scholarly journals Cool to be Smart or Smart to be Cool? Understanding Peer Pressure in Education

2018 ◽  
Vol 86 (4) ◽  
pp. 1487-1526 ◽  
Author(s):  
Leonardo Bursztyn ◽  
Georgy Egorov ◽  
Robert Jensen
Keyword(s):  
High School ◽  
Field Experiment ◽  
Peer Pressure ◽  
The Other ◽  
Educational Activities ◽  
School Settings ◽  
School Based ◽  
Peer Cultures ◽  
And Performance ◽  
Low Ability

Abstract We model and test two school-based peer cultures: one that stigmatizes effort and one that rewards ability. The model shows that either may reduce participation in educational activities when peers can observe participation and performance. We design a field experiment that allows us to test for, and differentiate between, these two concerns. We find that peer pressure reduces takeup of an SAT prep package virtually identically across two very different high school settings. However, the effects arise from very distinct mechanisms: a desire to hide effort in one setting and a desire to hide low ability in the other.

scholarly journals On Barriers to Accessing Children’s Voices in School Based Research

2020 ◽  
Vol 7 (1) ◽  
pp. 164-193
Author(s):  
Jacqueline P. Leighton
Keyword(s):  
Empirical Research ◽  
Home Environment ◽  
Personal Experience ◽  
School Administrators ◽  
Children's Rights ◽  
The Other ◽  
School Settings ◽  
School Based ◽  
Children’S Voices ◽  
Research Psychologist

In the research conducted since the inception of the CRC, relatively little theoretically-driven psychological work has been devoted to exploring the issue of children’s rights in classrooms and schools (Urinboyev, Wickenberg, & Leo, 2016). The purpose of this paper is to take a step back and hypothesize based on personal experience, as a research psychologist, the reasons for the relative absence of theoretically-driven empirical research. The motivation for this work stems from the following premises: Psychologists are naturally interested in studying children in a variety of domains. The school is one of the two most important domains in a child’s life; the other being the home environment. However, the study of children in school settings is controlled by school administrators and teachers. As Urinboyev et al. (2016, p. 536) state “some studies [have] found that there is a strong resistance among teachers to accept fully children as rights holders in many schools… .” Consequently, there are significant challenges for researchers in accessing children’s voices about matters that pertain to them in school settings.

scholarly journals Team Incentives and Performance: Evidence from a Retail Chain

2017 ◽  
Vol 107 (8) ◽  
pp. 2168-2203 ◽  
Author(s):  
Guido Friebel ◽  
Matthias Heinz ◽  
Miriam Krueger ◽  
Nikolay Zubanov
Keyword(s):  
Field Experiment ◽  
Treatment Effect ◽  
Peer Pressure ◽  
Long Term Stability ◽  
Retail Chain ◽  
Sales Teams ◽  
And Performance ◽  
And Control ◽  
Number Of Customers

In a field experiment with a retail chain (1,300 employees, 193 shops), randomly selected sales teams received a bonus. The bonus increases both sales and number of customers dealt with by 3 percent. Each dollar spent on the bonus generates $3.80 in sales, and $2.10 in profit. Wages increase by 2.2 percent while inequality rises only moderately. The analysis suggests effort complementarities to be important, and the effectiveness of peer pressure in overcoming free-riding to be limited. After rolling out the bonus scheme, the performance of the treatment and control shops converges, suggesting long-term stability of the treatment effect. (JEL D22, J31, J33, L25, L81, M53, M54)

Relationships between WAIS Verbal versus Performance Decrements and Bender-Gestalt Errors

1982 ◽  
Vol 54 (3_suppl) ◽  
pp. 1259-1263
Author(s):  
Edwin E. Wagner ◽  
Mary Kathleen McCormick
Keyword(s):  
High School ◽  
High Performance ◽  
Full Scale ◽  
The Other ◽  
Verbal Iq ◽  
And Performance

Two groups of 42 cases each were matched on age, sex, and WAIS Full Scale IQ. They differed, however, in discrepancies between Verbal IQ and Performance IQ. One group had Verbal IQs which were average or better and were at least 20 points higher than the Performance IQs; conversely, the other group had Performance IQs which were average or better and at least 20 points higher than their Verbal IQs. The group with high Verbal IQs achieved significantly higher (poorer) Pascal-Suttell Bender-Gestalt scores than the group with high Performance IQs. It was also noticed that the latter subjects were more likely to have dropped out of high school and to have spent some time in prison.

scholarly journals Team Incentives, Social Cohesion, and Performance: A Natural Field Experiment

2021 ◽  
Author(s):  
Josse Delfgaauw ◽  
Robert Dur ◽  
Oke Onemu ◽  
Joeri Sol
Keyword(s):  
Field Experiment ◽  
Team Performance ◽  
Social Cohesion ◽  
Treatment Effect ◽  
Peer Pressure ◽  
Average Treatment Effect ◽  
Coworker Support ◽  
Before And After ◽  
Team Incentive ◽  
And Performance

We conducted a field experiment in a Dutch retail chain of 122 stores to study the interaction between team incentives, team social cohesion, and team performance. Theory predicts that the effect of team incentives on team performance increases with the team’s social cohesion because social cohesion reduces free-riding behavior. In addition, team incentives may lead to more coworker support or to higher peer pressure and thereby, can affect the team’s social cohesion. We introduced short-term team incentives in a randomly selected subset of stores and measured for all stores, both before and after the intervention, the team’s sales performance and the team’s social cohesion as well as coworker support and peer pressure. The average treatment effect of the team incentive on sales is 1.5 percentage points, which does not differ significantly from zero. In line with theory, the estimated treatment effect increases with social cohesion as measured before the intervention. Social cohesion itself is not affected by the team incentives. This paper was accepted by Yan Chen, decision analysis.

Teaching out loud: Queer futurity within high school settings

2021 ◽  
pp. 1321103X2110511
Author(s):  
Donald M Taylor
Keyword(s):  
High School ◽  
Music Teachers ◽  
Peer Pressure ◽  
Valuable Contribution ◽  
Personal Standards ◽  
School Settings ◽  
Gay Male ◽  
Field Notes ◽  
Subject Areas

The purpose of this study was to examine how four openly gay male music teachers in distinct US regions enacted Jose Muñoz’s vision of queer futurity within their respective campus environments. Data included field notes from a minimum of six class observations and 59 interviews divided between teachers, administrators, instructional colleagues in other subject areas, students, and students’ parents. Administrators at each school were highly supportive and indicated that gay representation provided a valuable contribution to their school’s commitment to diverse representation. Data also showed that when teachers were open about their sexuality, students felt empowered to live life by their own personal standards, rather than bowing to peer pressure.

Orosensory Perception, Speech Production, and Deafness

1973 ◽  
Vol 16 (2) ◽  
pp. 257-266 ◽  
Author(s):  
Milo E. Bishop ◽  
Robert L. Ringel ◽  
Arthur S. House
Keyword(s):  
High School ◽  
Speech Production ◽  
Poor Performance ◽  
Normal Hearing ◽  
The Other ◽  
Functional Disorders ◽  
Form Discrimination ◽  
School Subjects ◽  
Oral Form ◽  
Similarities And Differences

The oral form-discrimination abilities of 18 orally educated and oriented deaf high school subjects were determined and compared to those of manually educated and oriented deaf subjects and normal-hearing subjects. The similarities and differences among the responses of the three groups were discussed and then compared to responses elicited from subjects with functional disorders of articulation. In general, the discrimination scores separated the manual deaf from the other two groups, particularly when differences in form shapes were involved in the test. The implications of the results for theories relating orosensory-discrimination abilities are discussed. It is postulated that, while a failure in oroperceptual functioning may lead to disorders of articulation, a failure to use the oral mechanism for speech activities, even in persons with normal orosensory capabilities, may result in poor performance on oroperceptual tasks.

Medicaid 101: A Primer for Speech-Language Pathologists in Education Settings

2011 ◽  
Vol 12 (1) ◽  
pp. 3-11
Author(s):  
Janet Deppe ◽  
Marie Ireland
Keyword(s):  
State Level ◽  
The State ◽  
Speech Language Pathologists ◽  
Inspector General ◽  
Medical Necessity ◽  
School Settings ◽  
Speech Language Pathologist ◽  
School Based ◽  
Emerging Trends

This paper will provide the school-based speech-language pathologist (SLP) with an overview of the federal requirements for Medicaid, including provider qualifications, “under the direction of” rule, medical necessity, and covered services. Billing, documentation, and reimbursement issues at the state level will be examined. A summary of the findings of the Office of Inspector General audits of state Medicaid plans is included as well as what SLPs need to do in order to ensure that services are delivered appropriately. Emerging trends and advocacy tools will complete the primer on Medicaid services in school settings.

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