.
Zuilkowski, S.S., Fink, G., Moucheraud, C., & Matafwali, B. (2012). Early childhood education, child development and school readiness: Evidence from Zambia. South African Journal of Childhood Education, 2(2), 117-136. http://diginole.lib.fsu.edu/edlp_faculty_publications/5/
Zuilkowski, S.S. & Jukes, M.C.H. (2012). The impact of education on sexual behavior in sub-Saharan Africa: A review of the evidence. AIDS Care, 24(5), 562-576. http://diginole.lib.fsu.edu/edlp_faculty_publications/6/
Theresa S. Betancourt, Stephanie Simmons, Ivelina Borisova, Stephanie E. Brewer, Uzo Iweala, and Marie de la Soudière. “High Hopes, Grim Reality: Reintegration and the Education of Former Child Soldiers in Sierra Leone.” Comparative Education Review 52, no. 4 (2008): 565–587. doi: 10.1086/591298. http://diginole.lib.fsu.edu/edlp_faculty_publications/7/