| 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 |
5 |
5 |
31 |
| Class Rank and Long-Run Outcomes |
0 |
0 |
0 |
22 |
3 |
7 |
13 |
68 |
| Class Rank and Long-Run Outcomes |
0 |
0 |
0 |
16 |
11 |
11 |
15 |
73 |
| Class Rank and Long-Run Outcomes |
0 |
0 |
1 |
13 |
10 |
11 |
14 |
79 |
| Class Rank and Long-Run Outcomes |
0 |
0 |
0 |
31 |
2 |
5 |
6 |
88 |
| Competition for private and state school teachers |
0 |
0 |
0 |
41 |
4 |
5 |
7 |
179 |
| Deregulating Teacher Labor Markets |
0 |
0 |
0 |
7 |
2 |
4 |
9 |
57 |
| Deregulating Teacher Labor Markets |
0 |
0 |
0 |
6 |
2 |
5 |
9 |
39 |
| Economics of higher education |
0 |
0 |
0 |
141 |
1 |
3 |
8 |
160 |
| Going private |
0 |
0 |
0 |
3 |
0 |
0 |
0 |
28 |
| Higher Education funding: what's the problem and what are the potential solutions? |
3 |
13 |
51 |
92 |
12 |
31 |
148 |
249 |
| Ill Communication: Technology, Distraction & Student Performance |
1 |
1 |
6 |
76 |
12 |
28 |
73 |
289 |
| Ill Communication: Technology, Distraction & Student Performance |
3 |
8 |
24 |
324 |
17 |
78 |
174 |
1,761 |
| Ill communication: technology, distraction & studentperformance |
0 |
0 |
2 |
41 |
17 |
27 |
37 |
166 |
| In brief... Phone home: should mobiles be banned in schools? |
1 |
2 |
11 |
147 |
2 |
9 |
32 |
376 |
| In brief...Top of the class |
0 |
0 |
0 |
80 |
0 |
1 |
3 |
67 |
| In brief: The educational background of postgrad students |
0 |
0 |
0 |
15 |
0 |
0 |
3 |
77 |
| Inequalities in student to course match: evidence from linked administrative data |
0 |
0 |
0 |
71 |
6 |
10 |
18 |
306 |
| Inequalities in student to course match: evidence from linked administrative data |
0 |
0 |
0 |
12 |
1 |
7 |
11 |
34 |
| Keeping It in the Family: Student to Degree Match |
0 |
0 |
0 |
4 |
4 |
5 |
8 |
25 |
| 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 |
1 |
5 |
159 |
4 |
13 |
27 |
629 |
| Matching in the Dark? Inequalities in student to degree match |
0 |
0 |
1 |
5 |
4 |
5 |
7 |
43 |
| Minority Report: the impact of predicted grades on university admissions of disadvantaged groups |
0 |
0 |
7 |
491 |
3 |
26 |
79 |
2,156 |
| Occupational hazard: Inequalities in labour market mismatch |
1 |
3 |
15 |
44 |
5 |
16 |
50 |
91 |
| Overseas students: the impact on domestic student numbers |
0 |
0 |
0 |
24 |
6 |
6 |
6 |
102 |
| Paying Out and Crowding Out? The Globalisation of Higher Education |
0 |
0 |
0 |
84 |
4 |
4 |
7 |
185 |
| Paying out and crowding out? The globalisation of higher education |
0 |
0 |
0 |
34 |
1 |
1 |
3 |
71 |
| Paying out and crowding out? The globalization of higher education |
0 |
0 |
0 |
13 |
1 |
1 |
4 |
52 |
| Testing Means-Tested Aid |
0 |
0 |
0 |
7 |
4 |
10 |
20 |
83 |
| Testing Means-Tested Aid |
0 |
0 |
0 |
14 |
5 |
8 |
11 |
105 |
| Testing Means-Tested Aid? |
0 |
0 |
0 |
8 |
6 |
15 |
17 |
53 |
| Testing means-tested aid |
0 |
0 |
0 |
19 |
2 |
4 |
7 |
32 |
| The Changing Economic Advantage From Private School |
0 |
0 |
0 |
32 |
5 |
9 |
16 |
255 |
| The Changing Economic Advantage from Private School |
0 |
0 |
0 |
125 |
3 |
6 |
9 |
612 |
| The End of Free College in England: Implications for Quality, Enrolments, and Equity |
0 |
0 |
0 |
25 |
1 |
4 |
6 |
46 |
| The Importance of Rank Position |
0 |
0 |
0 |
68 |
4 |
5 |
12 |
619 |
| The changing economic advantage from private school |
0 |
0 |
0 |
15 |
2 |
2 |
3 |
102 |
| The end of free college in England |
0 |
0 |
0 |
29 |
0 |
1 |
3 |
77 |
| The end of free college in England: implications for quality, enrolments and equity |
1 |
1 |
1 |
11 |
6 |
10 |
14 |
80 |
| The end of free college in England: implications for quality, enrolments and equity |
0 |
0 |
0 |
15 |
2 |
5 |
7 |
43 |
| The importance of rank position |
0 |
0 |
0 |
0 |
3 |
5 |
6 |
7 |
| The mismatch earnings penalty |
0 |
0 |
1 |
12 |
4 |
5 |
9 |
17 |
| The mismatch earnings penalty |
0 |
1 |
17 |
45 |
3 |
8 |
48 |
90 |
| Top of the Class: The Importance of Ordinal Rank |
0 |
0 |
2 |
141 |
3 |
8 |
12 |
722 |
| Top of the Class: The Importance of Ordinal Rank |
0 |
0 |
0 |
40 |
5 |
13 |
15 |
208 |
| Top of the Class: The Importance of Ordinal Rank |
0 |
0 |
0 |
5 |
4 |
9 |
13 |
45 |
| Top of the Class: The Importance of Ordinal Rank |
0 |
0 |
0 |
25 |
4 |
5 |
6 |
120 |
| Top of the class: the importance of ordinal rank |
0 |
0 |
0 |
19 |
5 |
6 |
9 |
42 |
| Universities and industrial strategy in the UK |
0 |
0 |
0 |
6 |
4 |
5 |
8 |
40 |
| Universities and industrial strategy in the UK: review of evidence and implications for policy |
1 |
1 |
2 |
13 |
7 |
7 |
10 |
35 |
| Who Teaches the Teachers? A RCT of Peer-To-Peer Observation and Feedback in 181 Schools |
0 |
0 |
0 |
21 |
2 |
2 |
4 |
67 |
| Who Teaches the Teachers? A RCT of Peer-to-Peer Observation and Feedback in 181 Schools |
0 |
0 |
0 |
16 |
5 |
10 |
12 |
140 |
| Who Teaches the Teachers? A RCT of Peer-to-Peer Observation and Feedback in 181 Schools |
0 |
0 |
0 |
21 |
1 |
5 |
11 |
71 |
| Who Teaches the Teachers? A Rct of Peer-to-Peer Observation and Feedback in 181 Schools |
0 |
0 |
1 |
38 |
1 |
6 |
10 |
88 |
| Who teaches the teachers? A RCT of peer-to-peer observation and feedback in 181 schools |
0 |
0 |
0 |
41 |
2 |
4 |
8 |
144 |
| Who teaches the teachers? A RCT of peer-to-peer observation and feedback in 181 schools |
0 |
0 |
0 |
8 |
8 |
13 |
17 |
85 |
| Why Unions Survive: Understanding How Unions Overcome The Free-Rider Problem |
1 |
2 |
2 |
20 |
4 |
10 |
11 |
48 |
| Why unions survive: understanding how unions overcome the free-rider problem |
0 |
0 |
0 |
5 |
2 |
5 |
9 |
28 |
| Why unions: understanding how unions overcome the free-rider problem |
0 |
0 |
0 |
31 |
5 |
8 |
10 |
94 |
| Total Working Papers |
12 |
33 |
149 |
2,890 |
247 |
537 |
1,134 |
11,711 |
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