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  • 1.
    Aghion, Philippe
    et al.
    Stockholm University, Faculty of Social Sciences, Institute for International Economic Studies.
    Holden, Richard
    University of Chicago Booth School of Business.
    Incomplete Contracts and the Theory of the Firm: What Have We Learned over the Past 25 Years?2011In: Journal of Economic Perspectives, ISSN 0895-3309, E-ISSN 1944-7965, Vol. 25, no 2Article in journal (Refereed)
  • 2.
    Besley, Tim
    et al.
    Stockholm University, Faculty of Social Sciences, Institute for International Economic Studies.
    Persson, Torsten
    Stockholm University, Faculty of Social Sciences, Institute for International Economic Studies.
    Why Do Developing Countries Tax So Little?2014In: Journal of Economic Perspectives, ISSN 0895-3309, E-ISSN 1944-7965, Vol. 28, no 4, p. 99-120Article in journal (Refereed)
  • 3.
    Bold, Tessa
    et al.
    Stockholm University, Faculty of Social Sciences, Institute for International Economic Studies.
    Filmer, Deon
    Martin, Gayle
    Molina, Ezequiel
    Stacy, Brian
    Rockmore, Christophe
    Svensson, Jakob
    Stockholm University, Faculty of Social Sciences, Institute for International Economic Studies.
    Wane, Waly
    Enrollment without Learning: Teacher Effort, Knowledge, and Skill in Primary Schools in Africa2017In: Journal of Economic Perspectives, ISSN 0895-3309, E-ISSN 1944-7965, Vol. 31, no 4, p. 185-204Article in journal (Refereed)
    Abstract [en]

    School enrollment has universally increased over the last 25 years in low-income countries. Enrolling in school, however, does not assure that children learn. A large share of children in low-income countries complete their primary education lacking even basic reading, writing, and arithmetic skills. Teacher quality is a key determinant of student learning, but not much is known about teacher quality in low-income countries. This paper discusses an ongoing research program intended to help fill this void. We use data collected through direct observations, unannounced visits, and tests from primary schools in seven sub-Saharan African countries to answer three questions: How much do teachers teach? What do teachers know? How well do teachers teach?

  • 4. Qin, Bei
    et al.
    Strömberg, David
    Stockholm University, Faculty of Social Sciences, Institute for International Economic Studies.
    Wu, Yanhui
    Why Does China Allow Freer Social Media? Protests versus Surveillance and Propaganda2017In: Journal of Economic Perspectives, ISSN 0895-3309, E-ISSN 1944-7965, Vol. 31, no 1, p. 117-140Article in journal (Refereed)
1 - 4 of 4
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