1,720,961 research outputs found
Does happiness matter? The effect of teacher job satisfaction on college enrollment rates
No full textUsing data from the Schools and Staffing Survey, this study implements multiple estimation methods to determine the effect of teacher job satisfaction on the college enrollment rates. The findings indicate a positive relationship between the average level of teacher job satisfaction within a school and college enrollment rates. Teacher job satisfaction is inversely related to diversity in opinion regarding job attributes. Thus, the results suggest that reforms aimed at increasing teacher job satisfaction may improve student outcomes
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Effects of flipping the principles of microeconomics class: Does scheduling matter?
No full textFlipping the principles of microeconomics classroom significantly improves student-learning outcomes compared to traditionally taught lectures; however, it remains unclear as to if the effect differs depending upon the spacing and scheduling of class meetings. This paper investigates if the quantitative effects of flipping on student outcomes differ by scheduling. It further evaluates if student perceptions about flipping vary depending on the spacing of class meetings. This paper shows that students in flipped classes scored significantly higher on final exams compared to those in a traditional setting, and the effect of flipping did not vary with class spacing. Students in the flipped class setting reported significantly more active learning and were significantly more likely to recommend the professor to other students than those in a traditional setting; however, those in the flipped class that met twice a week for 80 min reported significantly less active learning and were significantly less likely to recommend the professor than those in the traditional setting. The results documented in this study suggest that while the effects of flipping on student learning do not vary with class spacing, student satisfaction does differ with spacing. Therefore, when considering the scheduling of a flipped course, instructors need not worry about the impact of flipping on learning outcomes, but they should consider the importance of student satisfaction
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Understanding Teachers: Sorting, Productivity, and Attrition in the Public School System
Get PDFThis dissertation is composed of three studies on public school teachers using data from the Schools and Staffing Survey and the Teacher Follow-Up Survey. The first chapter combines restricted-use data from the 2007-2008 SASS and a disaggregated measure of teacher quality based on undergraduate institutional quality to determine where high quality teachers choose to teach. Higher quality teachers are more likely to teach at charter schools versus public schools than are lower quality teachers. Among the youngest cohort of teachers, those who graduated from the Most Competitive colleges are 11 percentage points more likely to choose a charter school than their lower quality counterparts. These findings suggest that traditional public schools may be at a growing disadvantage in attracting teachers who graduate from the best universities. The second chapter investigates how teacher job satisfaction affects productivity as measured by the high school graduation rate and college enrollment rate. It uses an instrumental variables (IV) approach to purge the model of the endogeneity of satisfaction. The findings suggest teacher job satisfaction has a long-lasting effect on student outcomes. In particular, a one standard deviation increase in teacher job satisfaction increases the college enrollment rate by roughly 2.3-2.4 percentage points. The third chapter examines attrition and retention rates among teachers in charter and traditional public schools. It finds that among new teachers, teaching at a charter increases the odds of leaving teaching by a factor of 2.13. Among new teachers who voluntarily leave teaching or move schools, teaching at a charter increases the probability of leaving by a factor of 3.04. Charter status does not affect attrition among all teachers. The results also indicate that the average marginal effect of graduating from a top ranked college reduces the probability of moving schools among all teachers, though college competitiveness does not marginally affect the mobility decisions of new teachers
Immediate Feedback Assessment Technique (IF-AT) Quizzes and Student Performance in Microeconomic Principles Courses
No full textIn this study, the authors investigate the impact of the Immediate Feedback Assessment Technique (IF-AT) on student learning outcomes in principles of microeconomics classes. The IF-AT enables students to receive immediate feedback and to retry questions for partial credit. The authors use a randomized experiment to evaluate the effect of the IF-AT versus a traditional Scantron quiz on student learning as measured by exam performance. The randomization enables a student-fixed effects estimation of the effect of the IF-AT. There is no significant impact of the IF-AT on multiple choice exam questions; however, students scored 2.1 percentage points higher on short answer questions relating to units for which they received an IF-AT quiz relative to other units. Finally, students responded favorably to the IF-AT format
Understanding Teachers: Sorting, Productivity, and Attrition in the Public School System
Get PDFThis dissertation is composed of three studies on public school teachers using data from the Schools and Staffing Survey and the Teacher Follow-Up Survey. The first chapter combines restricted-use data from the 2007-2008 SASS and a disaggregated measure of teacher quality based on undergraduate institutional quality to determine where high quality teachers choose to teach. Higher quality teachers are more likely to teach at charter schools versus public schools than are lower quality teachers. Among the youngest cohort of teachers, those who graduated from the Most Competitive colleges are 11 percentage points more likely to choose a charter school than their lower quality counterparts. These findings suggest that traditional public schools may be at a growing disadvantage in attracting teachers who graduate from the best universities. The second chapter investigates how teacher job satisfaction affects productivity as measured by the high school graduation rate and college enrollment rate. It uses an instrumental variables (IV) approach to purge the model of the endogeneity of satisfaction. The findings suggest teacher job satisfaction has a long-lasting effect on student outcomes. In particular, a one standard deviation increase in teacher job satisfaction increases the college enrollment rate by roughly 2.3-2.4 percentage points. The third chapter examines attrition and retention rates among teachers in charter and traditional public schools. It finds that among new teachers, teaching at a charter increases the odds of leaving teaching by a factor of 2.13. Among new teachers who voluntarily leave teaching or move schools, teaching at a charter increases the probability of leaving by a factor of 3.04. Charter status does not affect attrition among all teachers. The results also indicate that the average marginal effect of graduating from a top ranked college reduces the probability of moving schools among all teachers, though college competitiveness does not marginally affect the mobility decisions of new teachers
Evidence on birth spacing and child cognition from Indonesia
No full textResearch from the medical and social science literature has found that spacing births closely together leads to adverse health and socioeconomic outcomes for the younger child. More recent evidence using inter-family comparisons is challenging the validity of those results. However, while inter-family comparisons allow for time-invariant unobservable heterogeneity across families, they cannot fully control for changes in families that occur over time and may affect both decisions about birth intervals as well as child outcomes. To our knowledge, this paper provides the first examination of the effects of birth spacing on later childhood cognitive outcomes that accounts for both time-invariant and time-varying heterogeneity in the same models. Instrumental variables estimations on data from Indonesia indicate that younger siblings perform significantly better on maths assessment exams when they are spaced farther apart from their immediately older sibling. This effect appears to be concentrated among the poorest and least educated households. The data thus suggest that close spacing may be detrimental to the socioeconomic outcomes of the younger sibling
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