nep-edu New Economics Papers
on Education
Issue of 2019‒12‒23
two papers chosen by
Marco Novarese
Università del Piemonte Orientale

  1. Mixing the Rich and Poor: The Impact of Peers on Education and Earnings By Einiö, Elias
  2. The relevance of general pedagogical knowledge for successful teaching: Systematic review and meta-analysis of the international evidence from primary to tertiary education By Hannah Ulferts

  1. By: Einiö, Elias
    Abstract: This study exploits a large-scale natural experiment in Finnish conscription to study how exposure to peers from different family backgrounds affects education, earnings, employment, and hourly wage. Our research design is based on the alphabetic rule in assigning conscripts to dorms, which induces credible exogenous variation in peer family backgrounds. Being exposed to a dormmate from a high-income family has a positive long-term effect on earnings. The effects are the largest for individuals who come from high-income families. Exposure to peers with one standard deviation higher average parent income raises their earnings at age 28-42 by 2.6%. The results suggest beneficial labor market networks as a key mechanism. Exposure to peers from high-income families has little impact on earnings and hourly wages of individuals who come from low-income families, but it increases their educational attainment in the long run. The findings imply that social stratification reinforces economic and educational inequality between rich and poor families.
    Keywords: earnings, employment, education, wages, peer effects, family background, Labour markets and education, J24, J31,
    Date: 2019
  2. By: Hannah Ulferts (OECD)
    Abstract: This systematic review investigates the relevance of general pedagogical knowledge for successful teaching. It synthesises the empirical evidence of 10 769 teaching professionals and 853 452 students from primary to tertiary education in 21 countries. The meta-analysis of 20 quantitative studies revealed significant effects for teaching quality and student outcomes (Cohen’s d = .64 and .26), indicating that more knowledgeable teachers achieve a three-month additional progress for students. The three themes emerging from 31 qualitative studies underline that general pedagogical knowledge is a crucial resource for teaching. Results also show that teaching requires knowledge about a range of topics, specific skills and other competences to transform knowledge into practice. Teachers need training and practical experience to acquire knowledge, which they apply according to the pedagogical situation at hand. The results allow for important conclusions for policy, practice and research.
    Date: 2019–12–20

This nep-edu issue is ©2019 by Marco Novarese. It is provided as is without any express or implied warranty. It may be freely redistributed in whole or in part for any purpose. If distributed in part, please include this notice.
General information on the NEP project can be found at For comments please write to the director of NEP, Marco Novarese at <>. Put “NEP” in the subject, otherwise your mail may be rejected.
NEP’s infrastructure is sponsored by the School of Economics and Finance of Massey University in New Zealand.