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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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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    DS 63
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    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.

     
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    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. Immigrant peers and foreign language acquisition
    Autor*in: Green, Colin; Haaland, Kristine Bekkeheien; Iversen, Jon Marius Vaag
    Erschienen: November 2022
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    Immigrants change the school environment. A focus has been on negative spillovers on native students' educational attainment. Yet, exposure to immigrant peers has the potential for a wider range of effects. This paper examines effects on foreign... mehr

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    Immigrants change the school environment. A focus has been on negative spillovers on native students' educational attainment. Yet, exposure to immigrant peers has the potential for a wider range of effects. This paper examines effects on foreign language acquisition focusing on Norway. In Norway all students are taught, and are assessed, in English from an early age. We demonstrate that exposure to native English-speaking peers increase Norwegian students' English language skills. We provide evidence that these spillover effects likely occur outside of the classroom. They are solely present for English language skills and provide evidence of positive spillovers from immigrant diversity in schools that is missing from the existing literature. Our results have implications for the wider social effects of immigration and how foreign languages are taught in schools.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/272373
    Schriftenreihe: Discussion paper series / IZA ; no. 15746
    Schlagworte: immigration; English language attainment; educational attainment
    Umfang: 1 Online-Ressource (circa 40 Seiten), Illustrationen
  3. 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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    Sprache: Englisch
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    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
  4. Refugees and the educational attainment of natives
    Autor*in: Green, Colin; Iversen, Jon Marius Vaag
    Erschienen: July 2020
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    There has been a recent rapid increase in immigration into Europe, specifically in the form of refugees and asylum seekers. This raises a range of social challenges and a particular focus is education and school systems. A growing body of research... mehr

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    DS 4
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    There has been a recent rapid increase in immigration into Europe, specifically in the form of refugees and asylum seekers. This raises a range of social challenges and a particular focus is education and school systems. A growing body of research investigates the impact of immigrants on native test score performance. In practice this reports very mixed results and a difficulty is that immigrant groups are often pooled together due to data restrictions. We return to this issue using Norwegian register data that allows us to distinguish refugees from other immigrants. Using narrow within-school, within-family comparisons combined with the Norwegian refugee settlement system we demonstrate marked negative effects of refugee children on the test score performance of their native school children classmates. These effects are simply not present for other immigrants, and stem primarily from refugee children who themselves are most at risk of low performance. These negative effects are concentrated on students at most risk of underperformance, boys and children from lower educated backgrounds, and may reflect a lack of compensatory inputs at schools.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/223875
    Schriftenreihe: Discussion paper series / IZA ; no. 13433
    Umfang: 1 Online-Ressource (circa 36 Seiten), Illustrationen
  5. 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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    DS 63
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    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.

     
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    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)
  6. Conditional gender peer effects?
    Autor*in: Iversen, Jon Marius Vaag; Bonesrønning, Hans
    Erschienen: 2014
    Verlag:  CESifo, München

    While the current empirical literature on peer group effects in schools highlights that credible causal peer effects cannot be estimated unless parental sorting is taken into account, the present paper highlights that causal peer effects might be... mehr

    Standort:
    Staats- und Universitätsbibliothek Bremen
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    Standort:
    Niedersächsische Staats- und Universitätsbibliothek Göttingen
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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    While the current empirical literature on peer group effects in schools highlights that credible causal peer effects cannot be estimated unless parental sorting is taken into account, the present paper highlights that causal peer effects might be conditional on the learning environment in which they occur. This approach is motivated by the existing theoretical literature which indicates that peer effects cannot be estimated without taking into account the role of school decision makers. We present indicative empirical evidence that gender peer effects in the Norwegian elementary school are conditional upon the level of special education provided.

     
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    Hinweise zum Inhalt
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/89689
    RVK Klassifikation: QB 910
    Schriftenreihe: Array ; 4565
    Umfang: Online-Ressource (42 S.), graph. Darst.