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  1. Social Interactions And Student Achievement In A Developing Country
    An Instrumental Variables Approach
    Author: Asadullah, Mohammad Niaz
    Published: 2008
    Publisher:  The World Bank, Washington, D.C

    This paper identifies endogenous social effects in mathematics test performance for eighth graders in rural Bangladesh using information on arsenic contamination of water wells at home as an instrument. In other words, the identification relies on... more

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    This paper identifies endogenous social effects in mathematics test performance for eighth graders in rural Bangladesh using information on arsenic contamination of water wells at home as an instrument. In other words, the identification relies on variation in test scores among peers owing to exogenous exposure to arsenic contaminated water wells at home. The results suggest that the peer effect is significant, and school selection plays little role in biasing peer effects estimates

     
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    Content information
    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Subjects: Erziehung; Literatur
    Other subjects: Business School; Education; Education for All; Education sector; Effective Schools and Teachers; Graduation rate; Human Development; Industry; Learning; Learning outcomes; Literature; Papers; Primary Education; School quality; Student Achievement; Tertiary Education; Water Resources; Water and Industry
    Scope: 1 Online-Ressource (1 online resource (9 p.))
    Notes:

    Weitere Ausgabe: Asadullah, Mohammad: Niaz ---> Social Interactions And Student Achievement In A Developing Country
  2. Social Interactions And Student Achievement In A Developing Country
    An Instrumental Variables Approach
    Author: Asadullah, Mohammad Niaz
    Published: 2008
    Publisher:  The World Bank, Washington, D.C

    This paper identifies endogenous social effects in mathematics test performance for eighth graders in rural Bangladesh using information on arsenic contamination of water wells at home as an instrument. In other words, the identification relies on... more

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    Hochschule für Technik und Wirtschaft Berlin, Hochschulbibliothek
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    This paper identifies endogenous social effects in mathematics test performance for eighth graders in rural Bangladesh using information on arsenic contamination of water wells at home as an instrument. In other words, the identification relies on variation in test scores among peers owing to exogenous exposure to arsenic contaminated water wells at home. The results suggest that the peer effect is significant, and school selection plays little role in biasing peer effects estimates

     
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    Volltext (URL des Erstveröffentlichers)
    Volltext (Deutschlandweit zugänglich)
    Source: Staatsbibliothek zu Berlin
    Language: English
    Media type: Book
    Format: Online
    Subjects: Erziehung; Literatur
    Other subjects: Business School; Education; Education for All; Education sector; Effective Schools and Teachers; Graduation rate; Human Development; Industry; Learning; Learning outcomes; Literature; Papers; Primary Education; School quality; Student Achievement; Tertiary Education; Water Resources; Water and Industry
    Scope: 1 Online-Ressource (1 online resource (9 p.))
    Notes:

    Weitere Ausgabe: Asadullah, Mohammad: Niaz ---> Social Interactions And Student Achievement In A Developing Country
  3. Biased teachers and gender gap in learning outcomes
    evidence from India
    Author: Rakshit, Sonali; Sahoo, Soham
    Published: 2020
    Publisher:  Global Labor Organization (GLO), Essen

    This paper investigates the effect of stereotypical beliefs of teachers on learning outcomes of secondary school students in India. We measure teacher's bias through an index capturing teacher's subjective beliefs about the role of gender and other... more

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    This paper investigates the effect of stereotypical beliefs of teachers on learning outcomes of secondary school students in India. We measure teacher's bias through an index capturing teacher's subjective beliefs about the role of gender and other characteristics in academic performance. We tackle the potential endogeneity of teacher's subjective beliefs by controlling for teacher fixed effects in a value-added model that includes lagged test score of students. We find that a standard deviation increase in biased attitude of the math teacher widens the female disadvantage in math performance by 0.07 standard deviation over an academic year. This negative effect of biased teachers is significant only for male teachers. The effect is especially strong among the medium-performing students and in classes where the majority of students are boys. Moreover, among the medium-performing students, having a female teacher significantly reduces the gender gap in math performance. As a plausible mechanism, we show that biased teachers negatively affect girls' attitude towards math as compared to boys. Unlike math outcome, we do not find any significant effect when we analyze the effect of biased English teachers on English scores of the same students.

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/225065
    Series: GLO discussion paper ; no. 684
    Subjects: Learning outcomes; Value-added model; Gender; Teachers; Stereotypes; India
    Scope: 1 Online-Ressource (circa 47 Seiten), Illustrationen
  4. Teacher performance-based incentives and learning inequality
    Author: Filmer, Deon; Habyarimana, James Paul; Sabarwal, Shwetlena
    Published: August 2020
    Publisher:  World Bank Group, Development Economics, Development Research Group & Education Global Practice, [Washington, DC, USA]

    This study evaluates the impacts of low-cost, performance-based incentives in Tanzanian secondary schools. Results from a two-phase randomized trial show that incentives for teachers led to modest average improvements in student achievement across... more

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    This study evaluates the impacts of low-cost, performance-based incentives in Tanzanian secondary schools. Results from a two-phase randomized trial show that incentives for teachers led to modest average improvements in student achievement across different subjects. Further, withdrawing incentives did not lead to a "discouragement effect" (once incentives were withdrawn, student performance did not fall below pre-baseline levels). Rather, impacts on learning were sustained beyond the intervention period. However, these incentives may have exacerbated learning inequality within and across schools. Increases in learning were concentrated among initially better-performing schools and students. At the same time, learning outcomes may have decreased for schools and students that were lower performing at baseline. Finally, the study finds that incentivizing students without simultaneously incentivizing teachers did not produce observable learning gains

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    Series: Policy research working paper ; 9382
    World Bank E-Library Archive
    Subjects: Student achievement; Teacher Incentives; Student Incentives; Learning outcomes; Inequality
    Scope: 1 Online-Ressource (circa 35 Seiten), Illustrationen
  5. Education quality, green technology, and the economic impact of carbon pricing
    Author: Macdonald, Kevin; Patrinos, Harry Anthony
    Published: 2021
    Publisher:  Global Labor Organization (GLO), Essen

    Carbon pricing is increasingly used by governments to reduce emissions. The effect of carbon pricing on economic outcomes as well as mitigating factors has been studied extensively since the early 1990s. One mitigating factor that has received less... more

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    Carbon pricing is increasingly used by governments to reduce emissions. The effect of carbon pricing on economic outcomes as well as mitigating factors has been studied extensively since the early 1990s. One mitigating factor that has received less attention is education quality. If technological change that reduces the reliance of production on emissions is skill-biased, then carbon pricing may increase the skill premium of earnings and subsequent wage inequality; however, a more elastic skill supply through better education quality may mitigate adverse economic outcomes, including wage inequality, and enhance the effect of carbon pricing on technological change and subsequently emissions. A general equilibrium, overlapping-generations model is proposed, with endogenous skill investment in which the average skill level of the workforce can affect the need for emissions in an aggregate production function. This study uses data on industrial emissions linked to the Organisation for Economic Co-operation and Development's Programme for International Assessment of Adult Competencies dataset for European Union countries. The findings show that, within countries, cognitive skills are positively associated with employment in industries that rely less on emissions for production and in industries that, over time, have been able to reduce their reliance on emissions for production. In the estimated general equilibrium model, higher cognitive skills reduce their reliance on emissions for production. Having higher quality education-defined as the level of cognitive skills attained by workers per unit of cost-increases the elasticity of skill supply and, as a result, mitigates a carbon tax's economic costs including output loss and wage inequity, and enhances its effect on emissions reduction. The implication is that investments in education quality are needed for better enabling green technological innovation and adaptation and reducing inequality that results from carbon pricing.

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/243204
    Series: GLO discussion paper ; no. 955
    Subjects: Carbon pricing; Education; Skills; Learning outcomes
    Scope: 1 Online-Ressource (circa 38 Seiten)
  6. Developing Writing Skills at Universidade Metodista de Angola
    Author: Neto, Agostinho Filipe
    Published: 2017
    Publisher:  LAP LAMBERT Academic Publishing, Saarbrücken

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    Source: Union catalogues
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 9783659949821; 3659949825
    Other identifier:
    9783659949821
    Edition: 1. Auflage
    Other subjects: (Produktform)Electronic book text; approaches; Learning outcomes; theoretical concepts to writing; constructive alignment; (VLB-WN)1564: Englische Sprachwissenschaft, Literaturwissenschaft
    Scope: Online-Ressourcen, 172 Seiten
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    Lizenzpflichtig. - Vom Verlag als Druckwerk on demand und/oder als E-Book angeboten
  7. Teacher performance-based incentives and learning inequality
    Author: Filmer, Deon; Habyarimana, James Paul; Sabarwal, Shwetlena
    Published: August 2020
    Publisher:  World Bank Group, Development Economics, Development Research Group & Education Global Practice, [Washington, DC, USA]

    This study evaluates the impacts of low-cost, performance-based incentives in Tanzanian secondary schools. Results from a two-phase randomized trial show that incentives for teachers led to modest average improvements in student achievement across... more

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    Max-Planck-Institut für Bildungsforschung, Bibliothek und wissenschaftliche Information
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    Universität Potsdam, Universitätsbibliothek
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    This study evaluates the impacts of low-cost, performance-based incentives in Tanzanian secondary schools. Results from a two-phase randomized trial show that incentives for teachers led to modest average improvements in student achievement across different subjects. Further, withdrawing incentives did not lead to a "discouragement effect" (once incentives were withdrawn, student performance did not fall below pre-baseline levels). Rather, impacts on learning were sustained beyond the intervention period. However, these incentives may have exacerbated learning inequality within and across schools. Increases in learning were concentrated among initially better-performing schools and students. At the same time, learning outcomes may have decreased for schools and students that were lower performing at baseline. Finally, the study finds that incentivizing students without simultaneously incentivizing teachers did not produce observable learning gains

     
    Export to reference management software   RIS file
      BibTeX file
    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    Series: Policy research working paper ; 9382
    World Bank E-Library Archive
    Subjects: Student achievement; Teacher Incentives; Student Incentives; Learning outcomes; Inequality
    Scope: 1 Online-Ressource (circa 35 Seiten), Illustrationen