scholarly journals The Effects of Demographic Mismatch in an Elite Professional School Setting

2020 ◽  
Vol 15 (3) ◽  
pp. 457-486
Author(s):  
Chris Birdsall ◽  
Seth Gershenson ◽  
Raymond Zuniga
Keyword(s):  
Fixed Effects ◽  
School Setting ◽  
Law School ◽  
Professional School ◽  
First Year ◽  
Education Production Function ◽  
Education Production ◽  
Course Grades ◽  
Percentage Points ◽  
Good Grade

Ten years of administrative data from a diverse, private, top-100 law school are used to examine the ways in which female and nonwhite students benefit from exposure to demographically similar faculty in first-year, required law courses. Arguably, causal impacts of exposure to same-sex and same-race instructors on course-specific outcomes such as course grades are identified by leveraging quasi-random classroom assignments and a two-way (student and classroom) fixed effects strategy. Having an other-sex instructor reduces the likelihood of receiving a good grade (A or A–) by 1 percentage point (3 percent) and having an other-race instructor reduces the likelihood of receiving a good grade by 3 percentage points (10 percent). The effects of student–instructor demographic mismatch are particularly salient for nonwhite and female students. These results provide novel evidence of the pervasiveness of demographic-match effects and of the graduate school education production function.

Flipping the Constitutional Law Classroom

2017 ◽  
pp. 319-337
Author(s):  
Julia L. Ernst
Keyword(s):  
Instructional Development ◽  
Constitutional Law ◽  
Flipped Classroom ◽  
School Setting ◽  
Development Project ◽  
Law School ◽  
First Year ◽  
Thought Process ◽  
Spring Semester ◽  
The University

This chapter explores the initial methods used in developing a flipped classroom model for a first-year Constitutional Law course in a law school setting. It explores this topic from a very preliminary perspective, revealing the thought process and creation of the newly revamped class at the beginning stages, before the model has been implemented in the classroom. This work arises out of a successful proposal that the author submitted to the University of North Dakota's Office of Instructional Development seeking a Summer Instructional Development Project (SIDP) grant. The SIDP award has enabled the author to begin the endeavor of flipping the classroom in Constitutional Law, which will be implemented when the course is offered in the spring semester of 2014.

Flipping the Constitutional Law Classroom

2014 ◽  
pp. 282-299 ◽  
Author(s):  
Julia L. Ernst
Keyword(s):  
Instructional Development ◽  
Constitutional Law ◽  
Flipped Classroom ◽  
School Setting ◽  
Development Project ◽  
Law School ◽  
First Year ◽  
Thought Process ◽  
Spring Semester ◽  
The University

This chapter explores the initial methods used in developing a flipped classroom model for a first-year Constitutional Law course in a law school setting. It explores this topic from a very preliminary perspective, revealing the thought process and creation of the newly revamped class at the beginning stages, before the model has been implemented in the classroom. This work arises out of a successful proposal that the author submitted to the University of North Dakota’s Office of Instructional Development seeking a Summer Instructional Development Project (SIDP) grant. The SIDP award has enabled the author to begin the endeavor of flipping the classroom in Constitutional Law, which will be implemented when the course is offered in the spring semester of 2014.

Enhancing the First Year Curriculum and Experience: Law School Boot Campp

2018 ◽  
Author(s):  
Adam Webster ◽  
Bernadette Richards ◽  
Melissa de Zwart ◽  
Alex Reilly ◽  
Suzanne M. Le Mire
Keyword(s):  
Law School ◽  
First Year

scholarly journals First in the Class? Age and the Education Production Function

2016 ◽  
Vol 11 (3) ◽  
pp. 225-250 ◽  
Author(s):  
Elizabeth U. Cascio ◽  
Diane Whitmore Schanzenbach
Keyword(s):  
Education Production Function ◽  
Education Production ◽  
Relative Age ◽  
Academic Redshirting ◽  
College Entry ◽  
Experimental Variation ◽  
Kindergarten Entry ◽  
Kindergarten Entry Age ◽  
Using Data ◽  
Selection Of

We estimate the effects of relative age in kindergarten using data from an experiment where children of the same age were randomly assigned to different kindergarten classmates. We exploit the resulting experimental variation in relative age in conjunction with variation in expected kindergarten entry age based on birthdate to account for negative selection of some of the older school entrants. We find that, holding constant own age, having older classmates on average improves educational outcomes, increasing test scores up to eight years after kindergarten, and raising the probability of taking a college-entry exam. These findings suggest that delaying kindergarten entry, or so-called academic “redshirting,” does not harm other children—and may in fact benefit them—consistent with positive spillovers from higher-scoring or better-behaved peers.

Identifying and Intervening with Students Exhibiting Signs of Gaming Addiction and other Addictive Behaviors: Implications for Professional School Counselors

2011 ◽  
Vol 14 (4) ◽  
pp. 2156759X1101400 ◽  
Author(s):  
W. Bryce Hagedorn ◽  
Tabitha Young
Keyword(s):  
School Counselors ◽  
School Setting ◽  
Intervention Strategies ◽  
Professional School ◽  
Gaming Addiction ◽  
Addictive Behaviors ◽  
Professional School Counselors ◽  
Definition Of

This article discusses strategies professional school counselors can use to recognize and intervene with students who are presenting with signs of addictive behaviors. First, the authors present a definition of addictive behaviors. The authors then define and discuss the most common addictive behaviors impacting adolescents, with a special emphasis on gaming addiction. Finally, the article offers screening and intervention strategies that professional school counselors can use in the school setting.

scholarly journals Influence of financial and reputational incentives on primary care performance: a longitudinal study

2018 ◽  
Vol 68 (677) ◽  
pp. e811-e818
Author(s):  
Thomas Allen ◽  
William Whittaker ◽  
Evangelos Kontopantelis ◽  
Matt Sutton
Keyword(s):  
Fixed Effects ◽  
Pay For Performance ◽  
Additional Patient ◽  
Financial Reward ◽  
Percentage Points ◽  
Practice Performance ◽  
Multivariable Regression ◽  
Quality And Outcomes ◽  
General Practices ◽  
Multivariable Regression Models

BackgroundThe Quality and Outcomes Framework has generated reputational as well as financial rewards for general practices because the number of quality points a practice receives is publicly reported. These rewards vary across diseases and practices, and over time.AimTo determine the relative effects on performance of the financial and reputational rewards resulting from a pay-for-performance programme.Design and settingObservational study of the published performance on 42 indicators of 8929 practices in England between 2004 and 2013.MethodThe authors calculated the revenue offered (financial reward, measured in £100s) and the points offered (reputational reward) per additional patient treated for each indicator for each practice in each year. Fixed-effects multivariable regression models were used to estimate whether the percentage of eligible patients treated responded to changes in these financial and reputational rewards.ResultsBoth the offered financial rewards and reputational rewards had small but statistically significant associations with practice performance. The effect of the financial reward on performance decreased from 0.797 percentage points per £100 (95% confidence interval [CI] = 0.614 to 0.979) in 2004, to 0.092 (95% CI = 0.045 to 0.138) in 2013. The effect of the reputational reward increased from −0.121 percentage points per quality point (95% CI = −0.220 to −0.022) in 2004, to 0.209 (95% CI = 0.147 to 0.271) in 2013.ConclusionIn the short term, general practices were more sensitive to revenue than reputational rewards. In the long term, general practices appeared to divert their focus towards the reputational reward, once benchmarks of performance became established.

scholarly journals Influence of Instructional Resources Provision and Performance in Mathematics Subject in Public Girls Secondary Schools Baringo Central Sub-County

2020 ◽  
Vol 2 (1) ◽  
pp. 141-149
Author(s):  
Rose J Changwony ◽  
Pamela Ochieng ◽  
Bernard Chemwei
Keyword(s):  
Secondary Schools ◽  
Mathematics Teachers ◽  
Function Theory ◽  
Instructional Materials ◽  
Instructional Resources ◽  
Education Production Function ◽  
Education Production ◽  
The Government ◽  
Adequate Provision ◽  
And Performance

This paper looks at the contribution of instructional resources towards the performance of girls in Kenya Certificate of Secondary Examination mathematics in girls’ secondary schools in Baringo Central. Based on Hanushek, education production function theory, the instructional resources were considered critical inputs for ensuring the output (examinations performance in mathematics by girls’ students) is attained. The study targeted mathematics Heads of Department, mathematics teachers and girls enrolled in 6 girls’ secondary schools in Baringo Central Sub County, Kenya. A sample of 6 HODs, 18 mathematics teachers and 166 girls were selected to participate in the study. The research found out that all respondents said that adequate provision of infrastructural and educational resources did have a significant effect (p<0.05) on girls’ performance in mathematics in the six public secondary schools. Schools that had inadequate learning resources performed poorly compared to those that had adequate instructional materials. The paper recommends that there is a need for the government of Kenya to equip all schools with necessary supportive infrastructure (electricity, internet and computers) to facilitate instruction in the current digital age. In addition, teachers need to improve their knowledge and skills in using information technological resources.

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