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劳动workshop:Curriculum and Student Achievement:Theory and Evidence
发布日期：2018-09-28 10:54 来源：大陆成人直播-成人直播中文
时间: 2018年9月28日（周五）14：00 – 15：30
地点: 北大国发院致福轩会议室
主持人: 雷晓燕、张丹丹、赵耀辉
报告人: Xuejuan Su
摘要： We propose a theory of education curricula as horizontally differentiated by their paces. The pace of a curriculum and the preparedness of a student jointly determine the match quality of the curriculum for this student, so different students derive different benefits from learning under the same curriculum. Furthermore, a change in the curricular pace has distributional effects across students, benefiting some while hurting others. We test the model prediction using a quasi-natural experiment we call the G8 reform in Germany, which introduced a faster-paced curriculum for academic-track students. We find evidence consistent with our theory: While the reform improves students’ test scores on average, such benefits are more pronounced for well-prepared students. In contrast, less-prepared students do not seem to benefit from the reform.
报告人简介：Su Xuejuan is an associate professor in the Department of Economics, University of Alberta, Canada. She received her Ph.D. in Economics from Indiana University in 2004. She has published papers in Economic Theory, Journal of Public Economics, American Economic Journal: Microeconomics, Journal of Development Economics, etc. Her research focuses on public economics, economics of education, economics of regulation and energy economics.
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大陆成人直播
-
劳动workshop:Curriculum and Student Achievement:Theory and Evidence
发布日期：2018-09-28 10:54 来源：大陆成人直播-成人直播中文
时间: 2018年9月28日（周五）14：00 – 15：30
地点: 北大国发院致福轩会议室
主持人: 雷晓燕、张丹丹、赵耀辉
报告人: Xuejuan Su
摘要： We propose a theory of education curricula as horizontally differentiated by their paces. The pace of a curriculum and the preparedness of a student jointly determine the match quality of the curriculum for this student, so different students derive different benefits from learning under the same curriculum. Furthermore, a change in the curricular pace has distributional effects across students, benefiting some while hurting others. We test the model prediction using a quasi-natural experiment we call the G8 reform in Germany, which introduced a faster-paced curriculum for academic-track students. We find evidence consistent with our theory: While the reform improves students’ test scores on average, such benefits are more pronounced for well-prepared students. In contrast, less-prepared students do not seem to benefit from the reform.
报告人简介：Su Xuejuan is an associate professor in the Department of Economics, University of Alberta, Canada. She received her Ph.D. in Economics from Indiana University in 2004. She has published papers in Economic Theory, Journal of Public Economics, American Economic Journal: Microeconomics, Journal of Development Economics, etc. Her research focuses on public economics, economics of education, economics of regulation and energy economics.
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