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Relevant bibliographies by topics / School experiences and beliefs

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Academic literature on the topic 'School experiences and beliefs'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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Journal articles on the topic "School experiences and beliefs"

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Galindo Neto, Nelson Miguel, Gerdane Celene Nunes Carvalho, Régia Christina Moura Barbosa Castro, et al. "Teachers’ experiences about first aid at school." Revista Brasileira de Enfermagem 71, suppl 4 (2018): 1678–84. http://dx.doi.org/10.1590/0034-7167-2017-0715.

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ABSTRACT Objective: To unveil the experiences of primary and elementary school teachers about first aid at school. Method: a descriptive, qualitative study, conducted in May 2014, from a focus group with nine teachers from the municipal network of Bom Jesus-PI. Audio recording occurred, content was transcribed, and data were processed by IRAMUTEQ software and analyzed from the Descendant Hierarchical Classification. Results: Three classes were obtained: Teachers’ knowledge about first aid (influence of maternal experience, belief in popular myths and awareness of lack of preparation were indic

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Malmberg, Lars-Erik, Brigitte Wanner, Suleman Sumra, and Todd D. Little. "Action-Control Beliefs and School Experiences of Tanzanian Primary School Students." Journal of Cross-Cultural Psychology 32, no. 5 (2001): 577–96. http://dx.doi.org/10.1177/0022022101032005004.

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Anthony, Dirk Posthumus, and Christian J. van Nieuwerburgh. "A thematic analysis of the experience of educational leaders introducing coaching into schools." International Journal of Mentoring and Coaching in Education 7, no. 4 (2018): 343–56. http://dx.doi.org/10.1108/ijmce-11-2017-0073.

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Purpose Schools are traditionally hierarchical organisations with headteachers holding significant influence to effect change. The purpose of this paper is to present the findings of an investigation into the experiences of school leaders introducing coaching cultures into their schools. Design/methodology/approach This study adopts a phenomenological approach. In total, 20 face-to-face, semi-structured interviews were conducted with headteachers and deputy headteachers in the UK. Thematic analysis was used to code the data and identify themes. Findings The paper reports on six themes based on

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Cherubini, Lorenzo. "Teacher Candidates’ Perceptions of School Organization: Fundamental inconsistencies between expectations and experiences." Articles 44, no. 2 (2010): 213–28. http://dx.doi.org/10.7202/039033ar.

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Abstract Preservice teacher-candidates enrolled in teacher education programs across Canada are exposed to the nuances of school organization during their practice-teaching assignments. Although the literature is full of scholarship about the concerns of new teachers, less attention has been given to school organizational factors as sources of dissonance for new teachers and preservice teacher education candidates. This study employed quantitative and qualitative methods to determine the effect of the practicum experience on prospective teachers’ beliefs about school organization in Ontario. T

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Heinz, Andreas, Graham K. Murray, Florian Schlagenhauf, Philipp Sterzer, Anthony A. Grace, and James A. Waltz. "Towards a Unifying Cognitive, Neurophysiological, and Computational Neuroscience Account of Schizophrenia." Schizophrenia Bulletin 45, no. 5 (2018): 1092–100. http://dx.doi.org/10.1093/schbul/sby154.

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Abstract Psychotic experiences may be understood as altered information processing due to aberrant neural computations. A prominent example of such neural computations is the computation of prediction errors (PEs), which signal the difference between expected and experienced events. Among other areas showing PE coding, hippocampal-prefrontal-striatal neurocircuits play a prominent role in information processing. Dysregulation of dopaminergic signaling, often secondary to psychosocial stress, is thought to interfere with the processing of biologically important events (such as reward prediction

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Medin, Eva, and Göran Jutengren. "Children’s Perspectives on a School-Based Social and Emotional Learning Program." Children & Schools 42, no. 2 (2020): 121–30. http://dx.doi.org/10.1093/cs/cdaa007.

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Abstract Research has indicated that social and emotional learning (SEL) programs can offer benefits to students and school environments. However, students’ experiences of participation in such programs have not received as much attention. This focus group study describes elementary students’ (N = 23) experiences of and beliefs about participation in a school-based SEL program commonly used in Sweden, Life Skills Training. The results suggest questionable acceptability of the program by the students, indicating a clear belief that the school’s implementation of the program was due to their pro

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Haverback, Heather Rogers. "Why don’t we teach social studies? Preservice teachers’ social studies self-efficacy." Social Studies Research and Practice 12, no. 3 (2017): 245–57. http://dx.doi.org/10.1108/ssrp-07-2017-0034.

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Purpose The majority of states and school systems within the USA have implemented the Common Core State Standards, but with this implementation and focus on language arts and mathematics, many believe that social studies education has lagged. The purpose of this paper is to investigate preservice teachers’ social studies self-efficacy, experiences, and beliefs. Participants were preservice teachers in a required education course. During this course, preservice teachers were required to complete a 20-hour practicum within a school. Participants completed a teacher social studies self-efficacy s

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Morris, Kamryn S., Eleanor K. Seaton, Masumi Iida, and Sarah Lindstrom Johnson. "Racial Discrimination Stress, School Belonging, and School Racial Composition on Academic Attitudes and Beliefs among Black Youth." Social Sciences 9, no. 11 (2020): 191. http://dx.doi.org/10.3390/socsci9110191.

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It is important to consider racialized experiences and proximal indicators of academic success for Black youth when understanding the achievement gap. Acknowledging that racial discrimination is detrimental for the academic success of Black youth, this study extended previous research by examining the influence of racial discrimination stress. Using hierarchical regression analysis and a moderated moderation model, this study examined racial discrimination stress and school belonging as predictors of academic attitudes and beliefs among 344 Black youth (M age = 15.6). Additionally, we examined

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Willging, Brian T., and David Lester. "Paranormal Beliefs and Personality Scores of High School Students." Perceptual and Motor Skills 85, no. 3 (1997): 938. http://dx.doi.org/10.2466/pms.1997.85.3.938.

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Beliefs in paranormal phenomena in a sample of adolescents (42 boys and 52 girls) were not positively associated with scores on measures of psychological disturbance but were associated with experiences of paranormal phenomena in childhood.

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Kuswandono, Paulus. "MENTOR TEACHERS’ VOICES ON PRE-SERVICE ENGLISH TEACHERS’ PROFESSIONAL LEARNING." Indonesian Journal of Applied Linguistics 6, no. 2 (2017): 213. http://dx.doi.org/10.17509/ijal.v6i2.4846.

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Various studies have demonstrated that the role of mentor teachers in helping pre-service English teachers (PSETs) develop their professional experiences in school-based practicum is undeniably fundamental. Considering that mentor voices are still underrepresented in studies, this study aims to investigate the mentor teachers’ voices and beliefs to help the professional learning of pre-service English teachers (PSETs) in their school-based practicums. This is a qualitative study which involves seven mentor teachers who teach English in senior high schools in Indonesia. Data was gathered throug

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Dissertations / Theses on the topic "School experiences and beliefs"

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Ahmad, Jamal F. "Arab American Children’s Early Home Learning Experiences." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1321118162.

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Culbertson, Pamela A. "High School Blended Learning Courses| Teacher Beliefs, Perceptions of Experiences, and Recommendations." Thesis, State University of New York at Albany, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748089.

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<p> Increasingly, more high school teachers are providing instruction using blended learning. This provides benefits to students such as having more time flexibility in their learning as well as the ability to work through assignments at their own pace (Oliver & Kellogg, 2015). However, this also involves student challenges, such as the need for self-motivation and time management. </p><p> The purpose of this qualitative study is to gain insight regarding teacher perceptions, experiences, and recommendations regarding transitioning from teaching in a face-to-face classroom environment to

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Richardson, Katherine. "The primary-secondary school transition for languages : pupil and teacher experiences and beliefs." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/66738/.

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The thesis explores the experiences and beliefs of pupils and teachers for languages at the primary to secondary school transition in England. The academic aspects of transition (for languages and more broadly) are examined in the literature review and emerge as areas of concern and inadequacy with issues relating to progression, continuity, appropriateness of pedagogy and cross-phase communication and liaison. This exploratory case study adopts an interpretivist paradigm to investigate pertinent aspects of language learning including the perceived aims of Primary Languages; current provision,

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Henderson, Gregory D. "Leadership Experiences of Male African-American Secondary Urban Principals: The Impact of Beliefs, Values and Experiences on School Leadership Practices." Cleveland, Ohio : Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1213907586.

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Thesis (Ph.D.)--Cleveland State University, 2008.<br>Abstract. Title from PDF t.p. (viewed on Oct. 6, 2008). Includes bibliographical references (p. 159-175). Available online via the OhioLINK ETD Center. Also available in print.

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Kuaka, Kennedy Born. "Views and experiences of children with disabilities and their parents regarding school attendance." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5838_1318490189.

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The study population was children with physical disabilities who were not attending school and their parents. A sample of 19 participants was purposefully selected. A qualitative approach was used to explore the participants" attitudes, cultural beliefs, and challenges related to school attendance of children with physical disabilities. A content analysis approach was used for data analysis after translating and transcribing raw data from Tonga into English. The data were coded, categorized and themes of the content identified. Ethical procedures included, obtaining permission from the Univers

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Ozgun, Ozkan. "The relationship of novice Turkish early childhood education teachers' professional needs, experiences, efficacy beliefs, school climate for promoting early childhood learning, and job satisfaction." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.

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Bruhn, Tara Jenkins. ""I Am An Island To Myself": How One Veteran English Teacher's Beliefs, Experiences, and Philosophy Translate into Classroom Practice." Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/msit_diss/7.

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The purpose of this qualitative study was to investigate the beliefs, philosophy, and experience of a veteran English teacher and how each of these constructs informed her classroom practice. This research, conducted in a metropolitan high school in the South, provides insight into the way a veteran teacher believes, practices in her classroom, and relates to her greater teaching milieu. The study is theoretically framed in Greene's (1971) notion of "doing philosophy" in which a teacher makes meaning from her reflected, lived-through experience, and Applebee's (1996) notion of curriculum as co

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Runnalls, Cristina. "The secondary mathematics experiences of English language learners." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6266.

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In recent decades, the landscape of the U.S. classroom has been drastically changing. Schools at every level are enrolling increasingly higher numbers of culturally and linguistically diverse learners, many in the process of learning English. These students, frequently called English language learners (ELLs), present new and unique challenges to educators. Many of these challenges concern language and the many ways it affects the educational experience. One concern of great interest involves better understanding the ways language and academic content interact. Language is a pivotal component o

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Papazahariou, Maria George. "A touch of Leri the beliefs, attitudes and perceptions of an elementary student in Cyprus about his experiences in different music-making and learning practices /." Diss., Connect to online resource - MSU authorized users, 2008.

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Kingsley, Laurie Hawkins. "An examination of how extended field experiences, integrated coursework, and school partnerships influenced the development of four first year teachers' literacy beliefs and practice." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4731.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (September 26, 2007) Vita. Includes bibliographical references.

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Books on the topic "School experiences and beliefs"

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Evans, Walmsley Angela Lynn, ed. Genuine school leadership: Experience, reflection, and beliefs. Corwin Press, 2008.

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ʻAwdah, Ḥasan ibn Maḥmūd. Ahmadiyya: Beliefs and experiences. Attaqwa Establishment International, 2000.

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Awdah, Ḥasan ibn Maḥmūd. Ahmadiyya: Beliefs and experiences. Attaqwa Establishment International, 2000.

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Muẓaffar, Muḥammad Riḍā. The beliefs of Shiʻite school. Islamic Seminary Publications, 1985.

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Macdonald, C. A. School-based learning experiences. Human Sciences Research Council, 1990.

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Beyond the threshold: Afterlife beliefs and experiences in world religions. Rowman & Littlefield, 2008.

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Teachers, Association of Christian, and Stapleford Project, eds. Concept cracking: Exploring Christian beliefs in school. Stapleford Project, 1994.

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Noonan, Anne E. Social relations at work: The beliefs and experiences of older workers. Wellesley Centers for Women, 2003.

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Partridge, Cecily J. Disability and health services: Perceptions, beliefs and experiences of elderly people. King's College, 1991.

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Experiences in music. 3rd ed. Prentice Hall, 1995.

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Book chapters on the topic "School experiences and beliefs"

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König, Johannes, and S. Blömeke. "Does School Experience Matter for Future Teachers’ General Pedagogical Knowledge?" In International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6437-8_19.

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Wang, Li. "Narrative Inquiry of Beginner Teachers’ Experience and Changes in Beliefs in the Danish Secondary School Context." In Nordic-Chinese Intersections within Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28588-3_4.

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Miller, David. "School Experiences." In Encyclopedia of Quality of Life and Well-Being Research. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_351.

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Miller, David N. "School Experiences." In Encyclopedia of Quality of Life and Well-Being Research. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-69909-7_351-2.

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Bramschreiber, Terry. "Challenging Sacred Beliefs." In Learning Democracy in School and Society. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-287-0_1.

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Singh, Sunita, and Aparajita Bhargarh Chaudhary. "Situating Teacher Beliefs." In Early Childhood Education and School Readiness in India. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7006-9_9.

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Smyth, Emer. "School Climate." In Students' Experiences and Perspectives on Secondary Education. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-49385-9_4.

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Jadue Roa, Daniela Sofia. "Children’s agency in transition experiences." In Listening to Children’s Advice about Starting School and School Age Care. Routledge, 2019. http://dx.doi.org/10.4324/9781351139403-3.

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Moschner, Barbara, Andrea Anschuetz, Stephan Wernke, and Uta Wagener. "Measurement of Epistemological Beliefs and Learning Strategies of Elementary School Children." In Knowing, Knowledge and Beliefs. Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-6596-5_5.

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Macklem, Gayle L. "Brief Strategies for Improving Self-Awareness and Beliefs." In Brief SEL Interventions at School. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-65695-9_6.

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Conference papers on the topic "School experiences and beliefs"

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Romanowski, Joana Paulin. "THE LEARNINGS OF THE BASIC EDUCATION TEACHER." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end134.

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The research has as object of study the learning of basic education teachers in order to identify the learning of basic education teachers in their professional performance that contribute to their teacher education. The survey was conducted through a questionnaire using the Lickert scale answered on the google forms platform. 370 teachers from all regions of Brazil participated in the research. The study references are based Zeichner (2008), Martins (2009, 2016). In the analysis of the answers, the highest index of the scale was considered for the indication of the percentages. None of the an

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Beutel, Denise Ann, Donna Tangen, and Rebecca Spooner-Lane. "An exploratory study of early career teachers as culturally responsive teachers." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8928.

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The purpose of this study was to advance understanding on how early career teachers imagined themselves to be culturally responsive and how their beliefs and ideologies about teaching a diverse range of learners were challenged and refined during their early years of teaching. This qualitative, exploratory study was conducted in a large, secondary school in eastern Australia that has a highly diverse population of students. Findings indicate that, while these early career teachers lacked preparation for working with diverse learners, building relationships on multiple levels (with students, wi

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Antoci, Diana. "Values and Emotions in Personality System of Adolescents and Youths." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/01.

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This article addresses the problem of identifying relationship between the emotional manifestations of adolescents and young people and dominant values in their personality system in order to establish priorities in the acquisition of the components of the value orientation at the subjects. The age of adolescence is the period of social and emotional development, cognitive and emotional explosion, and psychic and value system formation. Personality formation takes place in the social environment through interrelation with parents, friends, and teachers in different life situations. Adolescents

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Alshaboul, Yousef Mohammad. "EFL Teachers’ Phonological Awareness Beliefs and Practices: Help or Prevent EFL Children Developing Reading." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0262.

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Families, schools and stakeholders long for developing good readers (Ponitz & Rimm-Kaufman, 2011) and would do all it takes to save young children from becoming illiterate or low achievers (Anthony & Farncis, 2005; Share & Stanovich, 1995; Snowling, 1998). Since the landmark study of Moats (1994), a flow of research has targeted teacher education advocating for teachers being competent in PA (Carlisle, Kelcey, Rowan, & Phelps, 2011; Kennedy, 2013; Washburn et al., 2017). EFL teachers’ proficiency seems to contribute to the reading difficulties that early graders encounter. This

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Mavuru, Lydia, and Oniccah Koketso Pila. "PRE-SERVICE TEACHERS’ PREPAREDNESS AND CONFIDENCE IN TEACHING LIFE SCIENCES TOPICS: WHAT DO THEY LACK?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end023.

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Pre-service teachers’ preparedness and confidence levels to teach is a topical subject in higher education. Previous studies have commented on the role of teacher in-service training in preparing teachers for provision of meaningful classroom experiences to their learners, but many researchers regard pre-service teacher development as the cornerstone. Whilst teacher competence can be measured in terms of different variables e.g. pedagogy, knowledge of the curriculum, technological knowledge etc., the present study focused on teacher competency in terms of Life Sciences subject matter knowledge

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Nekrasova, O. G. "Ethno-artistic education in Krasnochikoy Elementary Art School in Transbaikalia. Experience and persuits." In Old Belief: History and Modernity, Local Traditions, Relations in Russia and Abroad. Buryat State University Publishing Department, 2015. http://dx.doi.org/10.18101/978-5-9793-0771-8-360-367.

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Liu, Ruiguang. "Influence of Motivational Beliefs on School Learning." In 2015 International Conference on Social Science and Higher Education. Atlantis Press, 2015. http://dx.doi.org/10.2991/icsshe-15.2015.144.

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Alyafei, Alshaima Saleh. "Science Teachers’ Beliefs about Teaching and Learning Implementing Inquiery-based Learning - A Case in Qatar Government Primary Schools." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0278.

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The current study investigates the beliefs held by science teachers on constructivism and a traditional approach in Qatar government primary schools. More specifically, it aims to investigate the challenges that science teachers experience during inquiry-based learning implementation. A web-based survey was conducted in order to collect data from grades 4 to 6 science teachers. A total of 112 science teachers responded and completed the survey on a voluntary basis. The results indicate that science teachers hold a higher beliefs in constructivism than traditional approach. A T-test and ANOVA a

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E. Brock, Sabra, Zvi G Loewy, and F. Ellen Loh. "Team Skills: Comparing Pedagogy in a Graduate Business School to That of a College of Pharmacy Professional Program." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3733.

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Aim/Purpose: To measure the change in team skills resulting from team projects in professional and graduate school courses, a pilot study was conducted among students in two courses in a graduate school of business and one in the pharmacy school of the same institution of higher learning. This pilot study evaluated (a) students receiving training and practice in working as part of a classroom team were able to translate the formal training into the belief they had improved routine team interactions and experienced benefits from the intervention, and (b) determine whether changes in perceived t

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Kisné Bernhardt, Renáta, Laura Furcsa, Annamária Sinka, and Rita Szaszkó. "Digitális pedagógiai tapasztalatok tanítóként: lehetőségek a karanténpedgógiában." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.93.

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Az elmúlt évtizedben már számos kutatás bizonyította, hogy a pedagógusok megváltozott feladatai és szerepei, a módszertani kultúra és a komplex szemlélet a digitális kompetencia fejlesztésével párhuzamosan megjelenik (Fehér, 1999; Kirschner-Woperies, 2003; Law, Chow és Yuen, 2005). A tanítási-tanulási folyamat résztvevőiként a pedagógusok is részesei a rendkívüli iramban változó lehetőségeknek, melyek az iskola különböző „valós és virtuális” terein egyre inkább biztosítottá válnak (UNESCO, 2011). 2020 márciusában 6 a koronavírus-járvány miatt bevezetett digitális munkarend által – korábban még

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Reports on the topic "School experiences and beliefs"

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Thomson, Sue, Nicole Wernert, Sarah Buckley, Sima Rodrigues, Elizabeth O’Grady, and Marina Schmid. TIMSS 2019 Australia. Volume II: School and classroom contexts for learning. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-615-4.

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This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes.

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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that w

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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that w

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Kapor, Adam, Christopher Neilson, and Seth Zimmerman. Heterogeneous Beliefs and School Choice Mechanisms. National Bureau of Economic Research, 2018. http://dx.doi.org/10.3386/w25096.

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Arteaga, Felipe, Adam Kapor, Christopher Neilson, and Seth Zimmerman. Smart Matching Platforms and Heterogeneous Beliefs in Centralized School Choice. National Bureau of Economic Research, 2021. http://dx.doi.org/10.3386/w28946.

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Bruch, Sarah K., Harper Haynes, Tessa Heeren, Sana Naqvi, and Ha Young Jeong. Assessing student experiences of school in the Iowa City Community School District. University of Iowa Public Policy Center, 2016. http://dx.doi.org/10.17077/ir23-w2bx.

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Bruch, Sarah K., Tessa Heeren, Qianyi Shi, et al. Student Experiences of School Climate in the Iowa City Community School District 2017. University of Iowa Public Policy Center, 2017. http://dx.doi.org/10.17077/jdsp-5qo8.

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Bruch, Sarah K., Tessa Heeren, SuYeong Shin, et al. Student Experiences of School Climate in the Iowa City Community School District 2018. University of Iowa Public Policy Center, 2018. http://dx.doi.org/10.17077/58oi-hkbj.

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Attanasio, Orazio, Teodora Boneva, and Christopher Rauh. Parental Beliefs about Returns to Different Types of Investments in School Children. National Bureau of Economic Research, 2019. http://dx.doi.org/10.3386/w25513.

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Bruch, Sarah K., Austin Adams, Sean M. Finn, and Tessa Heeren. LGBTQ Student Experiences in the Iowa City Community School District. University of Iowa Public Policy Center, 2017. http://dx.doi.org/10.17077/h26q-oc79.

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