| Teacher beliefs: Why they matter and what they are S Sabarwal, M Abu-Jawdeh, R Kapoor The World Bank Research Observer 37 (1), 73-106, 2022 | 47 | 2022 |
| What is the point? Examining how curriculum materials articulate mathematical goals and how teachers steer instruction JT Remillard, LT Reinke, R Kapoor International Journal of Educational Research 93, 101-117, 2019 | 33 | 2019 |
| A probabilistic filtering approach to non‐effortful responding E Ulitzsch, BW Domingue, R Kapoor, K Kanopka, JA Rios Educational Measurement: Issues and Practice 42 (3), 50-64, 2023 | 5 | 2023 |
| The InterModel Vigorish as a lens for understanding (and quantifying) the value of item response models for dichotomously coded items B Domingue, K Kanopka, R Kapoor, S Pohl, P Chalmers, C Rahal, ... PsyArXiv, 2022 | 4 | 2022 |
| The nuts and bolts of skill development V Kumar, R Kapoor The Hindu Newspaper 23, 2015 | 3 | 2015 |
| Is Microfinance a Model for Financial Inclusion of All? R Kapoor, R Kaur The Microfinance Review, 86-95, 2012 | 1 | 2012 |
| Evaluation of utilization and potential effects of the SFUSD Multi-Tiered System of Supports (MTSS) R Kapoor, B Domingue Policy Analysis for California Education, PACE. https://www.caedpartners.org …, 2023 | | 2023 |
| Differences in time usage as a competing hypothesis for observed group differences in accuracy with an application to observed gender differences in PISA data R Kapoor, E Fahle, K Kanopka, D Klinowski, ACT Ribeiro, B Domingue PsyArXiv, 2023 | | 2023 |
| The Item Response Warehouse (IRW), Version 4.0 B Domingue, K Kanopka, M Braginsky, L Zhang, LA Caffrey-Maffei, ... | | 2023 |
| Teacher Beliefs S Sabarwal, M Abu-Jawdeh, R Kapoor Published by Oxford University Press on behalf of the World Bank, 0 | | |
