Selected Publications
Pisani, L., & Dowd, A. J. (2022). Diversity and equity in education: Policy, practice, and options for reaching children at the bottom of the pyramid. In D. A. Wagner, N. M. Castillo, & S. Grant Lewis (Eds). Learning, marginalization, and improving the quality of education in low-income countries. UNESCO IIEP.
Dowd, A. J., & Stjerne-Thomsen, B. (2020). Learning through play: Increasing impact, reducing inequity. LEGO.
Dowd, A. J., Bartlett, L., Khamis-Dakwar, R., & Froud, K. (2020). Measure fluency, vocabulary, and comprehension in international reading efforts. Comparative Education Review, 64(2): 309.
Dowd, A. J., & Bartlett, L. (2019). The need for speed: Interrogating the dominance of oral reading fluency in international reading efforts. Comparative Education Review, 63(2): 189-212.
Dowd, A. J., Pisani, L., Dusabe, C., & Howell, H. J. (2018). UNICEF Think Piece Series: Leveraging the enthusiasm of parents and caregivers for lifewide learning. UNICEF Eastern and Southern Africa Regional Office, Nairobi.
Dowd, A. J., & Pisani, L. (2018). Early learning and development at the bottom of the pyramid. In D. Wagner, R. F. Boruch, & S. Wolfe (Eds.), Learning at the bottom of the pyramid. UNESCO-IIEP.
Dowd, A., Pisani, L, & Hsaio, C. (2018). Optimizing early childhood potential for all: Pursuing holism in measurement, policy and practice. In A. Petersen & S. Verma (Eds.), Sustainable development goals: Using developmental science to improve young lives globally. Springer.
Dowd, A. J., Friedlander, E., Jonason, C., Leer, J., Sorensen, L. Z., Guajardo, J., D’Sa, N., Pava, C., & Pisani, L. (2017). Lifewide learning for early reading development in twelve African and Asian sites. In P. McCardle, A. Mora, & A. Gove (Eds.), Progress toward a literate world: Early reading interventions in low-income countries (pp. 31–49). Jossey-Bass.
Friedlander, E., Dowd, A. J., Guajardo, J., & Pisani, L. (2017). Education for all or literacy for all? Evaluating student outcomes from Save the Children’s Literacy Boost program in sub-Saharan Africa. In A. Abubakar & F. van de Vijver (Eds.), Handbook of Applied Developmental Science in sub-Saharan Africa. Springer
Wolf, S., Halpin, P., Yoshikawa, H., Dowd, A. J., Pisani, L., & Borisova, I. (2017). Measuring school readiness globally: Assessing the construct validity and measurement invariance of the International Development and Early Learning Assessment (IDELA) in Ethiopia. Early Childhood Research Quarterly, 41: 21–36.
Dowd, A. J., Pisani, L., & Borisova, I. (2016). “Evaluating Early Learning from Age 3 to Grade 3” in Understanding what works in oral reading assessments. UNESCO Institute for Statistics.
Dowd, A. J., Borisova, I., Amente, A., & Yenew, A. (2016). Realizing capabilities in Ethiopia: Maximizing early childhood investment for impact and equity. Journal of Human Development and Capabilities, 17(4): 477–493.
Bartlett, L., Dowd, A. J., & Jonason, C. (2015). Problematizing early grade reading: Should the post-2015 agenda treasure what is measured? International Journal for Educational Development, 40(C): 308–314.
Dowd, A. J., Friedlander, E., & Guajardo, J. (2014). Opportunity to learn (OTL): A framework for supporting learning? In N.V. Varghese (Ed.), From schooling to learning: A report from the International Working Group on Education. UNESCO IIEP.
Dowd, A. J., & Pisani, L. (2013). Two wheels are better than one: The importance of capturing the home literacy environment in large scale assessments of reading. Research in Comparative & International Education, 8(3): 359.
Friedlander, E., Dowd, A. J., Borisova, I., & Guajardo, J. (2012). Lifewide learning: Supporting all children to enjoy quality education. UN Women & UNICEF.
Wagner, D. A., Lockheed, M., Mullis, I., Martin, M. O., Kanjee, A., Gove, A., & Dowd, A. J. (2012). The debate on learning assessments in developing countries. Compare: A Journal of Comparative & International Education, 42(3): 509–545.
Dowd, A. J., O’Donnell, N., Ochoa, C., & Borisova, I. (2010). Community strategies for promoting literacy. Save the Children and World Vision.