Education Commons^™

Setting Language Standards In Higher Education: Is Compromising A False Economy?, Sacha Develle

Dr Sacha DeVelle

No abstract provided.

Ielts: Validity, Reliability, Impact And Practicality., Sacha Develle, C Moulding

Dr Sacha DeVelle

No abstract provided.

Family Sources Of Educational Gender Inequality In Rural China: A Critical Assessment, Emily C. Hannum, Peggy A. Kong, Yuping Zhang

Emily C. Hannum

Education And Training Systems For Social Inclusion, Robert Simons

Dr Robert Simons

No abstract provided.

Introduction To Assessment Principles And Practice, Sacha Develle

Dr Sacha DeVelle

No abstract provided.

Language Proficiency And Testing For Migration Purposes: What Are The Practical Implications?, Sacha Develle

Dr Sacha DeVelle

No abstract provided.

Anxiety And Interest In Mathematics: Patterns Of Engagement And Performance, Sarah Buckley, Mary Ainley, P Pattison

Dr Sarah Buckley

No abstract provided.

What Is The Value Of Educational Technologies In Schools?: Initial Findings From The International Research Project ‘Measuring The Value Of Educational Technologies In Schools’, Kathryn Moyle

Professor Kathryn Moyle

Understanding the costs as well as the value of educational technologies in schools is important for school leaders to be able to strategically lead school development processes. This paper outlines some of the findings from the first case studies emerging from the international project, Measuring the value of educational technologies in schools, involving a school in each of USA, UK and Australia. The Measuring the value of educational technologies in schools research project is examining the relationships that exist in schools between educational technologies or ‘tangible information technology (IT) assets’, and ‘intangible assets’ such as the capabilities of teachers and …

Ability Grouping And Academic Inequality: Evidence From Trinidad And Tobago, Clement (Kirabo) Jackson

C. Kirabo Jackson

In Trinidad and Tobago students are assigned to secondary schools after fifth grade based on achievement tests, generating large differences in school and peer quality. Using instrumental variables to address self-selection bias, I find that being assigned to a school with high-achieving peers has large positive effects on examination performance, particularly for girls. This suggests that ability grouping (or school tracking) reinforces achievement differences by assigning the weakest students to schools that provide the least value-added. While students benefit from attending schools with brighter peers on average, the marginal effect is non-linear such that there are small benefits to attending …

Teaching Students And Teaching Each Other: The Importance Of Peer Learning For Teachers (With Elias Bruegmann), Clement (Kirabo) Jackson

C. Kirabo Jackson

Using student examination data linked to longitudinal teacher personnel data we document that a teacher’s students have larger test score gains when she experiences an improvement in the observable characteristics of her colleagues. Using within-school and within-teacher variation, we further show that a teacher’s students have larger test score gains when she has more effective colleagues (based on their own students’ achievement gains from an out-of-sample pre-period). A one standard deviation increase in average teacher peer quality is associated with an increase of 0.02 and 0.04 standard deviations in student test scores in reading and math respectively (about one third …