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REAL: Associate Members

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REAL Centre Associate Members

Dr Samuel Asare: Education research in sub-Saharan Africa,Teaching and learning enhancement, Student engagement.

Dr Monazza Aslam: Education economist; children's learning outcomes and teacher effectiveness in India and Pakistan.

Dr Paul Atherton: Economist by background, educationalist by experience: Interested in how education leads to inclusive growth; how education systems perform, and how donors and programmes interact with them to improve outcomes; the role of non-school inputs and the shadow education system in generating system change.

Dr Stephen Bayley: International education and child development; skills for adaptability including creativity and problem solving; socio-emotional learning and wellbeing; child psychology and executive function, especially cognitive flexibility; learning in sub-Saharan Africa; play and early childhood development; and mixed methods (using Stata and NVivo). Wider interests include: education quality; gender; pedagogy; 21st century skills and non-state schooling.

Dr Aditi Bhutoria: Quantitative researcher interested in the design, delivery and impact of educational policy and interventions in developing countries. Fields of interest: Economics of Education, Public Policy, Development, and Behavioral Economics. Topics of Interest: access and quality in schools, financial literacy, non-cognitive skills, field experiments.

Shelby Carvalho: Based at Harvard University and contributing to the RISE Ethiopia project. Key areas of interest include the political economy of education; international aid; sub-Saharan Africa; gender; equity; school-to-work transitions; cross-sectoral approaches to improving health and education in developing country contexts.

Dr Marcos Delprato: Application of quantitative methods in the social sciences in the field of international education; construction of large databases using household surveys.

Dr Pheobe Downing: Comparative education research and policy; Sub-Saharan Africa education research; Qualitative data analysis (NVivo); School leadership and management; School improvement models

Dr Padmini Iyer: Senior Researcher at NatCen Social Research. Previous work includes primary school effectiveness and political economy analysis as part of the RISE Ethiopia programme at the REAL Centre, and secondary school effectiveness in Vietnam at Young Lives, University of Oxford. Research interests include equity and quality in education; 21st century skills; gender and adolescence; and employing quantitative, qualitative and mixed research methods.

Dr Aliya Khalid: Areas of interest are; qualitative research, oral histories; gender and inclusion; gender in education and development processes, women’s agency; women’s collective thought; family studies; capability; epistemic justice and Southern epistemologies. My work focuses on gender and ethnic minority experiences of education (pre an post-Covid) in Pakistan and the UK context.

Dr Akanksha A. Marphatia: Use of longitudinal biomedical studies to investigate developmental and geographic origins of inequality in educational attainment; professional experience in international macroeconomic, education and gender policy.

Dr Rafael Mitchell: Pedagogy; teacher learning; community participation; educational leadership; school improvement; education in sub-Saharan Africa.

Dr Shenila Rawal: Quantitative research specialising in the economics of education; teacher quality and effectiveness, the relationship between poverty and educational outcomes, and the role of gender and social distance in reducing economic and educational gaps.

Dr Laura Savage: DFID senior education adviser; key interest areas include systems thinking in education, the politics of aid, the politics of large-scale education reform; historian and political ethnographer.

Dr Garima Sahai: Working across departments at the University of Cambridge; gender, work and employment, young people, public policy, and development practice in South Asia and sub-Saharan Africa, especially India; interdisciplinary lens, primarily employing qualitative methods. Garima Sahai full profile

Dr Matthew Somerville: Special educational needs and disability; inclusive classroom practices; metacognition and self-regulation; emotion and emotion regulation; supporting children's well-being.

Dr Naveen Sunder: Applies economic and statistical tools to analyse policy-relevant questions. Economics of education, Quantitative analysis, Impact evaluation, Using large scale household/school surveys and Primary data collection.

Dr Louise Yorke: Qualitative, quantitative and participatory methods; the political and socio-cultural factors influencing education access and equity; gender and education; education and migration; school-to-work transitions; the research-practice-policy nexus.

Dr Lydia Whitaker: Social and emotional development across childhood; Mixed methods research; Gender equality; Teacher effectiveness, quality education for all in Pakistan and India.

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