International Student Library Seminar

224

8/2/2023

International Student Religion and Faith Seminar

47

7/16/2023

How does testing young children influence educational attainment and well-being? The extent to which young children are tested in school varies markedly internationally. Yet, there is little evidence on the effects of this testing on student outcomes, both in terms of educational performance and wellbeing. A major concern in low testing environments is that testing children is detrimental to their mental health with no countervailing improvements in educational attainment. We return to this issue using random variation in math exam taking amongst Norwegian children in early primary school. We demonstrate no effect on average performance, no effects on student welfare, but evidence that testing improves some aspects of teaching practices, feedback and engagement.

4

5/9/2023

Educational achievement at age 16, the end of statutory full-time education in England, is key to young people’s future educational, economic, social and health outcomes. I look at achievement gaps by the three central dimensions of equality: race, sex and class, and use the Second Longitudinal Study of Young People in England (LSYPE2) which is the most up-to-date nationally representative dataset with comprehensive measures of all three dimensions.

59

4/17/2023

This paper studies how a national minimum wage affects wages, and in particular, racial earnings disparities in a middle-income country with a large informal sector. Our context is the Brazilian economy, characterized by persistently large racial disparities and the availability of detailed labor force surveys and administrative matched employer-employee data with information on race. We analyze the effect of large increases in the minimum wage that occurred between 1999 and 2009.

15

4/17/2023

Within the ‘normal’ school year-group cohort, summer-born children are proportionally much younger than autumn-borns at the usual point of school entry. Since 2014, families’ right to request later entry, particularly for summer-borns, has been enshrined in national guidance. Deferred entry may benefit certain children – potentially including some who were born premature and some who have ‘special educational needs’ and/or disabilities (SEND). However, the ‘right to request’ might also exacerbate inequalities, if more ‘advantaged’ families tend to access it. Existing evidence on patterns of entry is not nationally representative, probably contains biased responses, and does not consider the interaction between child-level factors and family circumstances. Among children who may plausibly be better served by education with the cohort below, are those who are from ‘advantaged’ families more likely to follow this pathway?

20

2/21/2023

Traditionalists argue that teachers should carefully sequence the best knowledge from their subject area and deliver it directly to the whole class. Progressives argue that teachers should instead facilitate pupils’ exploration of their individual interests, thereby nurturing curiosity and thinking skills. We test these claims using fixed effect models applied to data on 1,223 pupils (age 11-14) in the German National Educational Panel Study. We find few links between pupil outcomes and their teachers’ orientation. The one exception is that - contrary to progressive claims - pupils develop greater interest in learning when taught by teachers with a traditionalist orientation.

37

12/16/2022

Speaker: Dr Alexander Lebedev, Karolinska Institutet Recorded: 4 March 2021 The seminar was delivered virtually by Dr Lebedev who is a psychiatrist and an assistant professor at the Karolinska Institutet’s Department of Clinical Neuroscience and Aging Research Center. Co-hosts: Tony David and Suran Goonatilake Organised by UCL Institute of Mental Health, on behalf of the UCL Psychedelics Research Group

421

3/5/2021