| Using educational transitions to estimate learning loss due to COVID-19 school closures: The case of Complementary Basic Education in Ghana R Sabates, E Carter, JMB Stern International Journal of Educational Development 82, 102377, 2021 | 142 | 2021 |
| Trapped in low performance? Tracking the learning trajectory of disadvantaged girls and boys in the Complementary Basic Education programme in Ghana E Carter, P Rose, R Sabates, K Akyeampong International Journal of Educational Research 100, 101541, 2020 | 34 | 2020 |
| Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in Ghana E Carter, R Sabates, P Rose, K Akyeampong International Journal of Educational Development 76, 102195, 2020 | 33 | 2020 |
| Perceptions of teaching quality in Rwandan secondary schools: A contextual analysis E Carter, A Onwuegbuzie, N Singal, L van der Velde International Journal of Educational Research 109, 101843, 2021 | 31 | 2021 |
| Understanding Complementary Basic Education in Ghana: Investigation of the experiences and achievements of children after transitioning into public schools K Akyeampong, E Carter, S Higgins, P Rose, R Sabates Report for DFID Ghana Office, 2018 | 12 | 2018 |
| The effects of language preference and home resources on foundational literacy retention during school holiday closures in Ghana: Lessons from the Complementary Basic Education … K Akyeampong, E Carter, P Rose, J Ryan, R Sabates, JMB Stern Prospects 52 (1), 115-136, 2022 | 9 | 2022 |
| Evidence-based teaching: effective teaching practices in primary school classrooms E Carter, E Molina, A Pushparatnam, S Rimm-Kaufman, M Tsapali, ... London Review of Education, 2024 | 7 | 2024 |
| Head teacher and government officials’ perceptions of teaching quality in secondary education in Rwanda E Carter, KB Hategeka, N Singal Educational Management Administration & Leadership 52 (6), 1455-1476, 2024 | 6 | 2024 |
| ‘A good teacher should…’: exploring student perceptions of teaching quality in Rwandan secondary education E Carter, PKP Kwok, L Shima, N Singal International Journal of Adolescence and Youth 28 (1), 2261545, 2023 | 5 | 2023 |
| School Leaders’ and Teachers’ Preparedness to Support Education in Rwanda during the COVID-19 Emergency E Carter, AA Cortez Ochoa, P Leonard, S Nzaramba, P Rose Inter-agency for Education in Emergencies (INEE), 2022 | 4 | 2022 |
| Silenced by an unknown language? Exploring language matching during transitions from complementary education to government schools in Ghana K Daly, E Carter, R Sabates Compare: A Journal of Comparative and International Education 53 (4), 585-602, 2023 | 3 | 2023 |
| Orbiting two worlds: Shifting conceptions of giftedness amongst Aboriginal and Torres Strait Islander Australians E Carter Roeper Review 43 (2), 79-98, 2021 | 3 | 2021 |
| Exploring the role of evidence in the government’s adoption of Ghana’s Complementary Basic Education program E Carter, R Hinton, P Rose, R Sabates Development in Practice 33 (8), 960-974, 2023 | 1 | 2023 |
| Understanding complementary basic education in Ghana K Akyeampong, S Higgins, R Sabates, P Rose, E Carter University of Sussex, 0 | 1 | |
| Debate: Where to next for universal school‐based mental health interventions? The value of student voices in informing the design and implementation of universal school‐based … E Carter Child and Adolescent Mental Health, 2025 | | 2025 |
| Teaching for all? Measuring the quality of inclusive practices across eight countries E Molina, E Carter, D Luna Bazaldua, A Pushparatnam, N Singal Compare: A Journal of Comparative and International Education, 1-19, 2024 | | 2024 |
| A Review of Effective Teaching Practices in Secondary Education Establishing the evidence base for the Teach Secondary observation tool E Carter, E Molina, G Francis, G Arrenge, M Tsapali | | 2023 |
| Changes in perceptions of teaching quality in secondary schools in Rwanda during the COVID-19 global pandemic and the subsequent closing and reopening of schools E Carter, P Leonard, AJ Onwuegbuzie, P Rose, R Sabates Social sciences & humanities open 8 (1), 100580, 2023 | | 2023 |
| Professor Pauline Rose from the REAL Centre and Dr Phil Leonard from Laterite, who were involved in the framing and editing of the paper. E Carter | | 2022 |
| Teach Primary: Observer Manual: Teach Primary: Mwongozo wa Mtazamaji (Swahili) E Molina, A Pushparatnam, CE Melo Hurtado, TM Wilichowski, ... World Bank Group, 2022 | | 2022 |
