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Autor/inSchlotter, Martin
TitelEducational production in preschools and schools - microeconometric evidence from Germany.
Gefälligkeitsübersetzung: Bildungsproduktion in Vorschulen und Schulen. Mikroökonometrische Erkenntnisse für Deutschland.
QuelleMünchen: ifo Inst. f. Wirtschaftsforschung (2012), IX, 178 S.Verfügbarkeit 
Zugl.: München, Univ., Diss., 2012.
Reiheifo Beiträge zur Wirtschaftsforschung. 41
Beigabengrafische Darstellungen; Literaturangaben S. 165-178
ZusatzinformationInhaltsverzeichnis
Spracheenglisch
Dokumenttypgedruckt; Monographie
ISBN3-88512-520-X; 978-3-88512-520-4
SchlagwörterSekundäranalyse; Vergleich; Geschwister; Mutter; Kind; Kindertagesbetreuung; Vorschule; Frühbeginn; Kindergartenbesuch; Schullaufbahn; Weiterführende Schule; Lehrerin; Leistungsbeurteilung; Notengebung; Leistungsmotivation; Datenanalyse; Berufstätigkeit; Altersgruppe; Empfehlung; Hochschulschrift; Wirkung; Deutschland
Abstract[This study] addresses the effects of different early educational interventions with a focus on the impact of the German preschool on child outcomes. In all chapters, German micro data are used; the employed empirical strategies are based on the attempt to identify causal relationships between the variables and outcomes of interest. Chapter 2 analyzes the impact of years of preschool attendance on the secondary school track attendance of children after primary school. By comparing preschool attendance across siblings and thereby excluding confounding family-level factors, we find that an additional year of preschool attendance has no significant effect on the probability of attending high school. Chapter 3 shows that an earlier age at preschool entrance is causally associated with preschoolers' greater ability to make friendships and greater assertiveness before school start. This result corroborates the malleability of noncognitive skills in early years which is believed to be a major channel for long-term effects of early childhood education. Chapter 4 deals with the association between the expansion of public child care in Germany and mothers' labor market outcomes. We identify large significantly positive effects of child care attendance on mothers' employment probability and their weekly working hours. In line with that, we find no evidence for public child care crowding out other private care arrangements. Chapter 5 identifies teachers' grading schemes as a potential channel of students' school grades and their learning effort. We show that female teachers assign individual grades relative to classmates' performance. Descriptive evidence indicates that this is not related to students' learning effort. (DIPF/Orig.).
Erfasst vonDIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update2012/3
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