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Academic interactions among classroom peers: a cross-country comparison using TIMSS

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Using an international data set from the Third International Mathematics and Science Study (TIMSS), we examine academic interactions among classroom peers for each country, and compare them across different countries. To minimize the bias that usually plagues peer effects studies, we take within-student differences between mathematics and science test scores. The results show a significantly positive association between peers' performance and own achievement for most of the TIMSS countries. Moreover, the degree of mutual peer interactions within classroom is found to be surprisingly close across different countries, even if there exists a wide range of institutional differences in middle-school education (e.g. degree of ability mixing).
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Document Type: Research Article

Affiliations: Department of Economics, National University of Singapore, Singapore 117570, Singapore

Publication date: 01 July 2007

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