Kathryn Mathwin, Christine Chapparo, Julianne Challita
Cognitive strategies utilised by early learners when writing alphabet-letters from memory
Australian occupational therapy journal
quasiexperimental study estimates academic peer effects chinas middle school 7th9th grade classrooms using data largescale nationally representative survey middle schoolers china study design circumvents endogenous sorting focusing 52 schools randomly assigned incoming 7th graders different 7thgrade classes reverse causality addressed regressing students 8thgrade test scores randomly assigned classmates average 7thgrade test scores analysis reals else equal onestandarddeviation increase 8thgrade classmates average 7thgrade test scores raises individual students 8thgrade mathematics english test scores respectively 013018 011017 standard deviations estimates remain stable peer characteristics examined related peereffect studies included model analysis reveals peer effects work raising individual students time spent studying per week confidence learning finally classroom peer effects found heterogeneous across subgroups larger boys academically stronger students students attending better schools ie schools smaller classes urban schools students relatively disadvantaged family backgrounds eg lower levels parental education family wealth