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Diese Dissertation kombiniert vier Studien im Bereich der Bildungsökonomie und der Programmevaluation. Ziel der Dissertation ist es, zu analysieren, wie unterschiedliche Faktoren studentische Leistung und Entscheidungen in höherer Bildung beeinflussen. Sie soll das Verständnis über Studiengebühren, Universitätssport und Studienfachwahl fördern und letztlich zu einer informierten Politikgestaltung in der höheren Bildung beitragen. Alle Kapitel achten besonders auf die Identifizierung kausaler Effekte. Die Dissertation nutzt institutionelle Gegebenheiten der Universität St. Gallen, die sich für experimentelle und quasi-experimentelle Forschungsstrategien anbieten. Das erste Kapitel präsentiert neue methodische Überlegungen, die für Studiengebührevaluation genutzt werden. Es leistet ebenfalls einen eigenständigen Beitrag zur Literatur über kausale Inferenz. Das Kapitel diskutiert Identifizierung anhand von Difference-in-Differences (DID) Ansätzen mit mehreren Treatments. Obwohl solche Situationen häufig in der angewandten Forschung auftreten, haben sie kaum theoretische Aufmerksamkeit erhalten. In diesem Kapitel werden zwei wichtige Erkenntnisse erläutert und ihre Auswirkungen auf prominente Beispiele diskutiert. Erstens: die Studie zeigt, dass eine angemessene Anwendung der Common Trend Annahme für den Vergleich von zwei Treatments die Möglichkeit der Effektheterogenität für mindestens eines der beiden Treatments einschränkt. Angesichts des nicht-zufälligen Treatmentstatus ist es unwahrscheinlich, dass diese Annahme in den meisten Anwendungen zutrifft. Zweitens: der Vergleich von zwei Treatments mit DID Strategien identifiziert unter bestimmten Bedingungen den tiefst möglichen absoluten Wert eines Average Treatment Effects on the Treated zwischen einem der beiden Treatments und der hypothetischen Situation ohne Treatment, selbst wenn die Homogenitätsannahme verletzt wird. Diese Bedingungen sind plausibel in Anwendungen, bei denen Treatments geordnet sind, oder sich in ihrer Intensität unterscheiden ...

Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- List of figures -- List of tables and transcripts -- Acknowledgements -- Abstract -- Chapter 1 Entering the World of Secondary Education in Italy -- Introduction -- Getting to Know Cittadina and Finding My Place in It -- Gatekeeping at the Three School Field Sites -- The Development of the Modern-Day Italian Secondary School System (1859-present) -- The Contemporary Tripartite Italian Education System -- Modern Challenges for Equitable Education in Italy -- Research Questions -- Overview of Chapters -- Notes -- Chapter 2 What Does an Analysis of Language Tell Us about School and Society? -- Why This Book? -- Language Ideologies and la questione della lingua -- What Does Language Use Have to Do with the Social Project of Education? -- Constructing the Self and Others in Academic Spaces -- Performing Academic Knowledge -- Collecting Data for a Linguistic Ethnography of Education -- Analyzing the Data for a Linguistic Ethnography of Education -- Notes -- Chapter 3 Social Personae and School Choice in Cittadina1 -- Introduction -- Representations of School Types Circulating via Social Media -- Student Narratives of School Choice -- Discussion -- Notes -- Chapter 4 Public Performances of Schooled Knowledge in Cittadina -- Introduction -- Data Presentation and Analysis -- Discussion -- Notes -- Chapter 5 Peer-to-Peer Performances of Expertise1 -- Introduction -- Ventriloquating "School Voice" in Language Play -- "Outside Voice" for School Topics -- Using "Non-standard" Language Features to Talk about Schoolwork -- Peer Commentary on the Surprise Performance of "Good Student" Persona -- Refusing to Accept Expert Positioning -- Discussion: Underlife, Communicative Repertoire, and Double-Voicing in Peer-to-Peer Performances of Expertise -- Notes.

In den letzten Jahrzehnten hat die Forschung die verschiedenartigen individuellen und sozialen Erträge der Hochschulbildung dokumentiert. Die Realisierung dieser Erträge wird jedoch in vielen Ländern durch hohe Abbruchquoten und lange Studiendauern beeinträchtigt. Bei der Untersuchung der Ursachen für fehlenden Studienerfolg verweist die neuere Literatur auf die entscheidende Rolle von sogenannten ``behavioral biases'' und den daraus resultierenden Bedarf an Maßnahmen, die diese ausgleichen. Vor diesem Hintergrund untersucht diese Dissertation die Wirksamkeit mehrerer kostengünstiger und ei...

"At Rosa Parks, a middle school in a crime-ridden neighborhood, students are advised to "do as they are told" and they will succeed. Unfortunately, "doing what they are told" often translates into repeating information given to them by the teacher, especially when it comes to writing. Meanwhile, students in an affluent neighborhood nearby are encouraged to be creative and think critically. This book examines the experience of one schools resistance to the deficit model of education and how it represents the overall story of urban school reform. Highlighting the consequences of the implementation of the Common Core State Standards in literacy, the author weighs the perspectives of teachers, National Writing Project consultants, and administrators. Her up-close analysis illuminates how rigid accountability structures shift power away from the teachers and administrators who know the students best. As such, it illustrates the complex nature of writing instruction in urban schools."--Publisher's website

"Offering contributions from international leaders in the field, this volume builds on empirically informed meta-analyses to foreground relationship-based aspects of parental involvement in children's education and learning. Chapters explore how factors including parent-child communication, cultural and parental expectations, as well as communication with a child's teacher and school, can impact educational outcomes. By focusing on relationships between parents, teachers, and students, chapter authors offer a nuanced picture of parental involvement in children's education and learning. Considering variation across countries, educational and non-educational contexts, and challenges posed by parental absence and home schooling, the book offers key insights into how parents, schools, communities, and educators can best support future generations. Using multiple forms of research from the relational perspective, this volume will be of interest to students, scholars and researchers with an interest in educational psychology, as well as child development"--

Drawing on a rich ethnographic study conducted in first grade classrooms in the US, this book reveals the potentially invisible, yet significant ways that race and social class impact student success in the earliest years of their schooling. The Hidden Academic Curriculum and Inequality in Early Education: How Class, Race, Teacher Interactions, and Friendship Influence Student Success explores key differences observed between the classroom interactions and academic behaviors of racially, socially, and ethnically diverse first grade students. Chapters offer in-depth analysis of the ways in which classed and racialized coaching by families, differentiated teacher-student interactions, and racially segregated friendships play out in the school environment, and ultimately influence a child's ability to decode the academic hidden curriculum. This in turn, dictates a child's understanding and ability to perform the specific skills associated with academic success. Ultimately, the text highlights the critical need for improved understanding of how in- and out-of-school factors impact child behaviors, and offers key recommendations to prevent the perpetuation of racial and socioeconomic inequalities in schools and classrooms. This insightful volume will be of particular interest to postgraduate students, researchers, and academics in the fields of Early Childhood Education and the Sociology of Education. Those with a focus on racial, ethnic, and social inequalities more broadly, will also find the book of interest.

With the increasing focus on the critical importance of mentoring in advancing Black women students from graduation to careers in academia, this book identifies and considers the peer mentoring contexts and conditions that support Black women student success in higher education. This edited collection focuses on Black women students primarily at the doctoral level and how they have retained each other through their educational journey, emphasizing how they navigated this season of educational changes given COVID and racial unrest. Chapters illuminate what minoritized women students have done to mentor each other to navigate unwelcome campus environments laden with identity politics and other structural barriers. Shining a light on systemic structures in place that contribute to Black women's alienation in the academy, this book unpacks implications for interactions and engagement with faculty as advisors and mentors. An important resource for faculty and graduate students at colleges and universities, ultimately this work is critical to helping the academy fortify Black women's sense of belonging and connection early in their academic career and foster their success.

"The book provides the practical guidance needed to help neurodivergent students succeed, with chapters that address a variety of key issues from the transition to college to career readiness after graduation. The authors address support services, faculty and staff roles, and enhancing academic success"--

Success in Law Studies is a must read for students starting to study a course either wholly or partly focused on the law. Elimma Ezeani's book puts every student of the law in a position to maximise their potential by outlining the tried and tested approaches to the various aspects of legal research, writing and study.

Many believe that American education can only be improved with a sizable infusion of new resources into the nation's schools. Others find little evidence that large increases in spending lead to improvements in educational performance. Do additional school resources actually make any difference? The evidence on this question offers a striking paradox. Many analysts have found that extra school resources play a negligible role in improving student achievement while children are in school. Yet many economists have gathered data showing that students who attend well-endowed schools grow up to enjoy better job market success than children whose education takes place in schools where resources are limited. For example, children who attend schools with a lower pupil-teacher ratio and a better educated teaching staff appear to earn higher wages as adults than children who attend poorer schools. This book, which grew out of a Brookings conference, brings together scholars from a variety of disciplines to discuss the evidence on the link between school resources and educational and economic outcomes. In a lively exchange of views, they debate whether additional spending can improve the performance of the nation's schools. In addition to editor Gary Burtless, the contributors include Eric Hanushek, University of Rochester; James Heckman, University of Chicago; Julian Betts, University of California, San Diego; Richard Murnane, Harvard University; Larry Hedges, University of Chicago; and Christopher Jencks, Northwestern University. Dialogues on Public Policy.