Publications
Showing 61 - 90 of 176 results
Experimental evidence on the productivity effects of generative artificial intelligence
Shakked Noy, Whitney Zhang. (2023). Science. https://www.science.org/doi/10.1126/science.adh2586
GPT detectors are biased against non-native English writers
Weixin Liang, Mert Yuksekgonul, Yining Mao, Eric Wu, James Zou. (2023). ScienceDirect. https://doi.org/10.1016/j.patter.2023.100779
The Impact of an Artificial Intelligence (AI) Project-Based Learning (PBL) Course on Middle-School Students' Interest, Knowledge, and Career Aspiration in the AI Field
Roozbeh Aliabadi. (2023). Robert Morris University. https://eric.ed.gov/ED633474
M-Powering Teachers: Natural Language Processing Powered Feedback Improves 1:1 Instruction and Student Outcomes
Dorottya Demszky, Jing Liu. (2023). EdWorkingPapers.com. https://edworkingpapers.com/ai23-759
Research in Progress to Better Understand High-Impact Tutoring
. (2023). The National Student Support Accelerator. https://studentsupportaccelerator.org/briefs/ongoing-research
The effect of generative artificial intelligence (AI)-based tool use on students' computational thinking skills, programming self-efficacy and motivation
Ramazan Yilmaz, Fatma Gizem, Karaoglan Yilmaz. (2023). Computers and Education: Artificial Intelligence. https://doi.org/10.1016/j.caeai.2023.100147
Ahead of the Game? Course-Taking Patterns under a Math Pathways Reform
Elizabeth Huffaker, Sarah Novicoff, Thomas S. Dee. (2023). EdWorkingPapers.com. https://doi.org/10.26300/yk56-yy47
Logic Against Bias: Textual Entailment Mitigates Stereotypical Sentence Reasoning
Hongyin Luo, James Glass. (2023). arXiv. https://arxiv.org/abs/2303.05670
Beyond Chronic Absenteeism: The Dynamics and Disparities of Class Absences in Secondary School
Jing Liu, Monica Lee. (2022). EdWorkingPapers.com. https://doi.org/10.26300/z1fp-0b98
A Framework for Motivating Teacher-Student Relationships
Carly D. Robinson. (2022). Educational Psychology Review. https://doi.org/10.26300/zrfj-8761
Does Reclassification Change How English Learners Feel about School and Themselves? Evidence from a Regression Discontinuity Design
Monica Lee, James Soland. (2022). Educational Evaluation and Policy Analysis. https://doi.org/10.3102/01623737221097419
More Than Shortages: The Unequal Distribution of Substitute Teaching
Jing Liu, Susanna Loeb, Ying Shi. (2022). Education Finance and Policy. https://doi.org/10.1162/edfp_a_00329
Engaging Girls in Math: The Unequal Effects of Text Messaging to Help Parents Support Early Math Development
Christopher Doss, Hans Fricke, Susanna Loeb, Justin B. Doromal. (2022). EdWorkingPapers.com. https://doi.org/10.26300/39zc-j672
Navigating Remote Delivery of Assessments for Head Start Children During the COVID-19 Pandemic
Leiah Groom-Thomas, Monica Lee, Cate Smith Todd, Kathleen Lynch, Susanna Loeb, Scott McConnell, Lydia Carlis. (2022). Journal of Early Intervention. https://doi.org/10.1177/10538151221085942
Navigating Virtual Delivery of Assessments for Head Start Children During the COVID-19 Pandemic
Leiah Groom-Thomas, Monica Lee, Cate Smith Todd, Kathleen Lynch, Susanna Loeb, Scott McConnell, Lydia Carlis. (2022). Journal of Early Intervention. https://doi.org/10.1177/10538151221085942
Paraeducators: Growth, Diversity and a Dearth of Professional Supports
Biraj Bisht, Zachary LeClair, Susanna Loeb, Min Sun. (2021). EdWorkingPapers.com. https://doi.org/10.26300/nk1z-c164
Parent Engagement Interventions are Not Costless: Opportunity Cost and Crowd Out of Parental Investment
Carly D. Robinson, Raj Chande, Simon Burgess, Todd Rogers. (2021). Educational Evaluation and Policy Analysis. https://doi.org/10.3102/01623737211030492
The Revealed Preferences for School Reopening: Evidence from Public-School Disenrollment
Thomas S. Dee, Elizabeth Huffaker, Cheryl Philips, Eric Sagara. (2021). EdWorkingPapers.com. https://doi.org/10.26300/ejq1-m085
Acelero Learning: Annual Report 2021
Susanna Loeb, Monica Lee, Leiah Groom-Thomas, Demetra Kalogrides, Kathleen Lynch. (2021). Acelero Learning. https://www.acelero.net/results
The Short- and Long-Run Impacts of Secondary School Absences
Jing Liu, Monica Lee, Seth Gershenson. (2021). EdWorkingPapers.com. https://doi.org/10.26300/xg6s-z169
High-Impact Tutoring: State of the Research and Priorities for Future Learning
Carly D. Robinson, Susanna Loeb. (2021). EdWorkingPapers.com. https://doi.org/10.26300/qf76-rj21
Using Behavioral Insights to Improve School Administrative Communications: The Case of Truancy Notifications
Jessica Lasky-Fink, Carly D. Robinson, Hedy Chang, Todd Rogers. (2021). Educational Researcher. https://doi.org/10.3102/0013189X211000749
Effectiveness Research for Teacher Education
Heather C. Hill, Zid Mancenido, Susanna Loeb. (2021). EdWorkingPapers.com. https://doi.org/10.26300/zhhb-j781
Online Course-Taking and Expansion of Curricular Options in High Schools
Cassandra M. D. Hart, Brian A. Jacob, Susanna Loeb. (2020). EdWorkingPapers.com. https://doi.org/10.26300/x3d2-7d79
Public-Sector Leadership and Venture Philanthropy: The Case of Broad Superintendents
Thomas S. Dee, Susanna Loeb, Ying Shi. (2020). EdWorkingPapers.com. https://doi.org/10.26300/10rs-f954
Proactive student support using artificially intelligent conversational chatbots: The importance of targeting the technology
Aizat Nurshatayeva, Lindsay C. Page, Carol C. White, Hunter Gehlbach. (2020). EdWorkingPapers.com. https://doi.org/10.26300/mp4q-4x12
The Longitudinal Effects of School Improvement Grants
Min Sun, Alec Kennedy, Susanna Loeb. (2020). EdWorkingPapers.com. https://doi.org/10.26300/cyyk-4r44
Students with Growth Mindset Learn More in School: Evidence from California’s CORE School Districts
Susana Claro, Susanna Loeb. (2019). EdWorkingPapers.com. https://doi.org/10.26300/50mk-p286
Self-Management Skills and Student Achievement Gains: Evidence from California’s CORE Districts
Susana Claro, Susanna Loeb. (2019). EdWorkingPapers.com. https://doi.org/10.26300/vr54-8t59
When behavioral barriers are too high or low – How timing matters for parenting interventions
Kalena E. Cortes, Hans Fricke, Susanna Loeb, David Song, Ben York. (2019). EdWorkingPapers.com. https://doi.org/10.26300/m6m6-v536
