Currently browsing: Items authored or edited by Rhiannon Moore https://orcid.org/0000-0003-2905-4355

Moore, Rhiannon (2024). Examining teacher absence from the classroom in Indian secondary schools: Power, context and inequality. International Journal of Educational Development, 110, article no. 103113.

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Azubuike, Obiageri Bridget; Moore, Rhiannon and Vaidya, Gayatri (2023). Using Bourdieu's theory of cultural reproduction to examine English language learning: A multilevel study in three lower- and middle-income countries. Social Sciences & Humanities Open, 8(1), article no. 100578.

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Moore, Rhiannon (2023). What does an ‘effective’ teacher look like? Exploring factors associated with teacher ‘intermediate outcomes’ in two states in India. In: UKFIET Conference 2023: Education for Social and Environmental Justice: Diversity, Sustainability, Responsibility, 7 12-14 Sep 2023, University of Oxford, Oxford, UK.

Singh, Arvind; Daniel, Rohit and Moore, Rhiannon (2023). Capturing what’s happening inside the ‘black box’. Designing a classroom observation study to capture changes in classroom practice as a result of ‘structured pedagogy’ FLN interventions. In: UKFIET Conference 2023: Education for Social and Environmental Justice: Diversity, Sustainability, Responsibility, 7 12-14 Sep 2023, University of Oxford.

Moore, Rhiannon (2023). Teachers’ understandings of ‘quality education’: Implications for classroom practice in two South Indian states. In: CIES 2023: Comparative and International Education Society Conference, 14-22 Feb 2023, Online.

Marshall, Lydia and Moore, Rhiannon (2022). Does school effectiveness differentially benefit boys and girls? Evidence from Ethiopia, India and Vietnam. International Journal of Educational Development, 88, article no. 102511.

Moore, Rhiannon (2022). Variation, context, and inequality: comparing models of school effectiveness in two states in India. School Effectiveness and School Improvement, 33(4) pp. 588–609.

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Moore, Rhiannon (2022). How do teachers help shape student learning in two states in Southern India? International Journal of Educational Research, 111, article no. 101897.

Moore, Rhiannon; Rolleston, Caine and Grijalva, Ana (2021). Unlocking the Black Box: To What Extent Are Interactive Classrooms Effective Classrooms in Andhra Pradesh and Telangana, India? Comparative Education Review, 65(4) pp. 667–690.

Moore, Rhiannon and Kameshwara, Kalyan Kumar (2021). Can head teacher autonomy mitigate the effects of COVID-19 school closures in India? NORRAG Special Issue 6: States of Emergency in the Time of COVID-19 pp. 26–31.

Marshall, Lydia; Outhred, Rachel and Moore, Rhiannon (2020). Interrupted Education in India (Andhra Pradesh and Telangana): Support for Students During the COVID-19 School Shutdowns. Headlines Report; Young Lives, Oxford.

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Outhred, Rachel; Marshall, Lydia and Moore, Rhiannon (2020). Interrupted Education in Ethiopia: Support for Students During COVID-19 School Closures. Headline Report; Young Lives, Oxford.

Azubuike, Obiageri Bridget; Moore, Rhiannon and Vaidya, Gayatri (2018). 'Functional English' Skills in Ethiopia, India and Vietnam: Comparing English Ability and Use Among 15 Year Olds in Three Countries. Working Paper 182; Young Lives, Oxford.

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Rossiter, Jack; Woodhead, Martin; Rolleston, Caine and Moore, Rhiannon (2018). Delivering on Every Child’s Right to Basic Skills, Summative Report. Young Lives, Oxford.

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Rolleston, Caine and Moore, Rhiannon (2018). Young Lives School Survey, 2016-17: Value-added Analysis in India. Young Lives, Oxford, UK.

Grijalva, Ana; Moore, Rhiannon; Reddy, Prudhvikar; Rolleston, Caine and Singh, Renu (2018). Classroom Observation Sub-study, 2017-18: Evidence from India. Young Lives, Oxford, UK.

Grijalva, Ana; Moore, Rhiannon; Reddy, Prudhvikar; Rolleston, Caine and Singh, Renu (2018). Design of the Classroom Observation Sub-study in India, 2017–18. Technical Note 47; Young Lives, Oxford, UK.

Moore, Rhiannon and Rossiter, Jack (2018). Young Lives School Surveys, 2016-17. The Design and Development of Teacher Measures in Ethiopia, India and Vietnam. Technical Note 44; Young Lives, Oxford, UK.

Azubuike, Obiageri Bridget; Moore, Rhiannon and Iyer, Padmini (2017). Young Lives School Surveys, 2016–17: The Design and Development of Cross-Country Maths and English Tests in Ethiopia, India and Vietnam. Technical Note 39; Young Lives, Oxford, UK.

Iyer, Padmini and Moore, Rhiannon (2017). Measuring learning quality in Ethiopia, India and Vietnam: from primary to secondary school effectiveness. Compare: A Journal of Comparative and International Education, 47(6) pp. 908–924.

Moore, Rhiannon; Azubuike, Obiageri Bridget; Reddy, Prudhvikar; Rolleston, Caine and singh, Renu (2017). Young Lives School Survey, 2016-17: Evidence from India. Young Lives, Oxford, UK.

Moore, Rhiannon (2016). The Design of the 2016-17 Young Lives School Survey in India. Technical Note 37; Young Lives, Oxford, UK.

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Burton, Sonia and Moore, Rhiannon (2014). Evaluating large-scale teacher professional development programmes: English in Action (Bangladesh) & TESS-India. In: 9th International & 45th Annual ELT@I Conference: English - From Classes to Masses, 21-23 Aug 2014, Jaipur, India.

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