Jane Cooley Fruehwirth
Dados Biográficos
| ID | 5730280 |
|---|---|
| NOME | Jane Cooley Fruehwirth |
| PRENOMES | Jane Cooley |
| SOBRENOME | Fruehwirth |
| ASSINATURA | FRUEHWIRTH J C |
| AFILIAÇÕES | University of North Carolina at Chapel Hill |
| ORCID | 0000-0001-5018-1143 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAÇÕES | 27 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2014 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Covid‐19 Stress and Resilience
INTRODUCTION: The COVID-19 pandemic affected all dimensions of the college experience. Research has explored COVID-19 stress and resilience factors, though this study is generally cross-sectional and lacks pre-pandemic baseline measures. Women and sexual/gender minority (SGM) college students experienced higher levels of COVID-19 stress but the effect on resilience is unknown. METHODS: Analysis of longitudinal survey data on a 2019 cohort of firs…
Teacher Effectiveness and Classroom Composition
This paper provides evidence of match effects in the teacher labour market by considering how teacher effectiveness varies by classroom composition. We combine random assignment of teachers with rich measures of teaching practices based on a popular teacher-evaluation protocol to overcome endogeneity challenges. We find significant complementarities between teaching practice and classroom composition for maths achievement. We use these estimates …
The Covid-19 pandemic and mental health of first-year college students
Purpose The Covid-19 pandemic has brought unprecedented stress to students and educational institutions across the world. We aimed to estimate the effect of the pandemic on the mental health of college students. Methods We used data on 419 first-year students (ages 18–20) at a large public university in North Carolina both before (October 2019-February 2020) and after (June/July 2020) the start of the Covid-19 pandemic. After evaluating descripti…
Using global observation protocols to inform research on teaching effectiveness and school improvement
An essential feature of many modern teacher observation protocols is their “global” approach to measuring instruction. Global protocols provide a summary evaluation of multiple domains of instruction from observers’ overall review of classroom processes. Although these protocols have demonstrated strengths, including their comprehensiveness and advanced state of development, in this analysis we argue that global protocols also have inherent limit…
School-to-School Differences in Instructional Practice
Background/Context There is continuing debate among social scientists and educators about the role of school-to-school differences in generating educational inequality. Are some students high achieving because they attend School A, while others struggle because they attend School B, as critical discourse on schools argues? Alternatively, is educational inequality driven largely by social forces outside of the school, in the home and neighborhood …
Religion and Depression in Adolescence
The probability of being depressed increases dramatically during adolescence and is linked to a range of adverse outcomes. Many studies show a correlation between religiosity and mental health, yet the question remains whether the link is causal. The key issue is selection into religiosity. We exploit plausibly random variation in adolescents' peers to shift religiosity independently of other individual-level unobservables that might affect depre…
Can Achievement Peer Effect Estimates Inform Policy? A View from Inside the Black Box
Empirical studies of peer effects rely on the assumption that peer spillovers can be measured through observables. However, in the education context, many theories of peer spillovers center around unobservables, such as ability, effort, or motivation. I show that when peer effects arise from unobservables, the typical empirical specifications will not measure these effects accurately, which may help explain differences in the magnitude and even s…
Religion and Depression in Adolescence
The probability of being depressed increases dramatically during adolescence and is linked to a range of adverse outcomes. Many studies show a correlation between religiosity and mental health, yet the question remains whether the link is causal. The key issue is selection into religiosity. We exploit plausibly random variation in adolescents' peers to shift religiosity independently of other individual-level unobservables that might affect depre…
Teacher Effectiveness and Classroom Composition
This paper provides evidence of match effects in the teacher labour market by considering how teacher effectiveness varies by classroom composition. We combine random assignment of teachers with rich measures of teaching practices based on a popular teacher-evaluation protocol to overcome endogeneity challenges. We find significant complementarities between teaching practice and classroom composition for maths achievement. We use these estimates …
Can Achievement Peer Effect Estimates Inform Policy? A View from Inside the Black Box
Empirical studies of peer effects rely on the assumption that peer spillovers can be measured through observables. However, in the education context, many theories of peer spillovers center around unobservables, such as ability, effort, or motivation. I show that when peer effects arise from unobservables, the typical empirical specifications will not measure these effects accurately, which may help explain differences in the magnitude and even s…
Religion and Depression in Adolescence
The probability of being depressed increases dramatically during adolescence and is linked to a range of adverse outcomes. Many studies show a correlation between religiosity and mental health, yet the question remains whether the link is causal. The key issue is selection into religiosity. We exploit plausibly random variation in adolescents' peers to shift religiosity independently of other individual-level unobservables that might affect depre…
Using global observation protocols to inform research on teaching effectiveness and school improvement
An essential feature of many modern teacher observation protocols is their “global” approach to measuring instruction. Global protocols provide a summary evaluation of multiple domains of instruction from observers’ overall review of classroom processes. Although these protocols have demonstrated strengths, including their comprehensiveness and advanced state of development, in this analysis we argue that global protocols also have inherent limit…
School-to-School Differences in Instructional Practice
Background/Context There is continuing debate among social scientists and educators about the role of school-to-school differences in generating educational inequality. Are some students high achieving because they attend School A, while others struggle because they attend School B, as critical discourse on schools argues? Alternatively, is educational inequality driven largely by social forces outside of the school, in the home and neighborhood …
The Covid-19 pandemic and mental health of first-year college students
Purpose The Covid-19 pandemic has brought unprecedented stress to students and educational institutions across the world. We aimed to estimate the effect of the pandemic on the mental health of college students. Methods We used data on 419 first-year students (ages 18–20) at a large public university in North Carolina both before (October 2019-February 2020) and after (June/July 2020) the start of the Covid-19 pandemic. After evaluating descripti…
Teacher Effectiveness and Classroom Composition
This paper provides evidence of match effects in the teacher labour market by considering how teacher effectiveness varies by classroom composition. We combine random assignment of teachers with rich measures of teaching practices based on a popular teacher-evaluation protocol to overcome endogeneity challenges. We find significant complementarities between teaching practice and classroom composition for maths achievement. We use these estimates …
Covid‐19 Stress and Resilience
INTRODUCTION: The COVID-19 pandemic affected all dimensions of the college experience. Research has explored COVID-19 stress and resilience factors, though this study is generally cross-sectional and lacks pre-pandemic baseline measures. Women and sexual/gender minority (SGM) college students experienced higher levels of COVID-19 stress but the effect on resilience is unknown. METHODS: Analysis of longitudinal survey data on a 2019 cohort of firs…
Psychology (5 obras) · Medicine (4 obras) · Mathematics (3 obras) · School Choice and Performance (3 obras) · Social Psychology (3 obras) · Statistics (3 obras) · Computer Science (2 obras) · COVID-19 and Mental Health (2 obras) · Econometrics (2 obras) · Economics (2 obras)