Dr. Stephanie Zuilkowski Publication List

  • Stephanie Simmons Zuilkowski, Sarah Quinones, Hassan Kihanzah, Graca Marwerwe, Leah Prencipe, Lusajo Kajula and Tia Palermo (2024)  Economic vulnerabilities, mental health, and coping strategies among Tanzanian youth during COVID-19, BMC Public Health
  • Sitwe Benson Mkandawirea, Stephanie Simmons Zuilkowski, Joseph Mwenya Mwansaa, and Peter Chomba Manchishi (2024) Instructional strategies used by teachers in multilingual classes to help non-speakers of the language of instruction learn initial reading skills in Zambia, INTERNATIONAL MULTILINGUAL RESEARCH JOURNAL2024, VOL. 18, NO. 2, 93–118 https://doi.org/10.1080/19313152.2023.2255777

  • Mandyata, J., Masaiti, G., Habwanda, E., Kapamba, M., Walubita, S., Zulu, J., & Zuilkowski, S. S. (2023) Theory, policy, and practice: bridging the gap between teacher training and classroom practice in language of instruction in Zambia. Language and Education, DOI: 10.1080/09500782.2023.222121

  • Zuilkowski, S. S., Lee, J., & Puplampu, N. (2023). How do teachers organize primary school literacy environments in Zambia and Mozambique? In R. Malatesha Joshi, Catherine A. McBride, Bestern Kaani, & Gad Elbeheri (Eds.), Handbook of Literacy in Countries in Africa. Springer.
  • Rockers, P., Zuilkowski, S. S., & Fink, G. (2023). Childhood Adversity and Educational Attainment: Evidence from Zambia on the Role of Personality. Frontiers in Psychology, 14, 1-9.
  • Zuilkowski, S. S., Lee, J., & Puplampu, N. (2023). How do teachers organize primary school literacy environments in Zambia and Mozambique? In R. Malatesha Joshi, Catherine A. McBride, Bestern Kaani, & Gad Elbeheri (Eds.), Handbook of Literacy in Countries in Africa. Springer.
  • Arango, M. P., & Zuilkowski, S. S. (2023). Differentiated meanings of education in the reintegration of ex-combatants in Colombia. Discourse: Studies in the Cultural Politics of Education, 44(4), 509-521.
  • Paredes, C., Barnes-Story, A. E., Zuilkowski, S., & Akinrinmade, B. (in press). The potential of non-formal learning programs to close reading gaps for out-of-school children: Findings from northern Nigeria. Global Education Review.
  • Lee, J., & Zuilkowski, S. S. (2022). "I can teach what's in the book": Understanding the why and how behind teachers' implementation of an SEL-focused curriculum in rural Malawi. British Journal of Educational Psychology, 92(3), 974-993.
  • Kabir, U., Marty, A., Akinrinmade, B., & Zuilkowski, S. S. (2022). An Analysis of Teaching and Learning Materials in Nigeria: Curricular Relevance, Cultural Responsiveness, and Gender Equity. Literacy, 56(2), 130-149.
  • Adamu, A., Aisha Umar Tsiga, & Zuilkowski, S. S. (2022). Teaching reading in northern Nigeria: the challenges of large class size. Pedagogy, Culture, and Society, 30(2), 225-242.
  • Zuilkowski, S. S., & Tsiga, I. A. (2021). Building a university partnership to support early grade reading in Nigeria: The case of the Nigeria Centre for Reading Research and Development. Journal of Comparative and International Higher Education, 13(5), 124-134.
  • Lee, J., Zuilkowski, S., & D'sa, N. (2021). Organising primary literacy environments in Mozambique. Learning Environments Research, 24(2), 207-221.
  • Akinrinmade, B., Ammani, M., & Zuilkowski, S. S. (2021). Parental support for literacy development of early grade children during COVID-19 school closures in Northern Nigeria. Global Education Review, 8(1), 1-13.
  • Onyango, S., Zuilkowski, S. S., Wekulo, P. K., Nkumbula, N., Utzinger, J., & Fink, G. (2021). Relative Importance of Domains of Early Childhood Development for Schooling Progression: Longitudinal Evidence from the Zambian Early Childhood Development Project. International Journal of Educational Development, 85, 102445.
  • Zuilkowski, S. S., & Marty, A. H. (2021). Student perceptions of school safety and student learning outcomes in a context of protracted conflict. International Journal of Educational Development, 82, 102372.
  • Lee, J., D'Sa, N., & Zuilkowski, S. (2020). Integrating new knowledge into everyday practices: Teacher pedagogy in early grade literacy in rural Mozambique. Literacy, 54(3), 111-122.
  • Zuilkowski, S. S., Piper, B., & Ong’ele, S. (2020). Are low-cost-private schools worth the investment? Evidence on literacy and mathematics gains in Nairobi primary schools. Teachers College Record.
  • Kim, Y.-S., Lee, H., & Zuilkowski, S. S. (2020). Impact of literacy interventions on reading skills in low- and middle-income countries: a meta-analysis. Child Development, 91(2), 638-660.
  • Zuilkowski, S. S., Henning, M., Zulu, J. M., & Matafwali, B. (2019). “Once they fall pregnant, they don’t come back”: Teacher perspectives on Zambia’s school re-entry policy for adolescent mothers. Teaching and Teacher Education, 86.
  • Zuilkowski, S. S., Thulin, E. J., McLean, K., Rogers, T. M., Akinsulure-Smith, A., & Betancourt, T. S. (2019). Parenting and discipline in post-conflict Sierra Leone. Child Abuse and Neglect, 97.
  • Zuilkowski, S. S., Piper, B., Kwayumba, D., & Dubeck, M. (2019). Examining options for reading comprehension assessment in international contexts. Journal of Research in Reading, 42(3-4), 583-599.
  • Lee, J., Yang, Y., & Zuilkowski, S. S. (2019). A multiple-group confirmatory factor analysis of teacher perceptions of social and emotional learning (SEL) in rural Malawi. British Journal of Educational Psychology, 89(4), 600-615.
  • Barnes, A., Boyle, H. N., Zuilkowski, S., & Bello, Z. N. (2019). Reforming teacher education in Nigeria: Laying a foundation for the future. Teaching and Teacher Education, 79, 153-163.
  • Zuilkowski, S. S., McCoy, D., Jonason, C., & Dowd, A. J. (2019). Relationships among home literacy behaviors, materials, socioeconomic status, and early literacy outcomes across 14 low- and middle-income countries. Journal of Cross-Cultural Psychology, 50(4), 539-555.
  • Zuilkowski, S., Samanhudi, U., & Indriana, I. (2019). “There is no free education nowadays”: youth explanations for school dropout in Indonesia. Compare: A Journal of Comparative and International Education, 49(1), 16-29.
  • Zuilkowski, S. S., Henning, M., Zulu, J., & Matafwali, B. (2019). Zambia’s school re-entry policy for adolescent mothers: Examining impacts beyond re-enrollment. International Journal of Educational Development, 64, 1-7.
  • Zuilkowski, S. S., Piper, B., Ong’ele, S., & Kimiza, O. (2018). Parents, quality, and school choice: why parents in Nairobi choose low-cost private schools over public schools in Kenya’s free primary education era. Oxford Review of Education, 44(2), 258-274.
  • Barnes, A., Zuilkowski, S., Mekonnen, D., & Ramos-Mattoussi, F. (2018). Improving teacher training in Ethiopia: Shifting the content and approach of pre-service teacher education. Teaching and Teacher Education, 70, 1-11.
  • Piper, B., Zuilkowski, S., Dubeck, M. M., & Jepkemei, E. (2018). Identifying the essential ingredients to literacy and numeracy improvement: Coaching and teacher professional development, improved books, and teacher lesson plans. World Development, 106, 324-336.
  • Piper, B., Zuilkowski, S. S., Kwayumba, D., & Oyanga, A. (2018). Examining the secondary effects of mother-tongue literacy instruction in Kenya: Impacts on student learning in English, Kiswahili, and mathematics. International Journal of Educational Development, 59, 110-127.
  • Jukes, M. C. H., Zuilkowski, S. S., & Grigorenko, E. L. (2018). Do schooling and urban residence develop cognitive skills at the expense of social responsibility? A study of adolescents in the Gambia, West Africa. Journal of Cross-Cultural Psychology, 49(1), 82-98.
  • 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/