| Working Paper |
File Downloads |
Abstract Views |
| Last month |
3 months |
12 months |
Total |
Last month |
3 months |
12 months |
Total |
| Call my Rep! How Unions Overcame the Free-Rider Problem |
0 |
0 |
0 |
6 |
1 |
1 |
1 |
27 |
| Class Rank and Long-Run Outcomes |
0 |
0 |
0 |
16 |
0 |
1 |
4 |
62 |
| Class Rank and Long-Run Outcomes |
0 |
0 |
1 |
13 |
0 |
1 |
3 |
68 |
| Class Rank and Long-Run Outcomes |
0 |
0 |
0 |
31 |
2 |
3 |
3 |
85 |
| Class Rank and Long-Run Outcomes |
0 |
0 |
0 |
22 |
1 |
2 |
8 |
62 |
| Competition for private and state school teachers |
0 |
0 |
0 |
41 |
0 |
0 |
2 |
174 |
| Deregulating Teacher Labor Markets |
0 |
0 |
0 |
7 |
1 |
1 |
6 |
54 |
| Deregulating Teacher Labor Markets |
0 |
0 |
0 |
6 |
2 |
4 |
6 |
36 |
| Economics of higher education |
0 |
0 |
0 |
141 |
2 |
3 |
7 |
159 |
| Going private |
0 |
0 |
0 |
3 |
0 |
0 |
0 |
28 |
| Higher Education funding: what's the problem and what are the potential solutions? |
7 |
16 |
56 |
86 |
12 |
36 |
155 |
230 |
| Ill Communication: Technology, Distraction & Student Performance |
2 |
8 |
19 |
318 |
26 |
71 |
140 |
1,709 |
| Ill Communication: Technology, Distraction & Student Performance |
0 |
2 |
5 |
75 |
7 |
30 |
53 |
268 |
| Ill communication: technology, distraction & studentperformance |
0 |
1 |
2 |
41 |
6 |
11 |
18 |
145 |
| In brief... Phone home: should mobiles be banned in schools? |
0 |
1 |
11 |
145 |
3 |
5 |
32 |
370 |
| In brief...Top of the class |
0 |
0 |
0 |
80 |
1 |
2 |
3 |
67 |
| In brief: The educational background of postgrad students |
0 |
0 |
0 |
15 |
0 |
1 |
4 |
77 |
| Inequalities in student to course match: evidence from linked administrative data |
0 |
0 |
1 |
71 |
3 |
5 |
13 |
299 |
| Inequalities in student to course match: evidence from linked administrative data |
0 |
0 |
1 |
12 |
1 |
1 |
6 |
28 |
| Keeping It in the Family: Student to Degree Match |
0 |
0 |
0 |
4 |
0 |
1 |
3 |
20 |
| Matching in the Dark? Inequalities in Student to Degree Match |
0 |
0 |
0 |
13 |
0 |
0 |
5 |
32 |
| Matching in the Dark? Inequalities in student to degree match |
0 |
0 |
1 |
5 |
1 |
1 |
3 |
39 |
| Matching in the Dark? Inequalities in student to degree match |
0 |
2 |
4 |
158 |
4 |
8 |
19 |
620 |
| Minority Report: the impact of predicted grades on university admissions of disadvantaged groups |
0 |
2 |
10 |
491 |
11 |
35 |
73 |
2,141 |
| Occupational hazard: Inequalities in labour market mismatch |
2 |
5 |
19 |
43 |
6 |
19 |
44 |
81 |
| Overseas students: the impact on domestic student numbers |
0 |
0 |
0 |
24 |
0 |
0 |
0 |
96 |
| Paying Out and Crowding Out? The Globalisation of Higher Education |
0 |
0 |
0 |
84 |
0 |
1 |
3 |
181 |
| Paying out and crowding out? The globalisation of higher education |
0 |
0 |
0 |
34 |
0 |
0 |
2 |
70 |
| Paying out and crowding out? The globalization of higher education |
0 |
0 |
0 |
13 |
0 |
1 |
5 |
51 |
| Testing Means-Tested Aid |
0 |
0 |
0 |
7 |
1 |
1 |
11 |
74 |
| Testing Means-Tested Aid |
0 |
0 |
1 |
14 |
2 |
3 |
6 |
99 |
| Testing Means-Tested Aid? |
0 |
0 |
0 |
8 |
5 |
5 |
7 |
43 |
| Testing means-tested aid |
0 |
0 |
1 |
19 |
0 |
1 |
4 |
28 |
| The Changing Economic Advantage From Private School |
0 |
0 |
1 |
32 |
2 |
4 |
10 |
248 |
| The Changing Economic Advantage from Private School |
0 |
0 |
0 |
125 |
3 |
3 |
8 |
609 |
| The End of Free College in England: Implications for Quality, Enrolments, and Equity |
0 |
0 |
0 |
25 |
1 |
3 |
3 |
43 |
| The Importance of Rank Position |
0 |
0 |
0 |
68 |
0 |
2 |
9 |
614 |
| The changing economic advantage from private school |
0 |
0 |
0 |
15 |
0 |
0 |
1 |
100 |
| The end of free college in England |
0 |
0 |
0 |
29 |
1 |
1 |
3 |
77 |
| The end of free college in England: implications for quality, enrolments and equity |
0 |
0 |
0 |
15 |
0 |
1 |
2 |
38 |
| The end of free college in England: implications for quality, enrolments and equity |
0 |
0 |
0 |
10 |
2 |
4 |
6 |
72 |
| The importance of rank position |
0 |
0 |
0 |
0 |
1 |
1 |
3 |
3 |
| The mismatch earnings penalty |
0 |
0 |
12 |
12 |
0 |
1 |
11 |
12 |
| The mismatch earnings penalty |
1 |
8 |
32 |
45 |
2 |
15 |
55 |
84 |
| Top of the Class: The Importance of Ordinal Rank |
0 |
0 |
0 |
40 |
3 |
5 |
6 |
198 |
| Top of the Class: The Importance of Ordinal Rank |
0 |
0 |
0 |
5 |
2 |
2 |
7 |
38 |
| Top of the Class: The Importance of Ordinal Rank |
0 |
0 |
2 |
141 |
3 |
3 |
7 |
717 |
| Top of the Class: The Importance of Ordinal Rank |
0 |
0 |
0 |
25 |
0 |
1 |
1 |
115 |
| Top of the class: the importance of ordinal rank |
0 |
0 |
0 |
19 |
0 |
2 |
4 |
36 |
| Universities and industrial strategy in the UK |
0 |
0 |
0 |
6 |
0 |
3 |
3 |
35 |
| Universities and industrial strategy in the UK: review of evidence and implications for policy |
0 |
0 |
1 |
12 |
0 |
1 |
3 |
28 |
| Who Teaches the Teachers? A RCT of Peer-To-Peer Observation and Feedback in 181 Schools |
0 |
0 |
0 |
21 |
0 |
0 |
2 |
65 |
| Who Teaches the Teachers? A RCT of Peer-to-Peer Observation and Feedback in 181 Schools |
0 |
0 |
0 |
21 |
1 |
3 |
7 |
67 |
| Who Teaches the Teachers? A RCT of Peer-to-Peer Observation and Feedback in 181 Schools |
0 |
0 |
0 |
16 |
3 |
4 |
5 |
133 |
| Who Teaches the Teachers? A Rct of Peer-to-Peer Observation and Feedback in 181 Schools |
0 |
0 |
1 |
38 |
3 |
3 |
7 |
85 |
| Who teaches the teachers? A RCT of peer-to-peer observation and feedback in 181 schools |
0 |
0 |
0 |
41 |
2 |
2 |
8 |
142 |
| Who teaches the teachers? A RCT of peer-to-peer observation and feedback in 181 schools |
0 |
0 |
0 |
8 |
2 |
3 |
6 |
74 |
| Why Unions Survive: Understanding How Unions Overcome The Free-Rider Problem |
1 |
1 |
1 |
19 |
1 |
1 |
4 |
39 |
| Why unions survive: understanding how unions overcome the free-rider problem |
0 |
0 |
0 |
5 |
0 |
2 |
5 |
23 |
| Why unions: understanding how unions overcome the free-rider problem |
0 |
0 |
0 |
31 |
1 |
2 |
3 |
87 |
| Total Working Papers |
13 |
46 |
182 |
2,870 |
131 |
326 |
838 |
11,305 |
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