Essays in economics of education and econometric theory

Renata Rabovic

Research output: ThesisDoctoral ThesisScientific

40 Downloads (Pure)

Abstract

This doctoral thesis is composed of three chapters on economics of education and econometric theory. Chapter 2 studies how students interact in teams and gives some guidance to educators how to group students to increase their academic knowledge obtained from teamwork. Chapter 3 provides some initial analysis which will be used in future research to investigate whether teachers' subjective assessments are driven by superior information about pupils or by their biases and mistaken beliefs. It is important to disentangle these two forms of teacher discretion, because they have different policy implications. If teacher discretion stems from their biases or mistaken beliefs, educational institutions may want to minimize the reliance on teachers' assessments. On the other hand, if teachers take into account abilities not captured by the standardized test, educational institutions may prefer to give more weight to their assessments. Chapter 3 proposes a new estimator for spatial sample selection models.
Original languageEnglish
QualificationDoctor of Philosophy
Awarding Institution
  • Tilburg University
Supervisors/Advisors
  • Abbring, Jaap, Promotor
  • Cizek, Pavel, Co-promotor
Award date7 Dec 2018
Place of PublicationTilburg
Publisher
Print ISBNs978 90 5668 578 2
Publication statusPublished - 2018

Fingerprint

economics of education
econometrics
teacher
educational institution
trend
teamwork
pupil
student
educator
ability
Group

Cite this

Rabovic, R. (2018). Essays in economics of education and econometric theory. Tilburg: CentER, Center for Economic Research.
Rabovic, Renata. / Essays in economics of education and econometric theory. Tilburg : CentER, Center for Economic Research, 2018. 234 p.
@phdthesis{df993490b6944b76bde56945f8d788f8,
title = "Essays in economics of education and econometric theory",
abstract = "This doctoral thesis is composed of three chapters on economics of education and econometric theory. Chapter 2 studies how students interact in teams and gives some guidance to educators how to group students to increase their academic knowledge obtained from teamwork. Chapter 3 provides some initial analysis which will be used in future research to investigate whether teachers' subjective assessments are driven by superior information about pupils or by their biases and mistaken beliefs. It is important to disentangle these two forms of teacher discretion, because they have different policy implications. If teacher discretion stems from their biases or mistaken beliefs, educational institutions may want to minimize the reliance on teachers' assessments. On the other hand, if teachers take into account abilities not captured by the standardized test, educational institutions may prefer to give more weight to their assessments. Chapter 3 proposes a new estimator for spatial sample selection models.",
author = "Renata Rabovic",
note = "CentER Dissertation Series Volume: 577",
year = "2018",
language = "English",
isbn = "978 90 5668 578 2",
volume = "577",
series = "CentER Dissertation Series",
publisher = "CentER, Center for Economic Research",
school = "Tilburg University",

}

Rabovic, R 2018, 'Essays in economics of education and econometric theory', Doctor of Philosophy, Tilburg University, Tilburg.

Essays in economics of education and econometric theory. / Rabovic, Renata.

Tilburg : CentER, Center for Economic Research, 2018. 234 p.

Research output: ThesisDoctoral ThesisScientific

TY - THES

T1 - Essays in economics of education and econometric theory

AU - Rabovic, Renata

N1 - CentER Dissertation Series Volume: 577

PY - 2018

Y1 - 2018

N2 - This doctoral thesis is composed of three chapters on economics of education and econometric theory. Chapter 2 studies how students interact in teams and gives some guidance to educators how to group students to increase their academic knowledge obtained from teamwork. Chapter 3 provides some initial analysis which will be used in future research to investigate whether teachers' subjective assessments are driven by superior information about pupils or by their biases and mistaken beliefs. It is important to disentangle these two forms of teacher discretion, because they have different policy implications. If teacher discretion stems from their biases or mistaken beliefs, educational institutions may want to minimize the reliance on teachers' assessments. On the other hand, if teachers take into account abilities not captured by the standardized test, educational institutions may prefer to give more weight to their assessments. Chapter 3 proposes a new estimator for spatial sample selection models.

AB - This doctoral thesis is composed of three chapters on economics of education and econometric theory. Chapter 2 studies how students interact in teams and gives some guidance to educators how to group students to increase their academic knowledge obtained from teamwork. Chapter 3 provides some initial analysis which will be used in future research to investigate whether teachers' subjective assessments are driven by superior information about pupils or by their biases and mistaken beliefs. It is important to disentangle these two forms of teacher discretion, because they have different policy implications. If teacher discretion stems from their biases or mistaken beliefs, educational institutions may want to minimize the reliance on teachers' assessments. On the other hand, if teachers take into account abilities not captured by the standardized test, educational institutions may prefer to give more weight to their assessments. Chapter 3 proposes a new estimator for spatial sample selection models.

M3 - Doctoral Thesis

SN - 978 90 5668 578 2

VL - 577

T3 - CentER Dissertation Series

PB - CentER, Center for Economic Research

CY - Tilburg

ER -

Rabovic R. Essays in economics of education and econometric theory. Tilburg: CentER, Center for Economic Research, 2018. 234 p. (CentER Dissertation Series).