Wolf, S., Raza, M., Kim, S., Aber, J.L, Behrman, J., & Seidman, E. (in press). Measuring process quality in pre-primary classrooms in Ghana using the Teacher Instructional Practices and Processes System (TIPPS). Early Childhood Research Quarterly.
Wolf, S. (2018). Impacts of Pre-Service Training and Coaching on Kindergarten Quality and Student Learning Outcomes in Ghana. Studies in Educational Evaluation, 59, 112-123.
McCoy, D.C. & Wolf, S. (accepted). Changes in classroom quality predict Ghanaian preschoolers' gains in academic and social-emotional skills. Developmental Psychology.
Wolf, S., Turner, L.L., Jukes, M.C., & Dubeck, M.M. (2018). Changing literacy instruction in Kenyan classrooms: Assessing pathways of influence to improved early literacy outcomes in the HALI intervention. International Journal of Educational Development, 62, 27-34.
Kabay, S., Wolf, S., & Yoshikawa, H. (2017). “So that his mind will open”: Parental perceptions of preschool in urbanizing Ghana. International Journal of Educational Development, 57, 44-53.
Wolf, S., Magnuson, K., & Kimbro, R. T. (2017). Family poverty and neighborhood poverty: Links with children’s school readiness before and after the Great Recession. Child and Youth Services Review, 79, 368-384.
Wolf, S., & Morrissey, T. (2017). Examining the Intersections of Economic Instability, Food Insecurity, and Child Health in the Wake of the Great Recession. Social Service Review, 91(3).
Wolf, S., & McCoy, D. C. (2017). Household Socioeconomic Status and Parental Investments: Direct and Indirect Relations with School Readiness in Ghana. Child Development.
Wolf, S., Halpin, P., Yoshikawa, H., Pisani, L., Dowd, A., & 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, 40, 21-36.
Morris, P. A., Aber, J. L., Wolf, S., & Berg, J. (2017). Impacts of Family Rewards on adolescents' mental health and problem behavior: Understanding the full range of effects of a conditional cash transfer program. Prevention Science, 18(3), 326-336.
Aber, J.L, Torrente, C., Starkey, L., Johnston, B., Seidman, E., Halpin, P.F., Shivshanker, A., Weisenhorn, N., Annan, J., & Wolf, S. (2017). Impacts after one year of “Healing Classroom” on children's reading and math skills in DRC: Results from a cluster randomized trial. Journal of Research on Educational Effectiveness. [Epub ahead of print].
Jukes, M. C. H., Turner, E. L., Dubeck, M. M., Halliday, K. E., Inyega, H. N., Wolf, S., Zuilkowski, S. S., Brooker, S. J. (2017). Improving literacy instruction in Kenya through teacher professional development and text messages support: A cluster randomized trial. Journal of Research on Educational Effectiveness. [Epub ahead of print].
Aber, J. L., Tubbs, C., Torrente, C., Halpin, P. F., Johston, B., Starkey, L., Shivashanker, A., Annan, J., Seidman, E., & Wolf, S. (2017). Promoting children’s learning in conflict-affected countries: Evidence for multilevel change processes in a school-based universal social-emotional learning program in the Democratic Republic of the Congo. Development & Psychopathology. [Epub ahead of print].
Aber, J. L., Morris, P. A., Wolf, S., & Berg, J. (2016). The impact of holistic conditional cash transfers on parental financial investment, student time use and educational processes and outcomes. Journal of Research on Educational Effectiveness, 9(3), 334-363.
Wolf, S., McCoy, D. C., & Godfrey, E. B. (2016). Barriers to school attendance and gender inequality: Empirical evidence from a sample of Ghanaian schoolchildren. Research in Comparative and International Education, 11(2), 178-193.
Godfrey, E. B. & Wolf, S. (2016). Developing critical consciousness or justifying the system? A qualitative analysis of attributions for poverty and wealth among low-income racial/ethnic minority and immigrant women. Cultural Diversity & Ethnic Minority Psychology, 22(1),93–103.
Wolf, S., Torrente, C., Frisoli, P., Weisenhorn, N., Shivshaker, A., Annan, J., & Aber, J. L. (2015). Preliminary impacts of a professional development intervention on teacher wellbeing in the Democratic Republic of the Congo. Teaching and Teacher Education, 51,24–36.
Lowenstein, A., Wolf, S., Raver, C. C., Gershoff, E. T., Sexton, H. & Aber, J. L. (2015). Measuring school context across time and place: Results from the ECLS-K. Journal of School Psychology, 53(4),323–225.
Wolf, S., Aber, J. L. & Morris, P. M. (2015). Patterns of time use among low-income minority adolescents and associations with academic outcomes and problem behaviors. Journal of Youth and Adolescence, 44(6),1208–1225.
Wolf, S., Aber, J. L., Torrente, C., McCoy, M. & Rasheed, D. (2015). Cumulative risk and teacher well-being in the Democratic Republic of the Congo. Comparative Education Review, 59(4), 717–742.
Gennetian, L. A., Wolf, S., Morris, P. A. & Hill, H. H. (2015). Intra-year household income instability and adolescent school behavior. Demography, 52(2),455–483.
Wolf, S., Gennetian, L. A., Morris, P. M. & Hill, H. H. (2014). Patterns of income instability among low- and middle-income households with children. Family Relations, 63(3),397–410.
McCoy, D. C., Wolf, S. & Godfrey, E. B. (2014). Student motivation, parental attitudes toward education, and academic achievement in a Ghanaian school sample. School Psychology International, 35(3), 294–308.
Hill, H., Gennetian, L., Morris, P., Wolf, S., & Tubbs, C. (2013). The consequences of income instability for child well-being. Child Development Perspectives, 7(2), 85–90.
Wolf, S., Aber, J. L., & Morris, P. A. (2013). Drawing on psychological theory to understand and improve antipoverty policies: The case of Conditional Cash Transfers. Psychology, Public Policy, and Law, 19(1), 3–14.
Godfrey, E. B., Osher, D., Williams, L., Wolf, S., Berg, J., Torrente, C., Spier, E. & Aber, J. L. (2012). Cross-national measurement of school learning environments: Creating indicators for evaluating UNICEF’s Child Friendly Schools Initiative. Child and Youth Services Review, 34(3),546–557.