🚨 REMINDER🚨
Join us for our next seminar with @[email protected] - it's not one to miss!
📅 26th January 2023
🕒 15:00 (UK Time)
🔗 https://bit.ly/3iMUa7t
Traditional and progressive approaches to teaching: new empirical evidence on an old debate 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 (ages 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 a greater interest in learning when taught by teachers with a traditionalist orientation. UCL's General Privacy Notice: https://www.ucl.ac.uk/legal-services/privacy/general-privacy-notice
🔔REGISTER NOW #CEPEOSeminarSeries
For our first seminar this term, Prof Julien Grenet will join us in discussing 'The effects of affirmative action on targeted and non-targeted students'.
📅Thursday 12 January
🕒15:00 (UK time)
🔗 http://bit.ly/3WZWsyB
The Effects of Affirmative Action on Targeted and Non-Targeted Students: Evidence from Low-Income Priorities in Paris High Schools Since 2008, school choice in Paris has an income based affirmative action component granting low-income students preferential treatment in high school admissions. This policy is implemented as part of a centralized school choice procedure that assigns students to public schools based on a version of the Gale-Shapley deferred acceptance mechanism. Students' priorities are determined using a point system that takes into account students' academic performance and their district of residence. Low-income students, representing approximately 20 percent of high school entrants, are awarded a large bonus which gives them full priority at all public high schools within their district. Using comprehensive administrative data for the period 2004-2018, we exploit the introduction of this bonus in 2008 as a natural experiment to investigate the effects of income-based affirmative action on the high school outcomes and college access of both targeted and non-targeted students. UCL's General Privacy Notice: https://www.ucl.ac.uk/legal-services/privacy/general-privacy-notice
🚨 HAPPENING TOMORROW🚨
Join us for the final seminar in our series with @[email protected] where we will hear about "Who defers and delays entry to primary school?"
📅 15th Dec
🕒 15:00 (UK Time)
🔗https://bit.ly/3VZkQAg
Please note that this seminar is online only due to the industrial action on the rail network. Who defers and delays entry to primary school? Evidence from the English National Pupil Database 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? I use the National Pupil Database to fill gaps and build a comprehensive sense of patterns of school entry over the past decade, focussing on family income-level and home language, and children’s SEND. I describe relationships between these family and child-level factors, and disparities by Local Authority. I discuss implications for the success, or otherwise, and continued implementation of the ‘right to request’ later school entry. UCL's General Privacy Notice: https://www.ucl.ac.uk/legal-services/privacy/general-privacy-notice
✨CEPEO Seminar Series✨
We have only two more seminars left for this term!
Dr Tom Perry:
📅8 Dec, 15:00-16:00
🔗https://bit.ly/3AQ9HcA
Dr Tammy Campbell (@[email protected]):
📅15 Dec, 15:00-16:00
🔗https://bit.ly/3gMntpU
Register today!
#CEPEOSeminarSeries
Methodological Problems for Evidence-Informed Policy Evidence-informed policy requires an ecosystem for knowledge generation, exchange and use. There is growing understanding of how we can link up the research-policy-practice nexus. In this talk, I argue that what has not been well understood are the implications for methodology of the use of evidence in policy and vice versa. The policy contexts and purposes in which evidence are used are decisive for whether the potential benefits of an evidence-informed approach are realised and have implications for how researchers working towards evidence-informed policy should frame the nature of their endeavour. Equally, there are fundamental methodological problems in social science which have serious ramifications for any attempt to use evidence in policy. These problems relate to understandings of causation, measurement, generalisability, and the (often field-specific) nature of social knowledge and phenomena. In this talk I will draw on recent and current projects, including a forthcoming book, to discuss my view that evidence-informed education is currently some way from being a successful evidence ecosystem, why this is, and what we might do about it. UCL's General Privacy Notice: https://www.ucl.ac.uk/legal-services/privacy/general-privacy-notice
CEPEO