Teachers who have more effective colleagues in their school are more effective teachers themselves, a study by associate professor Kirabo Jackson shows. Peer learning is the reason, according to Jackson.
Babies who weigh more at birth perform better in elementary and middle school than infants with lower birth weights, according to research by SESP professors David Figlio and Jon Guryan published in the American Economic Review.
Associated professor Jonathan Guryan conducted a randomized experiment of a summer reading program with second and third graders. It found that sustained, focused reading — the kind which girls did more often — accelerated reading skills more than the number of books read.
The questions of how nature and nurture interact and how to promote new learning among older adults spark wide interest. Assistant professor Claudia M. Haase is exploring both these questions through international research, working with two scholars from Germany, Nina Alexander of the University of Dresden and Martina Reitmeier of Technical University Munich.
Professor Douglas Medin's new study explores the cultural side of science communication and how to present science information to diverse groups without polarization. Medin suggests communicating science in a culturally neutral way.
The New York Times features a study by professors David Figlio and Jon Guryan showing that babies who were heavier at birth scored higher on math and reading tests from third to eighth grades. The study calls into question medical interventions that time births earlier for the convenience of the parents.
Paying teachers according to student test-score improvements is gaining traction, but is there a better way to boost teacher effort? In a new working paper SESP associate professor Kirabo Jackson and Henry Schneider of Cornell University tackle the issue by being among the first to evaluate the role of managerial control in improving employee performance and comparing it with performance pay.