Drinking from the Fountain of Knowledge: Student Incentive to Study and Learn-Externalities, Information Problems and Peer Pressure

By J. Bishop. 2006

189 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9d8f29f8a0991d90f4dee13891307d52b5043a45

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In Education

Citations in the corpus

International Evidence on School Competition, Autonomy, and Accountability: A Review (2007, background): “This is true in TIMSS, TIMSS-Repeat, and PISA (cf. Fuchs & Wößmann, 2007; Wößmann, 2003b, 2003c, 2005b), as well as in other previous international achievement tests (cf. also Bishop 1997, 2006).”
How Much Do Educational Outcomes Matter in OECD Countries? (2011, background): “Students in countries with external exit exam systems tend to systematically outperform students in countries without such systems (Bishop (1997, 2006); Woessmann (2003a, 2007b); Woessmann, Luedemann, Schuetz, and West (2009)).”
Learning for Jobs OECD Reviews of Vocational Education and Training (2008, background): “The evidence also confirms that minimum quality standards are more stable in countries with a standardised national assessment (Bishop, 2006; Wößmann et al., 2007; Backes-Gellener and Veen, 2008).”
The Big Sort: College Reputation and Labor Market Outcomes (2017, unknown): “For example, Coate and Loury (1993), Bishop (2004), and MacLeod and Urquiola (2013) suggest that the rules governing the allocation of educational or job opportunities may affect the incentives that students have to invest effort into human capital accumulation.”
Does School Autonomy Make Sense Everywhere? Panel Estimates from PISA (2011, unknown): “Data on the existence of curriculum-based external exit exams are an updated version of the data used by Bishop (2006).”
The g‐factor of international cognitive ability comparisons: the homogeneity of results in PISA, TIMSS, PIRLS and IQ‐tests across nations (2007, background): “For example, attendance of classes and schools with high ability classmates is positively related to students’ cognitive performance and increase on literacy or similar tests (Ammermüller & Pischke, 2006; Bishop, 2004; Fertig, 2002; Hanushek, Kain, Markman & Rivkin, 2003; Tiedemann & Billmann-Mahech”
Efficiency and equity of European education and training policies (2006, background): “Bishop (2006) suggests that a well-designed system of external exit examinations should be curriculum-based, define achievement relative to an external standard, measure the full range and signal multiple levels of achievement, and cover the vast majority of students.”
Do better schools lead to more growth? Cognitive skills, economic outcomes, and causation (2012, unknown): “…systems are a device to increase accountability in the school system that has been repeatedly shown to be related to better student achievement (see Bishop 2006 for a review).27 The first specification reported in Table 4 uses the share of students in a country who are subject to external exit…”
Leaving Boys Behind (2015, background): “Bishop (2006) argues that there are different studying and homework cultures by gender, something like “smart boys get high marks without showing effort” or “it is not cool for boys to work hard to get top grades.””