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 |
0 |
0 |
0 |
26 |
Class Rank and Long-Run Outcomes |
0 |
0 |
0 |
31 |
0 |
0 |
1 |
82 |
Class Rank and Long-Run Outcomes |
0 |
0 |
0 |
12 |
0 |
0 |
3 |
65 |
Class Rank and Long-Run Outcomes |
0 |
0 |
1 |
22 |
1 |
3 |
7 |
58 |
Class Rank and Long-Run Outcomes |
0 |
0 |
1 |
16 |
0 |
3 |
5 |
61 |
Competition for private and state school teachers |
0 |
0 |
1 |
41 |
1 |
2 |
4 |
174 |
Deregulating Teacher Labor Markets |
0 |
0 |
0 |
6 |
0 |
2 |
3 |
32 |
Deregulating Teacher Labor Markets |
0 |
0 |
0 |
7 |
0 |
2 |
3 |
50 |
Economics of higher education |
0 |
0 |
1 |
141 |
0 |
3 |
4 |
155 |
Going private |
0 |
0 |
0 |
3 |
0 |
0 |
1 |
28 |
Ill Communication: Technology, Distraction & Student Performance |
1 |
2 |
5 |
72 |
1 |
6 |
16 |
222 |
Ill Communication: Technology, Distraction & Student Performance |
0 |
3 |
14 |
303 |
6 |
19 |
114 |
1,606 |
Ill communication: technology, distraction & studentperformance |
0 |
0 |
0 |
39 |
1 |
1 |
7 |
130 |
In brief... Phone home: should mobiles be banned in schools? |
2 |
4 |
8 |
140 |
5 |
12 |
33 |
356 |
In brief...Top of the class |
0 |
0 |
1 |
80 |
0 |
1 |
4 |
65 |
In brief: The educational background of postgrad students |
0 |
0 |
0 |
15 |
1 |
1 |
2 |
75 |
Inequalities in student to course match: evidence from linked administrative data |
0 |
0 |
1 |
71 |
1 |
4 |
13 |
292 |
Inequalities in student to course match: evidence from linked administrative data |
0 |
0 |
1 |
12 |
0 |
2 |
4 |
25 |
Matching in the Dark? Inequalities in Student to Degree Match |
0 |
0 |
1 |
13 |
0 |
3 |
4 |
30 |
Matching in the Dark? Inequalities in student to degree match |
0 |
1 |
1 |
5 |
0 |
2 |
3 |
38 |
Matching in the Dark? Inequalities in student to degree match |
1 |
1 |
3 |
155 |
2 |
5 |
17 |
607 |
Minority Report: the impact of predicted grades on university admissions of disadvantaged groups |
1 |
3 |
11 |
487 |
7 |
16 |
58 |
2,093 |
Overseas students: the impact on domestic student numbers |
0 |
0 |
0 |
24 |
0 |
0 |
1 |
96 |
Paying Out and Crowding Out? The Globalisation of Higher Education |
0 |
0 |
0 |
84 |
0 |
1 |
2 |
179 |
Paying out and crowding out? The globalisation of higher education |
0 |
0 |
0 |
34 |
0 |
1 |
2 |
69 |
Paying out and crowding out? The globalization of higher education |
0 |
0 |
1 |
13 |
0 |
0 |
3 |
48 |
Testing Means-Tested Aid |
0 |
0 |
1 |
14 |
1 |
2 |
4 |
96 |
Testing Means-Tested Aid |
0 |
0 |
0 |
7 |
0 |
9 |
10 |
72 |
Testing Means-Tested Aid? |
0 |
0 |
0 |
8 |
0 |
2 |
2 |
38 |
Testing means-tested aid |
0 |
0 |
2 |
19 |
0 |
1 |
3 |
26 |
The Changing Economic Advantage From Private School |
0 |
0 |
4 |
32 |
1 |
2 |
8 |
241 |
The Changing Economic Advantage from Private School |
0 |
0 |
0 |
125 |
0 |
1 |
10 |
604 |
The End of Free College in England: Implications for Quality, Enrolments, and Equity |
0 |
0 |
0 |
25 |
0 |
0 |
2 |
40 |
The Importance of Rank Position |
0 |
0 |
1 |
68 |
0 |
3 |
9 |
610 |
The changing economic advantage from private school |
0 |
0 |
0 |
15 |
0 |
1 |
1 |
100 |
The end of free college in England |
0 |
0 |
0 |
29 |
0 |
2 |
9 |
76 |
The end of free college in England: implications for quality, enrolments and equity |
0 |
0 |
1 |
15 |
0 |
1 |
4 |
37 |
The end of free college in England: implications for quality, enrolments and equity |
0 |
0 |
0 |
10 |
0 |
1 |
2 |
67 |
Top of the Class: The Importance of Ordinal Rank |
0 |
0 |
0 |
139 |
0 |
1 |
3 |
711 |
Top of the Class: The Importance of Ordinal Rank |
0 |
0 |
0 |
5 |
0 |
1 |
4 |
33 |
Top of the Class: The Importance of Ordinal Rank |
0 |
0 |
0 |
40 |
0 |
0 |
1 |
193 |
Top of the Class: The Importance of Ordinal Rank |
0 |
0 |
0 |
25 |
0 |
0 |
0 |
114 |
Top of the class: the importance of ordinal rank |
0 |
0 |
0 |
19 |
0 |
1 |
3 |
34 |
Universities and industrial strategy in the UK |
0 |
0 |
0 |
6 |
0 |
0 |
0 |
32 |
Universities and industrial strategy in the UK: review of evidence and implications for policy |
0 |
0 |
2 |
11 |
0 |
1 |
3 |
26 |
Who Teaches the Teachers? A RCT of Peer-To-Peer Observation and Feedback in 181 Schools |
0 |
0 |
0 |
21 |
0 |
2 |
3 |
65 |
Who Teaches the Teachers? A RCT of Peer-to-Peer Observation and Feedback in 181 Schools |
0 |
0 |
0 |
21 |
0 |
3 |
7 |
63 |
Who Teaches the Teachers? A RCT of Peer-to-Peer Observation and Feedback in 181 Schools |
0 |
0 |
0 |
16 |
0 |
1 |
1 |
129 |
Who Teaches the Teachers? A Rct of Peer-to-Peer Observation and Feedback in 181 Schools |
0 |
1 |
2 |
38 |
0 |
3 |
7 |
81 |
Who teaches the teachers? A RCT of peer-to-peer observation and feedback in 181 schools |
0 |
0 |
0 |
41 |
0 |
1 |
9 |
137 |
Who teaches the teachers? A RCT of peer-to-peer observation and feedback in 181 schools |
0 |
0 |
1 |
8 |
0 |
3 |
4 |
71 |
Why Unions Survive: Understanding How Unions Overcome The Free-Rider Problem |
0 |
0 |
0 |
18 |
0 |
0 |
4 |
37 |
Why unions survive: understanding how unions overcome the free-rider problem |
0 |
0 |
0 |
5 |
0 |
1 |
2 |
20 |
Why unions: understanding how unions overcome the free-rider problem |
0 |
0 |
0 |
31 |
0 |
0 |
1 |
84 |
Total Working Papers |
5 |
15 |
65 |
2,643 |
28 |
132 |
430 |
10,499 |