Clear as black and white: the effects of ambiguous rhetoric depend on candidate race

Campaign advisors and political scientists have long acknowledged the benefits of ambiguous position taking. We argue, however, that these benefits do not extend to black candidates facing nonblack voters. When a white candidate makes vague statements, many of these voters project their own policy positions onto the candidate, increasing support for the candidate. But they are less likely to extend black candidates the same courtesy. We test these claims with an original two-wave survey experiment varying the race of male candidates on a national sample of nonblack voters. We find that ambiguity boosts support for white male candidates but not for black male candidates. In fact, black male candidates who make ambiguous statements are actually punished for doing so by racially prejudiced voters. These results clarify limits on the utility of the electoral strategy of ambiguity and identify a key condition under which prejudice shapes voter behavior.https://www.journals.uchicago.edu/doi/10.1086/696619Accepted manuscrip

Using digital pens to expedite the marking procedure

This is the Post-print version of the Article. The official published version can be accessed from the link below - Copyright @ 2010 Inderscience PublishersDigital pens have been introduced over the last six years and have demonstrated that they can be used effectively for collecting, processing and storing data. These properties make them ideal for use in education, particularly in the marking procedure of multiple-choice questions (MCQ). In this report, we present a system that was designed to expedite the marking procedure of MCQ, for use at any educational level. The main element of the system is a digital pen, i.e. given to the students prior to the examination. On return of the pen, the system immediately recognises the students' answers and produces their results. In this specific research, four groups of students were studied and a variety of data were collected, concerning issues, such as accuracy, time gained by the use of the system and the impressions of the students. The pedagogic value of the use of the system is also presented

Performance Pressure and Resource Allocation in Washington

Based on interviews with state, district, and school officials, explores how performance pressures have changed resource allocation decisions. Examines reform goals and how Washington's finance system impedes efforts to link resources to student learning

Pupils' perceptions shape educational achievement : evidence from a large-scale behavioural economics experiment

The experiment shed new light on classroom dynamics. Although, on average, teachers do not induce more confidence, trust or risk-taking behaviour than an external examiner, the experiment showed that male teachers are beneficial. We also show that high ability pupils are more likely to exert effort when assessed by the teacher than when assessed by the external examiner. Low ability pupils did not significantly change their behaviour when assessed by the teacher. Surprisingly, contrary to some theoretical literature that links ethnicity, gender, and socioeconomic status to self-fulfilling beliefs about performance, we do not find that any of these characteristics matter