Classroom composition, inclusion, exclusion and learning outcomes

Project: Research

  • Holm, Anders (Project manager)
  • Jæger, Mads Meier (Participant)
  • Bingley, Paul (Participant)
  • Reimer, David (Participant)
See relations at Aarhus University

Description

Acquisition of cognitive and socio-emotional skills in the classroom involves repeated interactions between everyone in the room. Combinations of personalities and abilities and behaviors continually develop and affect each other. We will characterize these interactions by way of new and existing psychometric tests, questionnaires and administrative registers and relate these to outcomes by way of developing and extending theories of education production combined with causal reduced form econometric models. There are elements of randomness and selection in the allocation of pupils to schools and classes. Municipalities differ in availability of private school alternatives (selection) and public schools differ in special education policies for the needy. There
has been a rapid and differential expansion of special-needs education during the last decade across Denmark and this will be used to provide quasi-experimental variation n classroom composition in terms of degree and method of inclusion and exclusion from regular teaching.
AcronymCCIELO
StatusFinished
Effective start/end date01/01/201231/12/2014

    Research areas

  • Peer effects, Classroom composition, Teacher effects

ID: 128961465