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  1. Nudging parents to increase preschool attendance in Uruguay
    Autor*in: Ajzenman, Nicolas; Becerra Luna, Laura; Hernández-Agramonte, Juan Manuel; López Bóo, Florencia; Perez Alfaro, Marcelo; Vásquez-Echeverría, Alejandro; Mateo Díaz, Mercedes
    Erschienen: December 2021
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    This paper presents the results of a nationwide very low-cost behavioral intervention aimed at increasing preschool attendance in Uruguay. Specifically, behaviorally-informed messages were delivered through the government's official mobile app. We... mehr

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    DS 4
    Fernleihe:
    keine Fernleihe

     

    This paper presents the results of a nationwide very low-cost behavioral intervention aimed at increasing preschool attendance in Uruguay. Specifically, behaviorally-informed messages were delivered through the government's official mobile app. We document a large reduction in absenteeism, as well as an increase in some measures of cognitive development, though only for children around the median of the attendance rate baseline distribution (between deciles 4 and 6). The intervention was ineffective for children with very high or very low pre-treatment absenteeism levels. Our results, although encouraging, emphasize the limits of these types of interventions, especially for children in families where barriers to reduce absenteeism might be structural rather than behavioral.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/250582
    Schriftenreihe: Discussion paper series / IZA ; no. 14921
    Schlagworte: preschool attendance; behavioral; cognitive development
    Umfang: 1 Online-Ressource (circa 39 Seiten), Illustrationen
  2. The effect of parental and grandparental supervision time investment on children's early-age development
    Autor*in: Milovanska-Farrington, Stefani
    Erschienen: April 2021
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    This article explores the impact of grandparents' supervision time input relative to the effect of parents' childcare provision on children's cognitive, social and behavioral development at an early age. We identify the effects of interest through... mehr

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    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 4
    Fernleihe:
    keine Fernleihe

     

    This article explores the impact of grandparents' supervision time input relative to the effect of parents' childcare provision on children's cognitive, social and behavioral development at an early age. We identify the effects of interest through panel data estimation methods. The findings provide evidence of complementarity between parental and grandparental involvement in the child-rearing process. Specifically, grandparental care has a stronger effect than parental intervention on the vocabulary skills of the child. However, parents' time input in the child has a larger impact than does the supervision time investment of grandparents on the socio-behavioral development and the picture similarities measure of cognitive ability of children between 3 and 6 years old.

     
    Export in Literaturverwaltung   RIS-Format
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/236302
    Schriftenreihe: Discussion paper series / IZA ; no. 14271
    Schlagworte: cognitive; behavioral; development; grandchildren; early age
    Umfang: 1 Online-Ressource (circa 48 Seiten), Illustrationen
  3. Humans versus Chatbots
    scaling-up behavioral interventions to reduce teacher shortages
    Autor*in: Ajzenman, Nicolas; Elacqua, Gregory; Jaimovich, Analía; Pérez-Núñez, Graciela
    Erschienen: August 2023
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    Empirical results in economics often stem from success in controlled experimental settings, but often fail when scaled up. This study presents a behavioral intervention and a scalable equivalent aimed at reducing teacher shortages by motivating high... mehr

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    Verlag (kostenfrei)
    Verlag (kostenfrei)
    Resolving-System (kostenfrei)

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 4
    Fernleihe:
    keine Fernleihe

     

    Empirical results in economics often stem from success in controlled experimental settings, but often fail when scaled up. This study presents a behavioral intervention and a scalable equivalent aimed at reducing teacher shortages by motivating high school students to pursue an education degree. The intervention was delivered through WhatsApp chats by trained human promoters (humans arm) and rule-based Chatbots programmed to closely replicate the humans program (bots arm). Results show that the humans arm successfully increased high-school students' demand for and enrollment in education majors, particularly among high-performing students. The bots arm showed positive but smaller and statistically insignificant effects. These findings indicate that a relatively low-cost intervention can effectively reduce teacher shortages, but scaling up such interventions may have limitations. Therefore, testing scalable solutions during the design stage of experiments is crucial.

     
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/279102
    Schriftenreihe: Discussion paper series / IZA ; no. 16404
    Schlagworte: teachers; teacher policy; teacher shortages; scale-up; behavioral; bots
    Umfang: 1 Online-Ressource (circa 47 Seiten), Illustrationen
  4. Humans versus Chatbots
    scaling-up behavioral interventions to reduce teacher shortages
    Autor*in: Ajzenman, Nicolas; Elacqua, Gregory; Jaimovich, Analia; Pérez-Nuñez, Graciela
    Erschienen: July 2023
    Verlag:  Inter-American Development Bank, Education Division, [Washington, DC]

    Empirical results in economics often stem from success in controlled experimental settings, but often fail when scaled up. This study presents a behavioral intervention and a scalable equivalent aimed at reducing teacher shortages by motivating high... mehr

    Zugang:
    Verlag (kostenfrei)
    Resolving-System (kostenfrei)

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 144
    Fernleihe:
    keine Fernleihe

     

    Empirical results in economics often stem from success in controlled experimental settings, but often fail when scaled up. This study presents a behavioral intervention and a scalable equivalent aimed at reducing teacher shortages by motivating high school students to pursue an education degree. The intervention was delivered through WhatsApp chats by trained human promoters (humans arm) and rule-based Chatbots programmed to closely replicate the humans program (bots arm). Results show that the humans arm successfully increased high-school students' demand for and enrollment in education majors, particularly among high-performing students. The bots arm showed positive but smaller and statistically insignificant effects. These findings indicate that a relatively low-cost intervention can effectively reduce teacher shortages, but scaling up such interventions may have limitations. Therefore, testing scalable solutions during the design stage of experiments is crucial.

     
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    Schriftenreihe: IDB working paper series ; no IDB-WP-01501
    Schlagworte: Teachers; teacher policy; teacher shortages; scale-up; behavioral; bots
    Umfang: 1 Online-Ressource (circa 48 Seiten), Illustrationen