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  • Ewijk, Reyn van. Same work, lower grade? Student ethnicity and teachers' subjective assessments - TIER research
    RUG Same work lower grade Student ethnicity and teachers subjective assessments Reyn van Ewijk Abstract Previous research shows ethnic minority students to receive different grades when taught by majority teachers This may happen either because of bias in teachers grading or because objective student performance is indeed altered Using an experiment I examine whether teachers grade minority and majority students differently for the same work I find no evidence for this However teachers report lower expectations and unfavorable attitudes that both likely affect their behavior towards minority students potentially inducing them to perform below their ability level Effects of having majority teachers on minority students grades therefore seem more likely to be indirect than direct Related information Related Projects Same work lower grade Student ethnicity and teachers subjective assessments Working Paper Download TIER About Tier About Tier UvA About Tier UM About Tier RUG Tier Business Plan TIER Midterm Report 2010 Vacancies People All People People UvA People UM People RUG Visiting scholars Working Papers All Working Papers Working Papers UvA Working Papers UM Working Papers RUG Education Programme Master MEBIT Master MEPE Premaster MEBIT Academische Meesterwerken Enrollment Courses Graduate program Workshops Seminars Workshop on Education Economics News LEER Workshop

    Original URL path: http://www.tierweb.nl/tier/working-papers-overview/working-papers/ewijk,-reyn-van.-same-work,-lower-grade-student-ethnicity-and-teachers-subjective-assessments.html (2015-12-05)
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  • Joris Ghysels, Carla Haelermans & Fernao Prince; The Economics of Information in Human Capital Formation - Evidence from Two Randomized Experiments with Low Stakes Tests in Secondary Education - TIER research
    Working Papers All Working Papers Working Papers UvA Working Papers UM Working Papers RUG The Economics of Information in Human Capital Formation Evidence from Two Randomized Experiments with Low Stakes Tests in Secondary Education This paper studies the effect of obtaining information about the knowledge expected from students using regular tests information efforts as a substitute for obtaining knowledge via traditional class instruction and homework knowledge efforts The effect on student performance is evaluated in two randomized experiments that increase information available to students through digital low stakes tests and feedback Both were conducted in an 8th grade Biology class among 114 prevocational students in the Netherlands The results show that educational outcomes are largely improved when information effort in the human capital formation function is increased at the expense of the knowledge effort Moreover the results show that tests with extended personalized feedback are more effective than similar weekly tests with little feedback This implies that the efficiency of information effort can be further enhanced by incorporating feedback in regular low stakes tests JEL Classification I20 I21 C93 Key words Human Capital Formation Information Low Stakes Tests Randomized Field Experiments Secondary Education Related information Related People Dr Carla Haelermans Dr Ghysels Joris Working Paper Download Working Papers All Working Papers Working Papers UvA Working Papers UM Working Papers RUG TIER About Tier About Tier UvA About Tier UM About Tier RUG Tier Business Plan TIER Midterm Report 2010 Vacancies People All People People UvA People UM People RUG Visiting scholars Working Papers All Working Papers Working Papers UvA Working Papers UM Working Papers RUG Education Programme Master MEBIT Master MEPE Premaster MEBIT Academische Meesterwerken Enrollment Courses Graduate program Workshops Seminars Workshop on Education Economics News LEER Workshop on Education Economics Nederland in ideeën 2015 Brede scholen leiden niet tot

    Original URL path: http://www.tierweb.nl/tier/working-papers-overview/working-papers/the-economics-of-information-in-human-capital-formation.html (2015-12-05)
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  • Groot, W. and H. Maassen van den Brink. Does the market of enterprise-related training work? An overview study (2009) - TIER research
    Your profile Interested Workshops Seminars Workshop on Education Economics Programme Call for papers Keynote speakers Registration and fees Travel and stay Social programme Contact Organisers News Links Contact Working Papers All Working Papers Working Papers UvA Working Papers UM Working Papers RUG Does the market of enterprise related training work An overview study 2009 W Groot and H Maassen van den Brink This paper is written for ECBO Expertisecentrum Beroepsonderwijs s Hertogenbosch 2009 Related information Related People Prof dr Henriëtte Maassen van den Brink Prof dr Wim Groot Working Paper Download TIER About Tier About Tier UvA About Tier UM About Tier RUG Tier Business Plan TIER Midterm Report 2010 Vacancies People All People People UvA People UM People RUG Visiting scholars Working Papers All Working Papers Working Papers UvA Working Papers UM Working Papers RUG Education Programme Master MEBIT Master MEPE Premaster MEBIT Academische Meesterwerken Enrollment Courses Graduate program Workshops Seminars Workshop on Education Economics News LEER Workshop on Education Economics Nederland in ideeën 2015 Brede scholen leiden niet tot beter onderwijs Twee onderzoeksaanvragen gehonoreerd Invloed van een ICT tool op onderwijsprestaties en efficiëntie Links Contact Contact us BEE Resultaten Primair onderwijs Voortgezet onderwijs Middelbaar beroepsonderwijs Hoger onderwijs Overig

    Original URL path: http://www.tierweb.nl/tier/working-papers-overview/working-papers/does-the-market-of-enterprise-related-training-work-an-overview-study-%282009%29.html (2015-12-05)
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  • Groot, W. & H. Maassen van den Brink. Werkt de markt voor bedrijfsgerelateerde scholing? Een overzichtsstudie - TIER research
    tot hogere productiviteit en beloning Daarvoor moeten de kennis en vaardigheden die door scholing zijn verkregen productief gemaakt worden In landen waar de stimulansen om kennis en vaardigheden te benutten groter zijn dat wil zeggen landen met meer concurrentie en marktwerking is het rendement van scholing hoger De benutting en daarmee het rendement van scholing is ook groter naarmate werknemers vaker voltijds werken en de arbeids mobiliteit lager is Direct empirisch bewijs voor marktfalen en onderinvestering in bedrijfsgerelateerde scholing ontbreekt Indirect empirisch bewijs is er wel Het overgrote aantal van de empirische studies in de afgelopen tien jaar geeft aan dat bedrijfsgerelateerde scholing een statistisch signifi cant en omvangrijk effect heeft op productiviteit en loon De hoge rendementen die in sommige studies worden gevonden vormen een aanwijzing maar geen overtuigend bewijs voor marktfalen in bedrijfsgerelateerde scholing Zoals in deze review is samengevat biedt de theoretische literatuur een aantal plausibele redenen om te veronderstellen dat er sprake is van marktfalen tijden kredietrestricties de vrees dat geschoolde werknemers worden weggekocht en onzekerheid over de vraag wat scholing oplevert kunnen aanleiding zijn om minder te investeren in bedrijfsgerelateerde scholing dan optimaal is Hier staat tegenover dat verschillende mechanismen scholing juist bevorderen Voor mensen met een baan leiden het wettelijke minimumloon en regels voor ontslagbescherming ertoe dat het voor bedrijven aantrekkelijker wordt om deze laaggekwalifi ceerde werknemers te scholen Hierbij moet wel worden bedacht dat het minimumloon en ontslagbescherming kunnen leiden tot minder werkgelegenheid Voor werknemers die hierdoor buiten de boot vallen en werkloos zijn zijn de kansen op deelname aan bedrijfsgerelateerde scholing nihil CAO s kunnen eveneens scholingsinspanningen bevorderen Expliciete en uniforme scholingsafspraken in CAO s kunnen echter ook leiden tot overscholing met als gevolg dat meer kosten worden gemaakt voor scholing dan noodzakelijk is Marktfalen is een reden voor overheidsingrijpen of collectieve actie Scholingsbeleid is niet altijd consequent Veelal is onbekend of beleid werkt of niet De behoefte aan evidence based scholingsbeleid is groot Er is beperkte evidentie over de effectiviteit van belastingmaatregelen om scholing te bevorderen De beschikbare onderzoeken geven aan dat belastingfaciliteiten slechts beperkt effectief zijn scholingsaftrek voor werknemers lijkt wel effect te sorteren fiscale voordelen voor scholingskosten van werkgevers daarentegen niet Generieke maatregelen om scholing te bevorderen zoals vouchers of een algemeen scholingsrecht dragen het risico van overscholing in zich werknemers die geen scholing nodig hebben worden door vouchers of een scholingsrecht aangemoedigd toch scholing te volgen Een van de belangrijkste beleidsinstrumenten zijn de scholingsfondsen Jaarlijks worden vele honderden miljoenen euro s via deze fondsen verdeeld Scholingsfondsen zoals O O fondsen zijn onder meer bedoeld om kredietrestricties op te lossen een situatie waarin beide partijen niet over de financiële middelen beschikken om de kosten van scholing te betalen Daarnaast kunnen scholingsfondsen ook een middel zijn om poaching van geschoolde werknemers door andere bedrijven en free rider gedrag van werkgevers tegen te gaan Over de effectiviteit van O O fondsen is echter niets bekend We kunnen dan ook niet zeggen of O O fondsen werken Zeker voor grote bedrijven die

    Original URL path: http://www.tierweb.nl/tier/working-papers-overview/working-papers/werkt-de-markt-voor-bedrijfsgerelateerde-scholing-een-overzichtsstudie.html (2015-12-05)
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  • Haelermans C., Ghysels J.:The Effect of an Online Practice Tool on Math Performance in Secondary Education- Evidence from a Randomized Field Experiment - TIER research
    Online Practice Tool on Math Performance in Secondary Education Evidence from a Randomized Field Experiment Haelermans C Ghysels J Abstract This paper analyses a randomized experiment on the effect of an individualized digital practice tool on numeracy skills for 337 seventh grade students The first part of the experiment shows that offering students the opportunity to practice numeracy digitally at home leads to a substantial and significant increase in numeracy performance growth The second part reveals that the effectiveness of the tool mainly stems from its individualized nature With good implementation prospects and relatively low costs the consequences for economic efficiency are discussed to be potentially large JEL Classification I21 H75 C93 Key words Randomized Field Experiments Digital Practice Tool Individualization Numeracy Secondary Education Related information Related People Dr Carla Haelermans Dr Ghysels Joris Working Paper Download TIER About Tier About Tier UvA About Tier UM About Tier RUG Tier Business Plan TIER Midterm Report 2010 Vacancies People All People People UvA People UM People RUG Visiting scholars Working Papers All Working Papers Working Papers UvA Working Papers UM Working Papers RUG Education Programme Master MEBIT Master MEPE Premaster MEBIT Academische Meesterwerken Enrollment Courses Graduate program Workshops Seminars Workshop on

    Original URL path: http://www.tierweb.nl/tier/working-papers-overview/working-papers/the-effect-of-an-online-practice-tool-on-math-performance-in-secondary-education.html (2015-12-05)
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  • Haelermans C., J. Ghysels, F. Prince: The Effect of Digital Differentiation on Student Performance: Evidence from a Randomized Experiment - TIER research
    for papers Keynote speakers Registration and fees Travel and stay Social programme Contact Organisers News Links Contact Working Papers All Working Papers Working Papers UvA Working Papers UM Working Papers RUG The Effect of Digital Differentiation on Student Performance Evidence from a Randomized Experiment C Haelermans J Ghysels F Prince Abstract This paper explores the effect of digital differentiation on student performance using a randomized experiment The experiment is conducted in a second year Biology class among 115 prevocational students in the Netherlands Differentiation allowed students in the experimental group to work at three different levels The results show that there is a significant effect of digital differentiation on the posttest score which corresponds to a small effect of 0 18 of a standard deviation This effect is robust to adding covariates such as students ability grade repetition age gender class and average neighborhood income There are no differential effects when dividing students in three groups by ability The results imply that differentiation in large classrooms is possible and beneficial for all students once done digitally JEL Classification I20 I21 C93 Key words Randomized experiment Digital Differentiation Secondary Education Related information Related People Dr Carla Haelermans Dr Ghysels Joris Working Paper Download TIER About Tier About Tier UvA About Tier UM About Tier RUG Tier Business Plan TIER Midterm Report 2010 Vacancies People All People People UvA People UM People RUG Visiting scholars Working Papers All Working Papers Working Papers UvA Working Papers UM Working Papers RUG Education Programme Master MEBIT Master MEPE Premaster MEBIT Academische Meesterwerken Enrollment Courses Graduate program Workshops Seminars Workshop on Education Economics News LEER Workshop on Education Economics Nederland in ideeën 2015 Brede scholen leiden niet tot beter onderwijs Twee onderzoeksaanvragen gehonoreerd Invloed van een ICT tool op onderwijsprestaties en efficiëntie Links Contact Contact us

    Original URL path: http://www.tierweb.nl/tier/working-papers-overview/working-papers/haelermans-c.,-j.-ghysels,-f.-prince-the-effect-of-digital-differentiation-on-student-performance-evidence-from-a-randomized-experiment.html (2015-12-05)
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  • Haelermans, C. A meta-regression analysis of education efficiency scores (2011) - TIER research
    analysis of education efficiency scores 2011 C Haelermans Abstract A meta regression analysis is used to examine efficiency in education and the differences in efficiency scores in education The meta analysis shows that the average efficiency of education is 0 804 Publication bias is found and corrected for The analysis confirms that efficiency scores are significantly different for several study and population characteristics which implies that there are several possible reasons for differences in efficiency estimates The average efficiency score is lower for primary and secondary education than for higher education and significantly lower for earlier studies compared with more recent studies and for studies from Europe compared with North American studies Finally the analysis shows that the unit of observation also significantly influences the efficiency scores Related information Related People Dr Carla Haelermans Working Paper Download TIER About Tier About Tier UvA About Tier UM About Tier RUG Tier Business Plan TIER Midterm Report 2010 Vacancies People All People People UvA People UM People RUG Visiting scholars Working Papers All Working Papers Working Papers UvA Working Papers UM Working Papers RUG Education Programme Master MEBIT Master MEPE Premaster MEBIT Academische Meesterwerken Enrollment Courses Graduate program Workshops Seminars Workshop on

    Original URL path: http://www.tierweb.nl/tier/working-papers-overview/working-papers/haelermans,-c.-a-meta-regression-analysis-of-education-efficiency-scores-%282011%29.html (2015-12-05)
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  • Haelermans, C., De Witte K., Blank, J. On the allocation of resources for secondary education schools (2011) - TIER research
    Workshop on Education Economics Programme Call for papers Keynote speakers Registration and fees Travel and stay Social programme Contact Organisers News Links Contact Working Papers All Working Papers Working Papers UvA Working Papers UM Working Papers RUG On the allocation of resources for secondary education schools 2011 C Haelermans K De Witte and J Blank Abstract This paper studies the optimal allocation of resources in terms of school management teachers supporting employees and materials in secondary education schools We use a flexible budget constrained output distance function model to estimate both technical and allocative efficiency scores for 448 Dutch secondary schools between 2002 and 2007 The results indicate that the average technical efficiency amounts to about 89 percent implying that with the given resources schools could improve students educational performance by eleven percent In terms of allocative efficiency we estimate a 0 38 percent overutilization of teachers while management and supporting personnel are underutilized The outcomes indicate that despite the significant variation among schools the average school is close to the optimal allocation of teachers Related information Related People Dr Carla Haelermans Related Projects Dropout decision of students in the Dutch secondary education Working Paper Download TIER About Tier About Tier UvA About Tier UM About Tier RUG Tier Business Plan TIER Midterm Report 2010 Vacancies People All People People UvA People UM People RUG Visiting scholars Working Papers All Working Papers Working Papers UvA Working Papers UM Working Papers RUG Education Programme Master MEBIT Master MEPE Premaster MEBIT Academische Meesterwerken Enrollment Courses Graduate program Workshops Seminars Workshop on Education Economics News LEER Workshop on Education Economics Nederland in ideeën 2015 Brede scholen leiden niet tot beter onderwijs Twee onderzoeksaanvragen gehonoreerd Invloed van een ICT tool op onderwijsprestaties en efficiëntie Links Contact Contact us BEE Resultaten Primair onderwijs Voortgezet onderwijs

    Original URL path: http://www.tierweb.nl/tier/working-papers-overview/working-papers/haelermans,-c.,-de-witte-k.,-blank,-j.-on-the-allocation-of-resources-for-secondary-education-schools-%282011%29.html (2015-12-05)
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