Peer-reviewed journal
Bruns B, Costa L, Cunha NM. Through the looking glass: can classroom observation and coaching improve teacher performance in Brazil? Economics of Education Review, Vol. 64, 2018
Cunha N.M.; Martinez A., Kyllonen P.; Gates S. (2021). Cross-Country Comparability of a Social-Emotional Skills Assessment Designed for Youth in Low-Resource Environments. International Journal of Testing, 21:3-4, 182-219.
Cunha NM, Rios Neto ELG, Hermeto, AM. Religiosity and school performance: a study case of Brazilian youth in the metropolitan region of Belo Horizonte (in Portuguese). Pesquisa e Planejamento Econômico (Rio de Janeiro), Vol. 44, 2014.
Omoeva C, Cunha NM, Moussa W. (2021). Measuring equity in education resource allocation: an output-based approach. International Journal of Educational Development, v.87.
Soares F, Cunha NM, Frisoli P. (2021). How do we know if teachers are well? The well-being holistic assessment for teachers tool. Journal on Education in Emergencies, 7(2).
Working papers
Bettinger E, Cunha NM, Lichand G, Madeira R. Are the effects of informational interventions driven by salience? Stanford, California: Stanford University. 2021.
Davidson M., Cunha NM. Impact from a one-day intensive school visit during a primary grade reading intervention in Ghana. 2021.
Lichand G, Bettinger E, Cunha NM, Madeira R. The psychological effects of poverty on investments in children’s human capital. Stanford University. 2021.
Omoeva C.; Cunha N.M.; Gates S.; Burke H.; Martinez A. (2021). Developing a new tool for international youth programs: the YouthPower Action Youth Soft Skills Assessment (YAYSSA). 2021.
Soares F, Cunha NM. The effects of adding social emotional learning to a comprehensive education intervention in El Salvador on teacher well-being: A mixed methods evaluation. 2021.
Blog posts
Cunha NM. Attention or information? Why telling Nina’s parents she missed school makes her a better student. 2017 November 21. In: The World Bank Development Impact blog.