Steven Proud - Academia.edu (original) (raw)

Papers by Steven Proud

Revista d'Innovació i Recerca en Educació, Apr 5, 2022

INTRODUCTION. Active learning has been demonstrated to lead to better learning outcomes for stude... more INTRODUCTION. Active learning has been demonstrated to lead to better learning outcomes for students within education, but within higher education institutions, there are still a wide range of barriers that prevent active learning from taking place. METHOD. In this article, I discuss some of the key barriers, including the design of the teaching space, the use of new technologies (such as lecture capture), and challenges created by the COVID-19 pandemic. RESULTS & DISCUSSION. Much of the literature suggests that, whilst there are structural barriers that discourage the use of active learning (such as the built environment), it is not sufficient to merely remove these barriers, but it is also important to create a demand from educators (and students) for newer, active pedagogies.

Campus-Wide Information Systems, 1999

Journal of Public Economics, 2019

An IV estimation of the effect of a more able peer group on age 11 examination results

The Centre for Market and Public Organisation (CMPO) is a leading research centre, combining expe... more The Centre for Market and Public Organisation (CMPO) is a leading research centre, combining expertise in economics, geography and law. Our objective is to study the intersection between the public and private sectors of the economy, and in particular to understand the right way to organise and deliver public services. The Centre aims to develop research, contribute to the public debate and inform policy-making. CMPO, now an ESRC Research Centre was established in 1998 with two large grants from The Leverhulme Trust. In 2004 we were awarded ESRC Research Centre status, and CMPO now combines core funding from both the ESRC and the

The Centre for Market and Public Organisation (CMPO) is a leading research centre, combining expe... more The Centre for Market and Public Organisation (CMPO) is a leading research centre, combining expertise in economics, geography and law. Our objective is to study the intersection between the public and private sectors of the economy, and in particular to understand the right way to organise and deliver public services. The Centre aims to develop research, contribute to the public debate and inform policy-making. CMPO, now an ESRC Research Centre was established in 1998 with two large grants from The Leverhulme Trust. In 2004 we were awarded ESRC Research Centre status, and CMPO now combines core funding from both the ESRC and the Trust. Centre for Market and Public Organisation

The Centre for Market and Public Organisation (CMPO) is a leading research centre, combining expe... more The Centre for Market and Public Organisation (CMPO) is a leading research centre, combining expertise in economics, geography and law. Our objective is to study the intersection between the public and private sectors of the economy, and in particular to understand the right way to organise and deliver public services. The Centre aims to develop research, contribute to the public debate and inform policy-making. CMPO, now an ESRC Research Centre was established in 1998 with two large grants from The Leverhulme Trust. In 2004 we were awarded ESRC Research Centre status, and CMPO now combines core funding from both the ESRC and the

The Centre for Market and Public Organisation, 2010

The magnitude and characteristics of the effect of a child’s peers on their outcomes has long int... more The magnitude and characteristics of the effect of a child’s peers on their outcomes has long interested researchers and policy makers. In this paper, I take advantage of the correlation between the average outcomes a child’s peer group attains with the distribution of ages within the cohort to construct an instrument for the ability of the peer group in order to estimate the peers effects on children’s outcomes at age 11. IV results suggest there is a significant positive effect of a more able peer group. Furthermore, the results suggest that there is more benefit for children who are close to the ability of the peer group than those whose ability is not close.

International Review of Economics Education, 2018

As a supplement to face-to-face lectures and classes, message board software was introduced in a ... more As a supplement to face-to-face lectures and classes, message board software was introduced in a first year mathematics and statistical methods unit in a UK Russell Group University. Fifty percent of students signed up to this software, so when combined with a further first-year mathematics and statistical methods unit, without message board software, this enabled the opportunity to use a difference in difference methodology to find the causal impact of message board software on student examination performance. The results suggest that students who actively engage with message boards perform significantly better than students who sign up for the message boards, but neither ask, nor answer, questions. However, the results for the impact compared to non-participants is mixed, and may be related to behavioural change in students.

The Centre for Market and Public Organisation, 2011

We use a sharp, exogenous and repeated change in the value of leisure to identify the impact of s... more We use a sharp, exogenous and repeated change in the value of leisure to identify the impact of student effort on educational achievement. The treatment arises from the partial overlap of the world’s major international football tournaments with the exam period in England. Our data enable a clean difference-in-difference design. Performance is measured using the high-stakes tests that all students take at the end of compulsory schooling. We find a strongly significant effect: the average impact of a fall in effort is 0.12 SDs of student performance, significantly larger for male and disadvantaged students, as high as many educational policies.

As a supplement to face-to-face lectures and classes, message board software was introduced in a ... more As a supplement to face-to-face lectures and classes, message board software was introduced in a first year mathematics and statistical methods unit in a UK Russell Group University. Fifty percent of students signed up to this unit, so when combined with a further first-year mathematics and statistical methods unit, without message board software, this enabled the opportunity to use a difference in difference methodology to find the causal impact of message board software on student examination performance. The results suggest that students who actively engage with message boards perform significantly better than students who sign up for the message boards, but neither ask, nor answer, questions. However, the results for the impact compared to non-participants is mixed, and may be related to behavioural change in students.

The Centre for Market and Public Organisation, 2008

The effect of a more able peer group on a child’s attainment is considered an integral part in es... more The effect of a more able peer group on a child’s attainment is considered an integral part in estimating a pupil level educational production function. Examinations in England at age 16 are tiered according to ability, leading to a large stratification of pupils by ability. However, within tiers, there is a range of policies between schools regarding setting, ranging from credibly random to strict setting by results from examinations at age 14. We use this variation to estimate ordinary least squares (OLS) estimates, with school and teacher fixed effects, of the effect of a more able peer group using a subset of schools that has apparently random allocation of pupils. As a robustness test of the apparently random setting results, we use an instrumental variables (IV) methodology developed by Lefgren (2004b). We find significant, positive, and non-trivial effects of a more able peer group using both the OLS and IV estimations for English and mathematics.

The effect of a child’s peers has long been regarded as an important factor in affecting their ed... more The effect of a child’s peers has long been regarded as an important factor in affecting their educational outcomes. I use exogenous changes in the proportion of girls within English school cohorts to estimate the causal effect of a more female peer group. I find significant negative effects of a more female peer group on boys’ outcomes in English, particularly at age 7. Much, but not all, of this deficit is caught up by age 11, but there is still a significant negative effect present. In maths and science, all pupils benefit from a more female peer group in primary schools.

International Review of Economics Education, Sep 1, 2018

Assessment & Evaluation in Higher Education, 2014

The Centre For Market and Public Organisation, 2009

The effect of a child's peers has long been regarded as an important factor in affecting their ed... more The effect of a child's peers has long been regarded as an important factor in affecting their educational outcomes. However, these effects are often difficult to estimate. I use exogenous changes in the proportion of girls within English school cohorts to estimate the effect of a more female peer group, estimated in all schools, and in a subset of schools that only include one classroom per academic year. I find significant negative effects of a more female peer group on boys' outcomes in English. In maths and science, all pupils benefit from a more female peer group up until age 11.

The magnitude and characteristics of the effect of a child's peers on their outcomes has long int... more The magnitude and characteristics of the effect of a child's peers on their outcomes has long interested researchers and policy makers. In this paper, I take advantage of the correlation between the average outcomes a child's peer group attains with the distribution of ages within the cohort to construct an instrument for the ability of the peer group in order to estimate the peers effects on children's outcomes at age 11. IV results suggest there is a significant positive effect of a more able peer group. Furthermore, the results suggest that there is more benefit for children who are close to the ability of the peer group than those whose ability is not close.

We use a sharp, exogenous and repeated change in the value of leisure to identify the impact of s... more We use a sharp, exogenous and repeated change in the value of leisure to identify the impact of student effort on educational achievement. The treatment arises from the partial overlap of the world's major international football tournaments with the exam period in England. Our data enable a clean difference-in-difference design. Performance is measured using the high-stakes tests that all students take at the end of compulsory schooling. We find a strongly significant effect: the average impact of a fall in effort is 0.12 SDs of student performance, significantly larger for male and disadvantaged students, as high as many educational policies.

Revista d'Innovació i Recerca en Educació, Apr 5, 2022

INTRODUCTION. Active learning has been demonstrated to lead to better learning outcomes for stude... more INTRODUCTION. Active learning has been demonstrated to lead to better learning outcomes for students within education, but within higher education institutions, there are still a wide range of barriers that prevent active learning from taking place. METHOD. In this article, I discuss some of the key barriers, including the design of the teaching space, the use of new technologies (such as lecture capture), and challenges created by the COVID-19 pandemic. RESULTS & DISCUSSION. Much of the literature suggests that, whilst there are structural barriers that discourage the use of active learning (such as the built environment), it is not sufficient to merely remove these barriers, but it is also important to create a demand from educators (and students) for newer, active pedagogies.

Campus-Wide Information Systems, 1999

Journal of Public Economics, 2019

An IV estimation of the effect of a more able peer group on age 11 examination results

The Centre for Market and Public Organisation (CMPO) is a leading research centre, combining expe... more The Centre for Market and Public Organisation (CMPO) is a leading research centre, combining expertise in economics, geography and law. Our objective is to study the intersection between the public and private sectors of the economy, and in particular to understand the right way to organise and deliver public services. The Centre aims to develop research, contribute to the public debate and inform policy-making. CMPO, now an ESRC Research Centre was established in 1998 with two large grants from The Leverhulme Trust. In 2004 we were awarded ESRC Research Centre status, and CMPO now combines core funding from both the ESRC and the

The Centre for Market and Public Organisation (CMPO) is a leading research centre, combining expe... more The Centre for Market and Public Organisation (CMPO) is a leading research centre, combining expertise in economics, geography and law. Our objective is to study the intersection between the public and private sectors of the economy, and in particular to understand the right way to organise and deliver public services. The Centre aims to develop research, contribute to the public debate and inform policy-making. CMPO, now an ESRC Research Centre was established in 1998 with two large grants from The Leverhulme Trust. In 2004 we were awarded ESRC Research Centre status, and CMPO now combines core funding from both the ESRC and the Trust. Centre for Market and Public Organisation

The Centre for Market and Public Organisation (CMPO) is a leading research centre, combining expe... more The Centre for Market and Public Organisation (CMPO) is a leading research centre, combining expertise in economics, geography and law. Our objective is to study the intersection between the public and private sectors of the economy, and in particular to understand the right way to organise and deliver public services. The Centre aims to develop research, contribute to the public debate and inform policy-making. CMPO, now an ESRC Research Centre was established in 1998 with two large grants from The Leverhulme Trust. In 2004 we were awarded ESRC Research Centre status, and CMPO now combines core funding from both the ESRC and the

The Centre for Market and Public Organisation, 2010

The magnitude and characteristics of the effect of a child’s peers on their outcomes has long int... more The magnitude and characteristics of the effect of a child’s peers on their outcomes has long interested researchers and policy makers. In this paper, I take advantage of the correlation between the average outcomes a child’s peer group attains with the distribution of ages within the cohort to construct an instrument for the ability of the peer group in order to estimate the peers effects on children’s outcomes at age 11. IV results suggest there is a significant positive effect of a more able peer group. Furthermore, the results suggest that there is more benefit for children who are close to the ability of the peer group than those whose ability is not close.

International Review of Economics Education, 2018

As a supplement to face-to-face lectures and classes, message board software was introduced in a ... more As a supplement to face-to-face lectures and classes, message board software was introduced in a first year mathematics and statistical methods unit in a UK Russell Group University. Fifty percent of students signed up to this software, so when combined with a further first-year mathematics and statistical methods unit, without message board software, this enabled the opportunity to use a difference in difference methodology to find the causal impact of message board software on student examination performance. The results suggest that students who actively engage with message boards perform significantly better than students who sign up for the message boards, but neither ask, nor answer, questions. However, the results for the impact compared to non-participants is mixed, and may be related to behavioural change in students.

The Centre for Market and Public Organisation, 2011

We use a sharp, exogenous and repeated change in the value of leisure to identify the impact of s... more We use a sharp, exogenous and repeated change in the value of leisure to identify the impact of student effort on educational achievement. The treatment arises from the partial overlap of the world’s major international football tournaments with the exam period in England. Our data enable a clean difference-in-difference design. Performance is measured using the high-stakes tests that all students take at the end of compulsory schooling. We find a strongly significant effect: the average impact of a fall in effort is 0.12 SDs of student performance, significantly larger for male and disadvantaged students, as high as many educational policies.

As a supplement to face-to-face lectures and classes, message board software was introduced in a ... more As a supplement to face-to-face lectures and classes, message board software was introduced in a first year mathematics and statistical methods unit in a UK Russell Group University. Fifty percent of students signed up to this unit, so when combined with a further first-year mathematics and statistical methods unit, without message board software, this enabled the opportunity to use a difference in difference methodology to find the causal impact of message board software on student examination performance. The results suggest that students who actively engage with message boards perform significantly better than students who sign up for the message boards, but neither ask, nor answer, questions. However, the results for the impact compared to non-participants is mixed, and may be related to behavioural change in students.

The Centre for Market and Public Organisation, 2008

The effect of a more able peer group on a child’s attainment is considered an integral part in es... more The effect of a more able peer group on a child’s attainment is considered an integral part in estimating a pupil level educational production function. Examinations in England at age 16 are tiered according to ability, leading to a large stratification of pupils by ability. However, within tiers, there is a range of policies between schools regarding setting, ranging from credibly random to strict setting by results from examinations at age 14. We use this variation to estimate ordinary least squares (OLS) estimates, with school and teacher fixed effects, of the effect of a more able peer group using a subset of schools that has apparently random allocation of pupils. As a robustness test of the apparently random setting results, we use an instrumental variables (IV) methodology developed by Lefgren (2004b). We find significant, positive, and non-trivial effects of a more able peer group using both the OLS and IV estimations for English and mathematics.

The effect of a child’s peers has long been regarded as an important factor in affecting their ed... more The effect of a child’s peers has long been regarded as an important factor in affecting their educational outcomes. I use exogenous changes in the proportion of girls within English school cohorts to estimate the causal effect of a more female peer group. I find significant negative effects of a more female peer group on boys’ outcomes in English, particularly at age 7. Much, but not all, of this deficit is caught up by age 11, but there is still a significant negative effect present. In maths and science, all pupils benefit from a more female peer group in primary schools.

International Review of Economics Education, Sep 1, 2018

Assessment & Evaluation in Higher Education, 2014

The Centre For Market and Public Organisation, 2009

The effect of a child's peers has long been regarded as an important factor in affecting their ed... more The effect of a child's peers has long been regarded as an important factor in affecting their educational outcomes. However, these effects are often difficult to estimate. I use exogenous changes in the proportion of girls within English school cohorts to estimate the effect of a more female peer group, estimated in all schools, and in a subset of schools that only include one classroom per academic year. I find significant negative effects of a more female peer group on boys' outcomes in English. In maths and science, all pupils benefit from a more female peer group up until age 11.

The magnitude and characteristics of the effect of a child's peers on their outcomes has long int... more The magnitude and characteristics of the effect of a child's peers on their outcomes has long interested researchers and policy makers. In this paper, I take advantage of the correlation between the average outcomes a child's peer group attains with the distribution of ages within the cohort to construct an instrument for the ability of the peer group in order to estimate the peers effects on children's outcomes at age 11. IV results suggest there is a significant positive effect of a more able peer group. Furthermore, the results suggest that there is more benefit for children who are close to the ability of the peer group than those whose ability is not close.

We use a sharp, exogenous and repeated change in the value of leisure to identify the impact of s... more We use a sharp, exogenous and repeated change in the value of leisure to identify the impact of student effort on educational achievement. The treatment arises from the partial overlap of the world's major international football tournaments with the exam period in England. Our data enable a clean difference-in-difference design. Performance is measured using the high-stakes tests that all students take at the end of compulsory schooling. We find a strongly significant effect: the average impact of a fall in effort is 0.12 SDs of student performance, significantly larger for male and disadvantaged students, as high as many educational policies.