Research

Publications

Buhl-Wiggers, J.; Kjærgaard A. and Lisbeth la Cour (2023): Insights from a randomized controlled trial of flipped classroom on academic achievement: The challenge of student resistance. International Journal of Educational Technology in Higher Education. 20, 41. https://doi.org/10.1186/s41239-023-00413-6 

Kjærgaard, A.,  Buhl-Wiggers, J.  & Mikkelsen, E. N. (2023): Does Gradeless Learning Affect Students’ Academic Performance? A Study of Effects Over Time. Studies in Higher Education.https://doi.org/10.1080/03075079.2023.2233007 

Buhl-Wiggers, J., la Cour, L., Franck, M. & Kjærgaard, A. (2023): Investigating Effects of Teachers in Flipped Classroom: A Randomized Controlled Trial Study of Classroom Level Heterogeneity. International Journal of Educational Technology in Higher Education. 20, 1, 21 p., 26. https://doi.org/10.1186/s41239-023-00396-4 

Buhl-Wiggers, J., Kjærgaard, A. & Munk, K. (2023): A Scoping Review of Experimental Evidence on Face-to-Face Components of Blended Learning in Higher Education. Studies in Higher Education. 48, 1, p. 151-173. https://doi.org/10.1080/03075079.2022.2123911

Buhl-Wiggers, J., Sørensen, N. K. & Zambach, S. (2022): Fra kaos til læring? I Covid-19’s slipstrøm. Samfundsøkonomen. 3, p. 44-53. https://doi.org/10.7146/samfundsokonomen.v2022i3.133980 

Kjærgaard, A., Mikkelsen, E. N. & Buhl-Wiggers, J. (2022): The Gradeless Paradox: Emancipatory Promises but Ambivalent Effects of Gradeless Learning in Business and Management Education. Management Learning. https://doi.org/10.1177/13505076221101146

Buhl-Wiggers, J.; Kerwin J.; Morales, J. M.; Smith, J. and Rebecca Thornton (2022): Some Children Left Behind: Variation in the Effects of an Educational Intervention. Journal of Econometrics. https://doi.org/10.1016/j.jeconom.2021.12.010 

Buhl-Wiggers, J.; Jones, S. and Rebecca Thornton (2021): Boys lagging behind: Unpacking gender differences in academic achievement across East Africa. International Journal of Educational Development. Volume 83. https://doi.org/10.1016/j.ijedudev.2021.102382

Klejnstrup NR, Buhl-Wiggers J, Jones S, Rand J (2018): Early life malaria exposure and academic performance. PLoS ONE 13(6): e0199542. https://doi.org/10.1371/journal.

Working Papers

Buhl-Wiggers, J.; Kerwin J.; Morales, J. M.; Smith, J. and Rebecca Thornton (2020): Some Children Left Behind: Variation in the Effects of an Educational Intervention. IZA Discussion Paper No. 13598. http://ftp.iza.org/dp13598.pdf 

Buhl-Wiggers, J.; Kerwin, J.; Smith, J. and Rebecca Thornton (2019): The Impact of Teacher Effectiveness on Student Learning in Africa

Work in Progress

Buhl-Wiggers, J.; Thornton, R.; Valenzuela, I. and Mahounan Yedomiffi  (2023):  Girls Outperforming Boys: Pre-school Gender Gap in Literacy and Numeracy Skills in Sub-Saharan Africa

Buhl-Wiggers, J.; Kerwin J.; de la Piedra, R. M.; Smith, J. and Rebecca Thornton (2023):  Reading for Life: Lasting Impacts of a Literacy Intervention in Uganda

Buhl-Wiggers, J.; Kerwin, J.; Smith, J. and Rebecca Thornton (2019):  Program Scale-up and Sustainability

Permanent Working Papers

Buhl-Wiggers, J. (2018): Mass Schooling and Identity in Zimbabwe

Hansen,  H; Rantz, L. L. and Julie Buhl-Wiggers (2009): Do elites benefit from democracy and foreign aid in developing countries?: Comment, Discussion Papers 09/06, University of Nottingham, CREDIT.