368 research outputs found

    In pursuit of balance : randomization in practice in development field experiments

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    Randomized experiments are increasingly used in development economics, with researchers now facing the question of not just whether to randomize, but how to do so. Pure random assignment guarantees that the treatment and control groups will have identical characteristics on average, but in any particular random allocation, the two groups will differ along some dimensions. Methods used to pursue greater balance include stratification, pair-wise matching, and re-randomization. This paper presents new evidence on the randomization methods used in existing randomized experiments, and carries out simulations in order to provide guidance for researchers. Three main results emerge. First, many researchers are not controlling for the method of randomization in their analysis. The authors show this leads to tests with incorrect size, and can result in lower power than if a pure random draw was used. Second, they find that in samples of 300 or more, the different randomization methods perform similarly in terms of achieving balance on many future outcomes of interest. However, for very persistent outcome variables and in smaller sample sizes, pair-wise matching and stratification perform best. Third, the analysis suggests that on balance the re-randomization methods common in practice are less desirable than other methods, such as matching.Statistical&Mathematical Sciences,Scientific Research&Science Parks,Science Education,Economic Theory&Research,Climate Change

    Pluralistic landscapes of Northern Roman Britain

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    Traditional studies of Roman frontiers have focussed on the internal workings of the Roman military or have stressed the continuity of Iron Age society. Such approaches have downplayed or avoided discussions of social interaction. This is in contrast to developments in wider frontier studies in archaeology. This thesis examines pluralistic social settings in the northern frontier area of Roman Britain, addressing the subject in a multiscalar, diachronic, and holistic manner, which incorporates advances made in both Iron Age archaeology and Roman studies.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

    Ready to Answer All Bells: A Blueprint for Successful Naval Engineering

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    Microbiological Production of Surfactant From Agricultural Residuals for IOR Application

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    Influence of primary students’ self-regulated learning profiles on their rating of a technology-enhanced learning environment for mathematics

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    The importance of learning technologies for mathematics education is increasing as new opportunities arise for mathematics education for all students, in school and at home. These so-called technology-enhanced learning environments (TELEs) incorporating technology with mathematical content are useful for developing mathematical knowledge and can simultaneously foster self-regulated learning (SRL) and motivational learning in mathematics. However, how do primary students’ differences in their SRL and motivation affect their rating of the quality of mathematical TELEs? To answer this research question, we asked third and fourth-grade primary students (n = 115) to evaluate both their SRL, including metacognition and motivation, and the quality characteristics of the ANTON application, a frequently and intensively used TELE in Germany. Using a person-centered research approach by conducting a cluster analysis, we identified three SRL profiles of primary students—motivated self-learners, non-motivated self-learners, and average motivated non-self-learners—who differ in their ratings of the quality characteristics of the TELE (output variables). Our results highlight that motivated self-learners and non-motivated self-learners vary significantly in their rating of the adequacy of the TELE to their mathematical learning and highly but not significantly concerning the TELE’s reward system. Moreover, differences existed between the motivated self-learners and the average motivated non-self-learners regarding their rating of the characteristic differentiation. Based on these findings, we assume that technical elements associated with adequacy, differentiation, and rewards of mathematical TELEs should be tailorable to the needs of individuals and groups of primary schoolchildren

    EinschÀtzungen von Dritt- und ViertklÀssler*innen zur mathematikdidaktischen QualitÀt der ANTON-App

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    Der Einsatz digitaler Medien im Mathematikunterricht ist in der Forschung sowie in der Schulpraxis in den Fokus gerĂŒckt und fĂŒhrt zu einem breiten Angebot digitaler Lernangebote wie bspw. unterschiedlicher Tablet-Apps (Rink & Walter, 2020), mit denen Kinder ihre mathematischen FĂ€higkeiten begleitend zum oder im Unterricht vertiefen können. Eine fachdidaktische Evaluierung dieser Angebote hat bereits in Teilen etwa in Bezug auf die mathematische Lernförderlichkeit (Leuders, 2019) oder auf motivationale und affektive Merkmale (Reinhold et al., 2021) stattgefunden. DarĂŒber hinaus werden weitere systematische Analysen von regelmĂ€ĂŸig eingesetzten digitalen Medien benötigt, die zeigen, wie diese das mathematische Lernen von SchĂŒler*innen sinnvoll bereichern können (Bakker, 2018). Als eine der im deutschsprachigen Raum hĂ€ufig heruntergeladenen und eingesetzten Apps rĂŒckt so ANTON - Lernen - Schule (Solocode GmbH, 2021) in den Fokus
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