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  1. Small group instruction to improve student performance in mathematics in early grades
    results from a randomized field experiment
    Autor*in: Bonesrønning, Hans; Finseraas, Henning; Hardoy, Inés; Iversen, Jon Marius Vaag; Nyhus, Ole Henning; Opheim, Vibeke; Salvanes, Kari Vea; Sandsør, Astrid Marie Jorde; Schøne, Pål
    Erschienen: November 2021
    Verlag:  CESifo, Center for Economic Studies & Ifo Institute, Munich, Germany

    We report results from a large-scale, pre-registered randomized field experiment in 159 Norwegian schools over four years. The intervention includes students aged 7-9 and consists of pulling students from their regular mathematics classes into small,... mehr

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    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 63
    Fernleihe:
    keine Fernleihe

     

    We report results from a large-scale, pre-registered randomized field experiment in 159 Norwegian schools over four years. The intervention includes students aged 7-9 and consists of pulling students from their regular mathematics classes into small, homogenous groups for mathematics instruction for 3 to 4 hours per week, for two periods of 4-6 weeks per school year. All students, not only struggling students, are pulled out. We find that students in treatment schools increased their performance in mathematics by .16 standard deviations at the end of the school year and by .06 standard deviations in national tests 1-2 years later, with no differential effect by pre-ability level or gender. Our study is particularly relevant for policy-makers seeking to use additional teaching resources to target a heterogeneous student population efficiently.

     
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/248988
    Schriftenreihe: CESifo working paper ; no. 9443 (2021)
    Schlagworte: education economics; small group instruction; tutoring; tracking; class size; field experiment; intervention; randomized controlled trial; teacher-student ratio; mathematics instruction
    Umfang: 1 Online-Ressource (circa 30 Seiten), Illustrationen
  2. The importance of tutors' instructional practices
    evidence from a Norwegian field experiment
    Autor*in: Bonesrønning, Hans; Iversen, Jon Marius Vaag
    Erschienen: [2022]
    Verlag:  Department of Economics, Norwegian University of Science and Technology, Trondheim, Norway

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    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    VS 812
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    Export in Literaturverwaltung   RIS-Format
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Schriftenreihe: Working paper series / [Department of Economics, Norwegian University of Science and Technology] ; no. 2022, 2
    Schlagworte: tutoring; tracking; instructional practices; mathematics
    Umfang: 1 Online-Ressource (circa 31 Seiten), Illustrationen
  3. The importance of tutors' instructional practices
    evidence from a Norwegian field experiment
    Autor*in: Bonesrønning, Hans; Iversen, Jon Marius Vaag
    Erschienen: January 2024
    Verlag:  CESifo, Munich, Germany

    We use data from a large field experiment where young students were pulled out of their regular classes and offered mathematics instruction in small homogenous groups, to investigate the importance of the tutors' instructional practices. The analyzes... mehr

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

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 63
    Fernleihe:
    keine Fernleihe

     

    We use data from a large field experiment where young students were pulled out of their regular classes and offered mathematics instruction in small homogenous groups, to investigate the importance of the tutors' instructional practices. The analyzes are limited to low achievers, and the instructional practices are characterized by the degree of individualization and the tutors' allocation of attention between students. Tutors who spent much time with avoidant students were associated with a treatment effect of approximately 0.20 SD while tutors who spent little time with these students were associated with no significant treatment effects.

     
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/282566
    Schriftenreihe: CESifo working papers ; 10878 (2024)
    Schlagworte: tutoring; tutor quality
    Umfang: 1 Online-Ressource (circa 30 Seiten)