Αποτελέσματα Αναζήτησης
1 Ιουλ 2015 · During the last decade knowledge about human behavior from psychology and sociology has enhanced the field of economics of education. By now research recognizes cognitive skills (as measured by achievement tests) and soft skills (personality traits not adequately measured by achievement tests) as equally important drivers of later economic ...
- Students' Academic Self-Perception
3.2.. Students Expectation Survey and the self-perception of...
- Family Background, Self-Confidence and Economic Outcomes
Bowles, Gintis, and Osborne (2001) stress that “the...
- Self-Rewards and Personal Motivation
Examples would be “play a game of pinball” after finishing...
- Hard Evidence on Soft Skills
Despite the widespread use of standardized achievement...
- Grading Exams
When student abilities are disparate, the optimal absolute...
- Self-Control in Peer Groups
Social influences on self-control underlie both self-help...
- Using Experimental Economics to Measure The Effects of a Natural Educational Experiment on Altruism
Wealth effects in an experimental context occur when...
- Chapter 14 School Resources
Using the best available estimate of the cost differential...
- Students' Academic Self-Perception
When sociologists examine the social problems of education, they look at who is defining the problem or claim. We examine the evidence that supports the claims. We evaluate what activists and community members suggest can be done about it.
1 Ιαν 2006 · We review and extend the empirical literature that seeks evidence of a wedge between the private and social returns to human capital, specifically education. This literature has two main strands.
1 Ιαν 2018 · Education is expected to foster social progress through four different but interrelated purposes: humanistic, through the development of individual and collective human virtues to their full...
10 Μαΐ 2001 · Attempts to measure the benefits of education face two sets of problems: the difficulties of measuring educational outputs, educational inputs, or the connection between them; and the difficulties of establishing a causal link between education and its outputs.
Family background is usually characterized by such socio-demographic characteristics as parental education, income, and family size. Peer inputs, when included, are typically ag-gregates of student socio-demographic charac-teristics or achievement for a school or classroom.
SES and academic achievement. Research continues to link lower SES to lower academic achievement and slower rates of academic progress as compared with higher SES communities.
