Sophia D’Angelo

Sophia D’Angelo has experience consulting for teacher training projects in Africa (Tanzania and Sierra Leone), Latin America and the Caribbean (Dominican Republic and Haiti), and the Middle East (Syria). Her PhD research at the University of Cambridge focuses on teacher professional development and improving effectiveness. Prior to this, she worked for four years as a teacher and teacher trainer in the Dominican Republic before completing an MPhil in Education, Globalisation, and International Development also at Cambridge’s Faculty of Education. She has also written background papers for the Mastercard Foundation’s flagship report on Secondary Education in Africa, as well as the Overseas Development Institute’s Gender and Adolescence: Global Evidence (GAGE) and Adolescence Learning and Innovation on Gender Norms (ALIGN) projects.

SELECTED PUBLICATIONS

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Report

D’Angelo, S., Hennessy, S., Kreimeia, A., Koomar, S., Cao, L., McIntyre, N., Brugha, M., & Zubairi, A. (2022). Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: Recommendations for policy from a systematic review. EdTech Hub. https://doi.org/10.53832/edtechhub.0080

Evidence LibraryView Source

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Journal Article

Hennessy, S., D’Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., Brugha, M., & Zubairi, A. (2022). Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review. Computers and Education Open, 3. https://doi.org/10.1016/j.caeo.2022.100080

Evidence LibraryView Source

Full list of publications available here.