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Economics of education review 14건

  1. [해외논문]   Improving teaching quality through training: Evidence from the Caucasus   SSCI

    Ome, Alejandro (Corresponding author.) , Menendez, Alicia , Elise Le, Huyen
    Economics of education review v.61 ,pp. 1 - 8 , 2017 , 0272-7757 ,

    초록

    Abstract Teacher training constitutes a promising policy area for improving education quality in developing countries. While there is mixed empirical evidence on whether teacher training improves student achievement, some interventions that follow a comprehensive approach on teacher training show positive impacts. In this study we analyze the effect of the Georgian Primary Education Project, an initiative that provided teacher training and other teacher support activities in 122 schools in the Republic of Georgia between 2013 and 2015. We use a quasi-experimental design, specifically a Value-Added model, to estimate the effect of the program on math and Georgian test scores of students that were in grades 1–4 in 2013. We find that the program increased math test scores by 0.27 standard deviations; these gains were observed mostly in students that were in grades 1–3 in 2013, while no effects are observed for students that were in grade 4 in 2013. For Georgian we analyze the results for students that speak Georgian as their native language and for students in minority schools that speak Georgian as a second language. For native speakers we find an average effect of 0.15 standard deviations, in this case, the observed gains are also concentrated in students that were in grades 1–3 in 2013, and no impact is observed on students that were in grade 4 in 2013. We do not find any significant effects on reading Georgian as a second language. This study contributes to the growing literature on comprehensive teacher training as a strategy to improve students’ achievement in developing countries. Highlights This paper studies the impact teacher training on students’ test scores in the context of a pilot program conducted in the Republic of Georgia between 2013 and 2105. We use Value-Added models to estimate the effect of the program on math and Georgian test scores of students that were in grades 1–4 in 2013. We find positive effects for math for students that were in grades 1–3 in 2013, but no effects for students that were in grade 4 in 2013. We also find positive effects for Georgian test scores for students that speak Georgian as a native language. We do not find any effects for Georgian as a second language among students in ethnic minority schools.

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    회원님의 원문열람 권한에 따라 열람이 불가능 할 수 있으며 권한이 없는 경우 해당 사이트의 정책에 따라 회원가입 및 유료구매가 필요할 수 있습니다.이동하는 사이트에서의 모든 정보이용은 NDSL과 무관합니다.

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  2. [해외논문]   Why does teacher gender matter?   SSCI

    Sansone, Dario
    Economics of education review v.61 ,pp. 9 - 18 , 2017 , 0272-7757 ,

    초록

    Abstract This paper shows that high school math and science teacher gender affects student interest and self-efficacy in STEM. However, such effects become insignificant once teacher behaviors and attitudes are taken into account, thus pointing towards an omitted variables bias. Teacher beliefs about male and female ability in math and science – as well as how teachers treat boys and girls in the classroom – matter more than teacher's own gender. The student fixed effects estimates also highlight that creating a positive learning environment and making math and science interesting are pivotal in engaging students in these subjects. Highlights High school math and science teacher gender affects student interest and self-efficacy in STEM. The effect of teacher gender becomes insignificant once teacher behaviors and attitudes are taken into account. Teacher beliefs about male and female ability in math and science, as well as how teachers treat boys and girls in the classroom, matter more than teacher's own gender. Creating a positive learning environment and making math and science interesting are pivotal in engaging students in STEM subjects.

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    회원님의 원문열람 권한에 따라 열람이 불가능 할 수 있으며 권한이 없는 경우 해당 사이트의 정책에 따라 회원가입 및 유료구매가 필요할 수 있습니다.이동하는 사이트에서의 모든 정보이용은 NDSL과 무관합니다.

    NDSL에서는 해당 원문을 복사서비스하고 있습니다. 아래의 원문복사신청 또는 장바구니담기를 통하여 원문복사서비스 이용이 가능합니다.

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  3. [해외논문]   The effects of Montessori education: Evidence from admission lotteries   SSCI

    Ruijs, Nienke
    Economics of education review v.61 ,pp. 19 - 34 , 2017 , 0272-7757 ,

    초록

    Abstract This study investigates the causal effects of Montessori secondary education by exploiting admission lotteries in Dutch Montessori schools. Results from 308 to 625 students indicate that Montessori education provides an alternative way to attain similar outcomes. Montessori students obtain their secondary school degree without delay at the same rate and with similar grades as non-Montessori students, although the route towards the exams is somewhat different. Further, Montessori students show similar levels of motivation and do not score better on various measures of independence, even though these are the main characteristics Montessori education claims to foster. Highlights I use school admission lotteries to investigate the effects of Montessori education. I find little evidence that Montessori education affects academic achievement. Montessori students show similar levels of motivation. Montessori students do not score better on measures of independence.

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    무료다운로드 유료다운로드

    회원님의 원문열람 권한에 따라 열람이 불가능 할 수 있으며 권한이 없는 경우 해당 사이트의 정책에 따라 회원가입 및 유료구매가 필요할 수 있습니다.이동하는 사이트에서의 모든 정보이용은 NDSL과 무관합니다.

    NDSL에서는 해당 원문을 복사서비스하고 있습니다. 아래의 원문복사신청 또는 장바구니담기를 통하여 원문복사서비스 이용이 가능합니다.

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  4. [해외논문]   Teachers' unions and school performance: Evidence from California charter schools   SSCI

    Matsudaira, Jordan D. (Corresponding author. ) , Patterson, Richard W. (Department of Social Sciences, United States Military Academy, United States)
    Economics of education review v.61 ,pp. 35 - 50 , 2017 , 0272-7757 ,

    초록

    Abstract We examine the impact of unions on the quality of educational production by studying a wave of unionization among California charter schools and administrative data on student achievement. We first present new data showing that unions are much more prevalent among charter schools than suggested by previous studies. Using a difference-in-differences identification strategy, we find that unionization increases achievement in mathematics and has no statistically significant impact on English test scores. Highlights Estimates the impact of teacher unionization on student achievement in California charter schools between 2003 and 2013. We compare changes in student achievement in schools that unionize to those that do not using difference-in-differences and event study models. We find a positive impact of unionization on math achievement of about .17 standard deviations. Point estimates on English achievement are positive but smaller at .06 standard deviations, and not statistically significant.

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    회원님의 원문열람 권한에 따라 열람이 불가능 할 수 있으며 권한이 없는 경우 해당 사이트의 정책에 따라 회원가입 및 유료구매가 필요할 수 있습니다.이동하는 사이트에서의 모든 정보이용은 NDSL과 무관합니다.

    NDSL에서는 해당 원문을 복사서비스하고 있습니다. 아래의 원문복사신청 또는 장바구니담기를 통하여 원문복사서비스 이용이 가능합니다.

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  5. [해외논문]   What happens when econometrics and psychometrics collide? An example using the PISA data   SSCI

    Jerrim, John (Department of Social Science, UCL Institute of Education, University College London, 20 Bedford Way London, WC1H 0AL, United Kingdom ) , Lopez-Agudo, Luis Alejandro (Departamento de Economía Aplicada (Estadística y Econometría), Facultad de Ciencias Económicas y Empresariales, Universidad de Málaga, Plaza de El Ejido s/n, 29013 Málaga, Spain ) , Marcenaro-Gutierrez, Oscar D. (Departamento de Economía Aplicada (Estadística y Econometría), Facultad de Ciencias Económicas y Empresariales, Universidad de Málaga, Plaza de El Ejido s/n, 29013 Málaga, Spain ) , Shure, Nikki (Department of Social Science, UCL Institute of Education, University College London, 20 Bedford Way London, WC1H 0AL, United Kingdom)
    Economics of education review v.61 ,pp. 51 - 58 , 2017 , 0272-7757 ,

    초록

    Abstract International large-scale assessments such as PISA are increasingly being used to benchmark the academic performance of young people across the world. Yet many of the technicalities underpinning these datasets are misunderstood by applied researchers, who sometimes fail to take their complex sample and test designs into account. The aim of this paper is to generate a better understanding among economists about how such databases are created, and what this implies for the empirical methodologies one should (or should not) apply. We explain how some of the modeling strategies preferred by economists seem to be at odds with the complex test design, and provide clear advice on the types of robustness tests that are therefore needed when analyzing these datasets. In doing so, we hope to generate a better understanding of international large-scale education databases, and promote better practice in their use. Highlights International assessment data such as PISA are now widely used by economists, but the complex survey and test design of such studies remain poorly understood. We describe in detail key elements of the PISA study, and the implications this has for secondary analyses of these data. Our replication case study, based upon Lavy (2015), illustrates the impact that ignoring these features has upon one particularly interesting set of empirical results.

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    회원님의 원문열람 권한에 따라 열람이 불가능 할 수 있으며 권한이 없는 경우 해당 사이트의 정책에 따라 회원가입 및 유료구매가 필요할 수 있습니다.이동하는 사이트에서의 모든 정보이용은 NDSL과 무관합니다.

    NDSL에서는 해당 원문을 복사서비스하고 있습니다. 아래의 원문복사신청 또는 장바구니담기를 통하여 원문복사서비스 이용이 가능합니다.

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  6. [해외논문]   Tracking and the intergenerational transmission of education: Evidence from a natural experiment   SSCI

    Lange, Simon (Corresponding author. ) , von Werder, Marten (School of Business and Economics, Freie Universität Berlin, Germany)
    Economics of education review v.61 ,pp. 59 - 78 , 2017 , 0272-7757 ,

    초록

    Abstract Proponents of tracking argue that the creation of more homogeneous classes increases efficiency while opponents point out that tracking aggravates initial differences between students. We estimate the effects on the intergenerational transmission of education of a reform that delayed tracking by two years in one of Germany’s federal states. We argue that while the reform had no effect on educational outcomes on average, it increased educational attainment among men with uneducated parents and decreased attainment among men with educated parents. We also present some suggestive evidence that the reform improved the selection of boys into secondary tracks. Highlights We study effects of de-tracking on the intergenerational transmission of education. There is no evidence for an effect on educational outcomes on average. Postponing tracking of boys attenuates the effect of parental education by up to 50%. We find no evidence for an effect on girls. Results are robust to alternative model specifications and samples.

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    회원님의 원문열람 권한에 따라 열람이 불가능 할 수 있으며 권한이 없는 경우 해당 사이트의 정책에 따라 회원가입 및 유료구매가 필요할 수 있습니다.이동하는 사이트에서의 모든 정보이용은 NDSL과 무관합니다.

    NDSL에서는 해당 원문을 복사서비스하고 있습니다. 아래의 원문복사신청 또는 장바구니담기를 통하여 원문복사서비스 이용이 가능합니다.

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  7. [해외논문]   A self-reference problem in test score normalization   SSCI

    Penney, Jeffrey
    Economics of education review v.61 ,pp. 79 - 84 , 2017 , 0272-7757 ,

    초록

    Abstract It is considered standard practice to transform IRT-scaled test scores into standard normal variables for regression analysis in order to enable comparison with other research whose test scores are similarly transformed. This paper calls this practice into question. I show that these transformations can potentially result in radically different estimates of regression parameters due to differences in sample composition. Regression coefficient comparisons between different samples that use z-standardized test scores is only possible if the samples are considered to be random draws from the same population. I outline several different methods to deal with this problem and the caveats attached to each. Highlights Z-standardizing test scores has consequences for regression inference. Coefficients cannot necessarily be compared across different samples in this case. I call this lack of comparability the self-reference problem. The problem stems from differences in sample composition. I outline several ways to compare regression results that use different samples.

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    무료다운로드 유료다운로드

    회원님의 원문열람 권한에 따라 열람이 불가능 할 수 있으며 권한이 없는 경우 해당 사이트의 정책에 따라 회원가입 및 유료구매가 필요할 수 있습니다.이동하는 사이트에서의 모든 정보이용은 NDSL과 무관합니다.

    NDSL에서는 해당 원문을 복사서비스하고 있습니다. 아래의 원문복사신청 또는 장바구니담기를 통하여 원문복사서비스 이용이 가능합니다.

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  8. [해외논문]   The effect of Vietnam-era conscription and genetic potential for educational attainment on schooling outcomes   SSCI

    Schmitz, Lauren L. (Survey Research Center, Institute for Social Research, University of Michigan, 426 Thompson St., Ann Arbor, MI 48104, USA ) , Conley, Dalton (Department of Sociology, Princeton University, 153 Wallace Hall, Princeton, NJ 08544, USA)
    Economics of education review v.61 ,pp. 85 - 97 , 2017 , 0272-7757 ,

    초록

    Abstract This study examines whether draft lottery estimates of the causal effects of Vietnam-era military service on schooling vary by an individual's genetic propensity toward educational attainment. To capture the complex genetic architecture that underlies the bio-developmental pathways, behavioral traits and evoked environments associated with educational attainment, we construct polygenic scores (PGS) for respondents in the Health and Retirement Study (HRS) that aggregate thousands of individual loci across the human genome and weight them by effect sizes derived from a recent genome-wide association study (GWAS) of years of education. Our findings suggest veterans with below average PGSs for educational attainment may have completed fewer years of schooling than comparable non-veterans. On the other hand, we do not find any difference in the educational attainment of veterans and non-veterans with above average PGSs. Results indicate that public policies and exogenous environments may induce heterogeneous treatment effects by genetic disposition. Highlights An instrumental variable model is used to examine gene–environment interactions. A polygenic score for educational attainment is interacted with veteran status. The draft lottery is used as an instrument for Vietnam-era military service. The effect of Vietnam-era military service on schooling varies by genetic endowment. Veterans with below average polygenic scores completed fewer years of schooling.

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    무료다운로드 유료다운로드

    회원님의 원문열람 권한에 따라 열람이 불가능 할 수 있으며 권한이 없는 경우 해당 사이트의 정책에 따라 회원가입 및 유료구매가 필요할 수 있습니다.이동하는 사이트에서의 모든 정보이용은 NDSL과 무관합니다.

    NDSL에서는 해당 원문을 복사서비스하고 있습니다. 아래의 원문복사신청 또는 장바구니담기를 통하여 원문복사서비스 이용이 가능합니다.

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  9. [해외논문]   Can learning communities boost success of women and minorities in STEM? Evidence from the Massachusetts Institute of Technology   SSCI

    Russell, Lauren
    Economics of education review v.61 ,pp. 98 - 111 , 2017 , 0272-7757 ,

    초록

    Abstract I study the impacts of a freshman learning community at MIT called the Experimental Study Group (ESG) which has features aligning with the National Academies’ recommendations for expanding the representation and success of women and minorities in STEM fields. I exploit the lottery-based admission system to estimate causal treatment effects. I find no statistically significant effects on academic outcomes for ESG enrollees generally, but women who participate in the program have higher GPAs and complete more credits of coursework. Minority students are more likely to major in math, computer science, or electrical engineering after participating in the program. Though quite noisy, the results are suggestive that women and minorities in STEM may benefit from learning communities. Highlights I use admission lottery randomization to assess causal impacts of a learning community at the Massachusetts Institute of Technology. Results suggest that female and minority students may benefit from hands-on coursework, female instructors, smaller classes, and mentoring. Learning communities hold promise for increasing success and representation of underrepresented groups in STEM fields.

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    무료다운로드 유료다운로드

    회원님의 원문열람 권한에 따라 열람이 불가능 할 수 있으며 권한이 없는 경우 해당 사이트의 정책에 따라 회원가입 및 유료구매가 필요할 수 있습니다.이동하는 사이트에서의 모든 정보이용은 NDSL과 무관합니다.

    NDSL에서는 해당 원문을 복사서비스하고 있습니다. 아래의 원문복사신청 또는 장바구니담기를 통하여 원문복사서비스 이용이 가능합니다.

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  10. [해외논문]   What's in a teacher test? Assessing the relationship between teacher licensure test scores and student STEM achievement and course-taking   SSCI

    Goldhaber, Dan (American Institutes for Research, University of Washington ) , Gratz, Trevor (University of Washington ) , Theobald, Roddy (American Institutes for Research)
    Economics of education review v.61 ,pp. 112 - 129 , 2017 , 0272-7757 ,

    초록

    Abstract We investigate the relationship between teacher licensure test scores and student test achievement and high school course-taking. We focus on three subject/grade combinations—middle school math, ninth-grade algebra and geometry, and ninth-grade biology—and find evidence that a teacher's basic skills test scores are modestly predictive of student achievement in middle school math and highly predictive of student achievement in high school biology. A teacher's subject-specific licensure test scores are a consistent and statistically significant predictor of student achievement only in high school biology. Finally, we find little evidence that students assigned to middle school teachers with higher basic-skills test scores are more likely to take advanced math and science courses in high school. Highlights Investigates relationship between teacher licensure tests and student STEM outcomes. Teacher licensure test scores modestly predict student math gains in middle school. Teacher licensure test scores highly predict student biology gains in ninth grade. Teacher licensure test scores are not predictive of high school STEM course taking.

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    회원님의 원문열람 권한에 따라 열람이 불가능 할 수 있으며 권한이 없는 경우 해당 사이트의 정책에 따라 회원가입 및 유료구매가 필요할 수 있습니다.이동하는 사이트에서의 모든 정보이용은 NDSL과 무관합니다.

    NDSL에서는 해당 원문을 복사서비스하고 있습니다. 아래의 원문복사신청 또는 장바구니담기를 통하여 원문복사서비스 이용이 가능합니다.

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