The negative consequences of school bullying on academic performance and mitigation through female teacher participation: evidence from Ghana

Exploiting data from Ghanaian schools’ eighth grade students collected in 2011, we estimate the causal effects of school bullying on academic achievement and gender-based mitigating approaches by using propensity score matching (PSM) and doubly robust (DR) estimator approach. We find that students victimized by bullying score at least 0.22 standard deviation lower than their peers in a standardized mathematics examination. Meanwhile, we document that the effect of bullying is significantly attenuated in the presence of female teachers in the classroom. These results hold through a set of robustness checks including placebo regressions and matching quality test. We explain the results through gender difference in teaching paradigm and conclude that a feminine management approach in class is required to reduce the effect of bullying.     

Return migration and the transfer of gender norms: Evidence from the Middle East

Does international return migration transfer gender norms? Focusing on Jordan, an Arab country where gender inequality and emigration rates are high, this paper exploits unique data in which detailed information on female empowerment allows us to construct several measures of social norms in Jordan on the role of women, female freedom of mobility, and female decision-making power. Controlling for both emigration and return migration selections, we find that women with a returnee family member are more likely to bear traditional gender norms than women in households with no migration experience. Further analysis shows that results are driven by returnees from more conservative Arab countries, suggesting a transfer of conservative norms from destinations with highly traditional gender roles. We also show the implications of our results beyond perceptions for several economic and development outcomes, such as female labour force participation, education and fertility.     

Income distribution and economic development: Insights from machine learning

We draw upon recent advances that combine causal inferences with machine learning, to show that poverty is the key income distribution measure that matters for development outcomes. In a predictive framework, we first show that LASSO chooses only the headcount measure of poverty from 37 income distribution measures in predicting schooling, institutional quality, and per capita income. Next, causal inferences with post‐LASSO models indicate that poverty matters more strongly for development outcomes than does the Gini coefficient. Finally, instrumental variable estimates in conjunction with post‐LASSO models show that compared to Gini, poverty is more strongly causally associated with schooling and per capita income, but not institutional quality. Our results question the literature's overwhelming focus on the Gini coefficient. At the least, our results imply that the causal link from inequality (as measured by Gini) to development outcomes is tenuous.     

Politicians and Preferences of the Voter Majority: Does Gender Matter?

Does the gender of political representatives affect the extent to which they adhere to the voter majority's preferences? By matching individual male and female representatives' votes on legislative proposals with real referendum outcomes on the same issues, we obtain a direct measure of divergence. We find that female and male representatives adhere equally close to the majority's preferences if party affiliations are taken into account. This suggests that observed gender differences with respect to the national majority of voters may be reduced to an ideological left–right dimension.     

Inflation targeting in a learning economy: An ABM perspective

This paper investigates the performances of an inflation targeting regime in a learning economy framed as an Agent-Based Model (ABM). We keep our ABM as close as possible to the original New Keynesian (NK) model, but we model the individual behaviour of the agents under procedural rationality à la Simon. Accordingly, we assume that their behaviour is guided by simple rules of thumb – or heuristics – while a continuous learning process governs the evolution of those rules. Under these assumptions that also allow the emergence of agents heterogeneity, we analyze the dynamics of the economy without assuming rational expectations, and study the role that a central bank, implementing an inflation targeting regime via a monetary policy rule, can play in the orientation of these dynamics. Consequently, our main goal is to analyse the interplay between the learning mechanisms operating at the individual level and the features and performances of the inflation targeting regime. Our results point to the prime importance of the credibility of central bank's inflation target regarding macroeconomic stabilisation, as well as the beneficial role played by that target as an anchoring device for private inflation expectations. We also establish the potential welfare cost of imperfect public information and contribute to the current debate on optimal monetary policy rules under imperfect common knowledge and uncertainty.     

Equilibria under deferred acceptance: Dropping strategies,filled positions,and welfare

We study many-to-one matching markets where hospitals have responsive preferences over students. We study the game induced by the student-optimal stable matching mechanism. We assume that students play their weakly dominant strategy of truth-telling.Roth and Sotomayor (1990) showed that equilibrium outcomes can be unstable. We prove that any stable matching is obtained in some equilibrium. We also show that the exhaustive class of dropping strategies does not necessarily generate the full set of equilibrium outcomes. Finally, we find that the ‘rural hospital theorem’ cannot be extended to the set of equilibrium outcomes and that welfare levels are in general unrelated to the set of stable matchings. Two important consequences are that, contrary to one-to-one matching markets, (a) filled positions depend on the equilibrium that is reached and (b) welfare levels are not bounded by the optimal stable matchings (with respect to the true preferences).     

A tale of two unions: divergent platforms and their constituencies

ABSTRACT

The median voter theorem has regularly been used in economics to represent the behaviour of teachers unions. Little empirical work, however, tests whether this framework is a good fit for teachers unions. We examine voting behaviour in union representative elections between the National Education Association and the American Federation of Teachers and find evidence of divergent constituencies. We investigate whether the median voter explains the outcomes of elections in 1977–1979. If both teachers unions select the platform desired by the median voter, there should be no systematic differences in voter preferences for unions. We find that these unions were fundamentally different and attracted distinct voting coalitions. The main implication of this study is that researchers should consider these two unions, and their effect on districts, as distinct.     

New insights into an old problem – enhancing student learning outcomes in an introductory statistics course

Many students enrolled in first year introductory statistics courses believe learning statistics is a waste of time and fear they will fail. In this study, we explored the impacts on learning outcomes for students in an introductory statistics course by allowing students to arbitrarily choose their own sequence of learning from three key learning activities, namely tutorials, Peer-Assisted Study Sessions and Computer-Managed Learning quizzes. Unlike the old regime where the learning activities followed a strict, rigid sequence, a new regime allowed students to freely choose when, where and how they engaged with the course learning activities. This allowed increased opportunities for students to receive relevant and timely feedback. Using a total of 1187 students enrolled in semester 2 of 2011, 2012 and 2013, data were collected on students’ scores from 7 assessment tasks. Our experimental design ensured as many course features as possible remained constant between the control cohorts (of 2011 and 2012) and the experimental cohort (2013), thereby avoiding potential sample selection problems. The findings showed student learning outcomes in the new regime improved significantly. Interestingly, the effects were found to be greatest in the lower percentile of the score distribution.     

Do Long‐Term Unemployed Workers Benefit from Targeted Wage Subsidies?

We evaluate a wage subsidy program that is targeted at long‐term unemployed workers in Germany. We use an alternative identification procedure compared to empirical studies conducted so far. Exploiting the particular program regulations and large administrative data we estimate the impact of program availability using a regression discontinuity framework. Our results suggest no significant impact of the availability of the subsidy on labor market outcomes of the target group. Even though our analysis lacks some statistical power, our findings do not support the substantial positive effects obtained from matching studies. As our approach does not require observability of all drivers of selection, previous empirical studies justifying government expenditures on wage subsidies based on matching methods should be reconsidered.     

On the optimality of escalating penalties for repeat offences against the academic honour code

Although academic dishonesty has a long history in academia, its pervasiveness has recently reached an alarming level. Academic dishonesty not only undermines the purpose of education and the assessment process but also threatens the creditability of academic records. We propose a framework for analysing students’ behaviour with respect to academic policies and honour codes. We draw an analogy between law enforcement and academic integrity enforcement and highlight similarities and differences. The proposed framework captures major determinants of academic dishonesty reported in the literature, namely detection probability, punishment severity, class average and record of academic deviance. The framework models both students’ development of nonacademic skills to improve their grades and teaching assistants’ development of detection skills, which both affect the detection probability. Our analysis demonstrates that the optimality of escalating penalties is conditional on the offenders and academic policy enforcers learning. Use-case scenarios are presented to facilitate the implementation of our results in classrooms.     

Optimal search,learning and implementation

We characterize the incentive compatible, constrained efficient policy (“second-best”) in a dynamic matching environment, where impatient, privately informed agents arrive over time, and where the designer gradually learns about the distribution of agents? values. We also derive conditions on the learning process ensuring that the complete-information, dynamically efficient allocation of resources (“first-best”) is incentive compatible. Our analysis reveals and exploits close, formal relations between the problem of ensuring implementable allocation rules in our dynamic allocation problems with incomplete information and learning, and between the classical problem, posed by Rothschild (1974) [20], of finding optimal stopping policies for search that are characterized by a reservation price property.     

Empowerment and intimate partner violence: Domestic abuse when household income is uncertain

Intimate partner violence is an important global health problem that remains ill understood. Several studies have documented that female empowerment may increase violence against women—the so‐called “male backlash.” We propose a utilitarian explanation for this phenomenon, based on the assumption that violence may be used as an instrument to affect the distribution of the household surplus between the spouses. Our main result is that promoting norms of gender equity (or otherwise enhancing the prospects of divorced women) may inadvertently promote violence against women in settings where production outcomes are uncertain.     

Saddlepath learning

Saddlepath learning occurs when agents learn adaptively using a perceived law of motion that has the same form as the saddlepath relationship in rational expectations equilibrium. Under saddlepath learning, we obtain a completely general relationship between determinacy and e-stability, and generalise minimum state variable results previously derived only under full information. When the system is determinate, we show that a learning process based on the saddlepath is always e-stable. When the system is indeterminate, we find there is a unique MSV solution that is iteratively e-stable. However, in this case there is a sunspot solution that is learnable as well. We conclude by demonstrating that our results hold for any information set.     

Gender differences in trust and reciprocity: evidence from a large-scale experiment with heterogeneous subjects

This article examines gender differences in an experimental trust game. Recent studies have shown that men trust more and that women are more reciprocal in laboratory experiments. Participants in these studies, however, are typically university students who may not be representative of the entire population. In this study, we use data from a large-scale experiment with heterogeneous subjects who are representative of the German population. We find that men exhibit not only more trusting behaviour, but also more reciprocating behaviour than women. Moreover, our results are indicative of age-dependent gender differences. For men, we find an inverse U-shaped relationship between age, on the one hand, and both trust and reciprocity, on the other; however, we do not find age effects for women.     

Diversity,effort, and cooperation in team-based learning

Student and team performance in 17 sections of an introductory microeco-nomic theory course taught using team-based learning are analyzed to determine what measurable characteristics of teams influence team and individual outcomes. Results suggest that team performance is positively influenced by the grade point average of the top individual on the team as well as the percentage of females on the team. While the level of cooperation within a team does not significantly influence team outcomes, it positively influences individual performance by females while having no statistically significant influence on male performance. Individual success also is positively and significantly influenced by gender diversity and individual effort in team activities, as measured by peer evaluations. These results are robust to a variety of measures of gender diversity.     

Corruption and culture: An experimental analysis

Why do some people choose corruption over honesty and others not? Do the social norms and values prevailing in the societies in which they grew up affect their decisions? In 2005, we conducted a bribery experiment and found that, among undergraduates, we could predict who would act corruptly with reference to the level of corruption in their home country. Among graduate students we could not. In 2007, we replicated our result and also found that time spent in the UK was associated with a decline in the propensity to bribe, although this does not explain our inability to predict graduate behaviour. We conclude that, while corruption may, in part, be a cultural phenomenon, individuals should not be prejudged with reference to their country of origin.     

学习迁移理论在大学生保护生物学教学中的应用

学习的迁移贯穿于整个教学系统。学习迁移的作用在于使习得的经验得以概括化、系统化,形成一种稳定的整合的心理结构,从而教会学生解决问题,不断完善学生认知结构。在保护生物学的教学当中,教师应该运用学习迁移理论,从学生、学习内容的编排和教学情景创设三方面入手,加强学习指导与检查,促进学习迁移,提高教学效率。     

The effects of labor regulation on firms and exports: Evidence from Indian apparel manufacturing

We examine the impact of labor regulations on firm outcomes and explore their differential effects on exporters. Building on a conceptual framework developed from standard theory and a detailed qualitative study of India's apparel industry, our econometric analysis exploits establishment-level data on formal Indian garment manufacturers between 2009-10 and 2013-14 and interstate variation in labor laws. We find a close fit between the implications of our conceptual framework, the qualitative evidence and the data. Apparel producers in states with pro-worker labor regulations tend to replace labor with capital. This choice of technique effect is smaller for exporting firms, which are more tightly bound to norms for organizing production in global supply chains. Pro-worker labor regulations also reduce output levels more for exporters than for non-exporters, consistent with exporters being bound to international pricing norms. Labor regulations thus have a particularly adverse impact on exporters. Our findings underscore the cost of poorly-designed and implemented labor regulations in a labor-abundant country wishing to spur exports, employment and industrial activity in labor-intensive industries.     

Error cascades in observational learning: An experiment on the Chinos game

The paper reports an experimental study based on a variant of the popular Chinos game, which is used as a simple but paradigmatic instance of observational learning. There are three players, arranged in sequence,each of which wins a fixed price if she manages to guess the total number of coins lying in everybody?s hands. Our evidence shows that, despite the remarkable frequency of equilibrium outcomes, deviations from optimal play are also significant. And when such deviations occur, we find that, for any given player position, the probability of a mistake is increasing in the probability of a mistake of her predecessors. This is what we call an error cascade, which we measure by evaluating the (heterogeneous) Quantal Response Equilibrium which better suits our data. We also check the robustness of our findings when we allow for belief heterogeneity by applying Kübler and Weizsäcker?s (2004) cognitive frame of limited depth of reasoning.     

Education reform and education gaps

We estimate the causal effect of the Italian 2009 “Gelmini” education reform on four academic performance gaps relating to immigration status, gender, parental social status, and parental education. The reform led to a reduction in the number of teachers and an increase in class size. Lags in implementing the reform for different grades is used to specify a difference-in-difference identification strategy. We find that the reform had a statistically and economically significant effect on the immigrant-native gap and on the gender gap, but not on the gap between students with more and less favourable family background. Particularly, our findings show that students with an immigration background were the main losers from the Gelmini reform.