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src="https://0.academia-photos.com/171812/147649/155481903/s200_noe.cornago.png" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://ehu.academia.edu/NoeCornago">Noe Cornago</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">University of the Basque Country, Euskal Herriko Unibertsitatea</p></div></div></ul></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="52057125" href="https://www.academia.edu/Documents/in/Governance"><div id="js-react-on-rails-context" style="display:none" 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data-trace="false" data-dom-id="Pill-react-component-7226ffd1-fbbe-4122-a7c2-6b76334623f5"></div> <div id="Pill-react-component-7226ffd1-fbbe-4122-a7c2-6b76334623f5"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="52057125" href="https://www.academia.edu/Documents/in/Social_Sciences"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Social Sciences"]}" data-trace="false" data-dom-id="Pill-react-component-5de905af-ccab-4ce6-ae2b-9814562c2634"></div> <div id="Pill-react-component-5de905af-ccab-4ce6-ae2b-9814562c2634"></div> </a></div></div></div></div><div class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Lycia Lima</h3></div><div class="js-work-strip profile--work_container" data-work-id="113360221"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/113360221/Essays_on_human_capital_investments_in_Brazil"><img alt="Research paper thumbnail of Essays on human capital investments in Brazil" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/113360221/Essays_on_human_capital_investments_in_Brazil">Essays on human capital investments in Brazil</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113360221"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113360221"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113360221; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=113360221]").text(description); $(".js-view-count[data-work-id=113360221]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 113360221; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='113360221']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=113360221]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":113360221,"title":"Essays on human capital investments in Brazil","internal_url":"https://www.academia.edu/113360221/Essays_on_human_capital_investments_in_Brazil","owner_id":52057125,"coauthors_can_edit":true,"owner":{"id":52057125,"first_name":"Lycia","middle_initials":"","last_name":"Lima","page_name":"LimaLycia","domain_name":"independent","created_at":"2016-08-14T15:41:56.444-07:00","display_name":"Lycia Lima","url":"https://independent.academia.edu/LimaLycia"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="113360220"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/113360220/Vocational_Education_and_Training_in_Brazil_Knowledge_Sharing_Forum_on_Development_Experiences_Comparative_Experiences_of_Korea_and_Latin_America_and_the_Caribbean"><img alt="Research paper thumbnail of Vocational Education and Training in Brazil: Knowledge Sharing Forum on Development Experiences: Comparative Experiences of Korea and Latin America and the Caribbean" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/113360220/Vocational_Education_and_Training_in_Brazil_Knowledge_Sharing_Forum_on_Development_Experiences_Comparative_Experiences_of_Korea_and_Latin_America_and_the_Caribbean">Vocational Education and Training in Brazil: Knowledge Sharing Forum on Development Experiences: Comparative Experiences of Korea and Latin America and the Caribbean</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The past decade has witnessed an unprecedented surge in the emphasis given to the role of vocatio...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The past decade has witnessed an unprecedented surge in the emphasis given to the role of vocational education and training in Brazil. This has been characterized by an increasing flow of resources from the government to vocational education and training and a substantial increase in the number of enrollments. Particularly from 2011 onwards, with the launch of the PRONATEC program as one of the main flagship initiatives of President Dilma Roussef&#39;s government, VET has gained even more visibility. The coverage of vocational education and training in Brazil is low, but it has an increasing trend. When compared to general education courses over time, the path is clear: VET education is gaining momentum, attracting more students that would otherwise follow a purely general track. Enrollment in VET courses still represents a small portion of total secondary education in Brazil but it has notably increased over the past years. The Federal government&#39;s spending on vocational education has risen from 0.04% of GDP in 2007 to around 0.2% of GDP in 2013. As a result, in 2007, 9% of total students enrolled in general secondary education were also enrolled in a VET program whereas in 2013, this number reached 17%. Regarding VET provision, although private institutions still enroll less students than public ones, their importance is far from negligible. Such institutions play an important role in VET in Brazil, with special attention to the so-called S System, which is privately managed but receive public funds through taxes over firms&#39; payrolls. The S System is responsible for the provision of approximately 43% of professional and technical education in Brazil. Alongside of undeniable advancements pertaining to the recent surge of VET in Brazil, there are also several challenges. The challenges related to VET students and providers in Brazil are multidimensional and stretch over the entire student experience from a student&#39;s entry in a VET program, passing through school retention until the transition of students to the labor market. Among the main challenges pertaining VET in Brazil are the mismatch between supply and demand of professional skills, school evasion and lack of transparency by the government and VET providers.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113360220"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113360220"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113360220; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=113360220]").text(description); $(".js-view-count[data-work-id=113360220]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 113360220; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='113360220']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=113360220]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":113360220,"title":"Vocational Education and Training in Brazil: Knowledge Sharing Forum on Development Experiences: Comparative Experiences of Korea and Latin America and the Caribbean","internal_url":"https://www.academia.edu/113360220/Vocational_Education_and_Training_in_Brazil_Knowledge_Sharing_Forum_on_Development_Experiences_Comparative_Experiences_of_Korea_and_Latin_America_and_the_Caribbean","owner_id":52057125,"coauthors_can_edit":true,"owner":{"id":52057125,"first_name":"Lycia","middle_initials":"","last_name":"Lima","page_name":"LimaLycia","domain_name":"independent","created_at":"2016-08-14T15:41:56.444-07:00","display_name":"Lycia Lima","url":"https://independent.academia.edu/LimaLycia"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="113360219"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/113360219/The_Impacts_of_Automated_Essay_Scoring_on_Writing_Skills_and_Access_to_College"><img alt="Research paper thumbnail of The Impacts of Automated Essay Scoring on Writing Skills and Access to College" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/113360219/The_Impacts_of_Automated_Essay_Scoring_on_Writing_Skills_and_Access_to_College">The Impacts of Automated Essay Scoring on Writing Skills and Access to College</a></div><div class="wp-workCard_item"><span>AEA Randomized Controlled Trials</span><span>, Dec 28, 2018</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113360219"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113360219"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113360219; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=113360219]").text(description); $(".js-view-count[data-work-id=113360219]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 113360219; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='113360219']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=113360219]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":113360219,"title":"The Impacts of Automated Essay Scoring on Writing Skills and Access to College","internal_url":"https://www.academia.edu/113360219/The_Impacts_of_Automated_Essay_Scoring_on_Writing_Skills_and_Access_to_College","owner_id":52057125,"coauthors_can_edit":true,"owner":{"id":52057125,"first_name":"Lycia","middle_initials":"","last_name":"Lima","page_name":"LimaLycia","domain_name":"independent","created_at":"2016-08-14T15:41:56.444-07:00","display_name":"Lycia Lima","url":"https://independent.academia.edu/LimaLycia"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="113360218"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/113360218/Are_Public_Schools_in_Developing_Countries_Ready_to_Integrate_EdTech_into_Regular_Instruction"><img alt="Research paper thumbnail of Are Public Schools in Developing Countries Ready to Integrate EdTech into Regular Instruction" class="work-thumbnail" src="https://attachments.academia-assets.com/110338988/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/113360218/Are_Public_Schools_in_Developing_Countries_Ready_to_Integrate_EdTech_into_Regular_Instruction">Are Public Schools in Developing Countries Ready to Integrate EdTech into Regular Instruction</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">* We would like to thank the staff from the Lemann Foundation and from Khan Academy for their sup...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">* We would like to thank the staff from the Lemann Foundation and from Khan Academy for their support to the project. Lemann Foundation funded the collection of the survey data. An initial draft of this paper was part of Lycia Lima's PhD dissertation at the Sao Paulo School of Business Administration-FGV and it circulated under the title "Are Public Schools Ready to Integrate Math Classes with Khan Academy? ". This project was pre-registered at AEA RCT (ID 0002456).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9b2f699c86cf52d837a6e361c9ed9756" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":110338988,"asset_id":113360218,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/110338988/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113360218"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113360218"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113360218; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=113360218]").text(description); $(".js-view-count[data-work-id=113360218]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 113360218; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='113360218']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9b2f699c86cf52d837a6e361c9ed9756" } } $('.js-work-strip[data-work-id=113360218]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":113360218,"title":"Are Public Schools in Developing Countries Ready to Integrate EdTech into Regular Instruction","internal_url":"https://www.academia.edu/113360218/Are_Public_Schools_in_Developing_Countries_Ready_to_Integrate_EdTech_into_Regular_Instruction","owner_id":52057125,"coauthors_can_edit":true,"owner":{"id":52057125,"first_name":"Lycia","middle_initials":"","last_name":"Lima","page_name":"LimaLycia","domain_name":"independent","created_at":"2016-08-14T15:41:56.444-07:00","display_name":"Lycia Lima","url":"https://independent.academia.edu/LimaLycia"},"attachments":[{"id":110338988,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/110338988/thumbnails/1.jpg","file_name":"395097521.pdf","download_url":"https://www.academia.edu/attachments/110338988/download_file","bulk_download_file_name":"Are_Public_Schools_in_Developing_Countri.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/110338988/395097521-libre.pdf?1705025547=\u0026response-content-disposition=attachment%3B+filename%3DAre_Public_Schools_in_Developing_Countri.pdf\u0026Expires=1740032700\u0026Signature=EXlODmq8YZYohSthEFhNkPM8u4BTsJq2ESx4DJeihiIqtf2GnnR1Y5JcS7mmQ7TRC1iwnpJh~w-xgb1iC6ix2DeewoKg-B3aH-YD787fqgCSIt467P38Wv2zBtms9PrgXmpdB9Ah2YsNki0O45tiHFO0iWZXp1JPDg-I2RgH2blIGRCz7~DnOOm5xiaV18n8jg-Kw~Pg8ep8lJSW~Ae-N3rau7IF~vCAaSug-TaI9ugwufOyWF-MaKDwzXVz2Wd1KqzfBfZ4~6WgHziZqDy3ulXn7OcoyW8dIf-BmveHRIj6hu9xHymKHWgn2jGszEgWioDt3MO5vGjcIcKtweyxqg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="113360217"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/113360217/Experimental_Evidence_on_Artificial_Intelligence_in_the_Classroom"><img alt="Research paper thumbnail of Experimental Evidence on Artificial Intelligence in the Classroom" class="work-thumbnail" src="https://attachments.academia-assets.com/110338993/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/113360217/Experimental_Evidence_on_Artificial_Intelligence_in_the_Classroom">Experimental Evidence on Artificial Intelligence in the Classroom</a></div><div class="wp-workCard_item"><span>MPRA Paper</span><span>, Nov 4, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper investigates how technologies that use different combinations of artificial and human ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper investigates how technologies that use different combinations of artificial and human intelligence are incorporated into classroom instruction, and how they ultimately affect students' outcomes. We conducted a field experiment to study two technologies that allow teachers to outsource grading and feedback tasks on writing practices. The first technology is a fully automated evaluation system that provides instantaneous scores and feedback. The second one uses human graders as an additional resource to enhance grading and feedback quality in aspects in which the automated system arguably falls short. Both technologies significantly improved students' essay scores, and the additional inputs from human graders did not improve effectiveness. Furthermore, the technologies similarly helped teachers engage more frequently on nonroutine tasks that supported the individualization of pedagogy. Our results are informative about the potential of artificial intelligence to expand the set of tasks that can be automated, and on how advances in artificial intelligence may relocate human labor to tasks that remain out of reach of automation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4ae4dbfbc410f9c97558e06c4c0b3872" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":110338993,"asset_id":113360217,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/110338993/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113360217"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113360217"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113360217; 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Research pu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Any opinions expressed in this paper are those of the author(s) and not those of IZA. Research published in this series may include views on policy, but IZA takes no institutional policy positions. The IZA research network is committed to the IZA Guiding Principles of Research Integrity. The IZA Institute of Labor Economics is an independent economic research institute that conducts research in labor economics and offers evidence-based policy advice on labor market issues. Supported by the Deutsche Post Foundation, IZA runs the world's largest network of economists, whose research aims to provide answers to the global labor market challenges of our time. Our key objective is to build bridges between academic research, policymakers and society. IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="75b6ac3219a58c404d13d01e74269c8b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":110338991,"asset_id":113360215,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/110338991/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113360215"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113360215"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113360215; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=113360215]").text(description); $(".js-view-count[data-work-id=113360215]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 113360215; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='113360215']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="113360214"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/113360214/Are_Public_Schools_in_Developing_Countries_Ready_to_Integrate_EdTech_into_Regular_Instruction"><img alt="Research paper thumbnail of Are Public Schools in Developing Countries Ready to Integrate EdTech into Regular Instruction" class="work-thumbnail" src="https://attachments.academia-assets.com/110338984/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/113360214/Are_Public_Schools_in_Developing_Countries_Ready_to_Integrate_EdTech_into_Regular_Instruction">Are Public Schools in Developing Countries Ready to Integrate EdTech into Regular Instruction</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">* We would like to thank the staff from the Lemann Foundation and from Khan Academy for their sup...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">* We would like to thank the staff from the Lemann Foundation and from Khan Academy for their support to the project. Lemann Foundation funded the collection of the survey data. An initial draft of this paper was part of Lycia Lima's PhD dissertation at the Sao Paulo School of Business Administration-FGV and it circulated under the title "Are Public Schools Ready to Integrate Math Classes with Khan Academy? ". This project was pre-registered at AEA RCT (ID 0002456).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="802e43453f5650fedf05058bb47d76de" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":110338984,"asset_id":113360214,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/110338984/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113360214"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113360214"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113360214; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="113360213"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/113360213/Experimental_Evidence_on_Artificial_Intelligence_in_the_Classroom"><img alt="Research paper thumbnail of Experimental Evidence on Artificial Intelligence in the Classroom" class="work-thumbnail" src="https://attachments.academia-assets.com/110338987/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/113360213/Experimental_Evidence_on_Artificial_Intelligence_in_the_Classroom">Experimental Evidence on Artificial Intelligence in the Classroom</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper investigates how technologies that use different combinations of artificial and human ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper investigates how technologies that use different combinations of artificial and human intelligence are incorporated into classroom instruction, and how they ultimately affect students&#39; outcomes. We conducted a field experiment to study two technologies that allow teachers to outsource grading and feedback tasks on writing practices. The first technology is a fully automated evaluation system that provides instantaneous scores and feedback. The second one uses human graders as an additional resource to enhance grading and feedback quality in aspects in which the automated system arguably falls short. Both technologies significantly improved students&#39; essay scores, and the additional inputs from human graders did not improve effectiveness. Furthermore, the technologies similarly helped teachers engage more frequently on nonroutine tasks that supported the individualization of pedagogy. Our results are informative about the potential of artificial intelligence to exp...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2fcbdc05ddcd5b470be70bae56d78f16" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":110338987,"asset_id":113360213,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/110338987/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113360213"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113360213"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113360213; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=113360213]").text(description); $(".js-view-count[data-work-id=113360213]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 113360213; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='113360213']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2fcbdc05ddcd5b470be70bae56d78f16" } } $('.js-work-strip[data-work-id=113360213]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":113360213,"title":"Experimental Evidence on Artificial Intelligence in the Classroom","internal_url":"https://www.academia.edu/113360213/Experimental_Evidence_on_Artificial_Intelligence_in_the_Classroom","owner_id":52057125,"coauthors_can_edit":true,"owner":{"id":52057125,"first_name":"Lycia","middle_initials":"","last_name":"Lima","page_name":"LimaLycia","domain_name":"independent","created_at":"2016-08-14T15:41:56.444-07:00","display_name":"Lycia Lima","url":"https://independent.academia.edu/LimaLycia"},"attachments":[{"id":110338987,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/110338987/thumbnails/1.jpg","file_name":"342670382.pdf","download_url":"https://www.academia.edu/attachments/110338987/download_file","bulk_download_file_name":"Experimental_Evidence_on_Artificial_Inte.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/110338987/342670382-libre.pdf?1705025541=\u0026response-content-disposition=attachment%3B+filename%3DExperimental_Evidence_on_Artificial_Inte.pdf\u0026Expires=1740032700\u0026Signature=Bs6y9Xe3aNCwJlUUG5pQmkfZHvr8OK4cMKed8HD-cbWFIyh6Q8dmstUpI3pCh0iXKmvgFg8yCLZU~PjAcnKs9UGwUjdZ1f3iD8wZYfCif6NMtpuQSByJ3ApGKAf4~ZrGOtpbon8MCV4oNX1nwZeSznpp7wd~kz4d15ZjkCDR9ArszxCCp6PIRB5uwdDWJPMXG-AZ2TfHPjDS36BAvrWvu5o09Y3DDUfgpljy7Ax6Gxzm0m0l9DR2hR3gJEtIMlg3QL29zQxweT4JJnuVnDkgkZEq9vvw3VkbCcAfyvhXbX2cnW5Vs9lYm7dkg6YQFfZPoLr5DsafNaL0gwQszxZbsQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="113360212"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/113360212/Greater_Maputo_urban_poverty_and_inclusive_growth"><img alt="Research paper thumbnail of Greater Maputo : urban poverty and inclusive growth" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/113360212/Greater_Maputo_urban_poverty_and_inclusive_growth">Greater Maputo : urban poverty and inclusive growth</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The overall objective of the Maputo Urban Poverty and Inclusive Growth Study is to inform the mun...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The overall objective of the Maputo Urban Poverty and Inclusive Growth Study is to inform the municipal governments of Maputo and Matola in the Greater Maputo Area (GMA) on how to better target and finance urban poverty reduction programs by building critical knowledge on urban poverty and land-based municipal revenue enhancement. The study carried out an in-depth poverty and vulnerability mapping and analysis in order to better understand the spatial distribution of poverty in the GMA. It showed that poverty has significantly reduced in most of the neighborhoods in GMA from 1997 to 2007. The study also showed a strong correlation between poverty reduction and access to basic services and urban infrastructure, though it was not possible to identify a correlation between poverty incidence of natural hazards based on availability data. The study also carried out for the first time in the GMA a comprehensive housing market assessment in order to collect primary data on real estate mark...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113360212"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113360212"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113360212; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=113360212]").text(description); $(".js-view-count[data-work-id=113360212]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 113360212; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='113360212']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=113360212]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":113360212,"title":"Greater Maputo : urban poverty and inclusive growth","internal_url":"https://www.academia.edu/113360212/Greater_Maputo_urban_poverty_and_inclusive_growth","owner_id":52057125,"coauthors_can_edit":true,"owner":{"id":52057125,"first_name":"Lycia","middle_initials":"","last_name":"Lima","page_name":"LimaLycia","domain_name":"independent","created_at":"2016-08-14T15:41:56.444-07:00","display_name":"Lycia Lima","url":"https://independent.academia.edu/LimaLycia"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="113360211"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/113360211/Grande_Maputo_pobreza_urbana_e_crescimento_inclusivo"><img alt="Research paper thumbnail of Grande Maputo : pobreza urbana e crescimento inclusivo" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/113360211/Grande_Maputo_pobreza_urbana_e_crescimento_inclusivo">Grande Maputo : pobreza urbana e crescimento inclusivo</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The overall objective of the Maputo Urban Poverty and Inclusive Growth Study is to inform the mun...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The overall objective of the Maputo Urban Poverty and Inclusive Growth Study is to inform the municipal governments of Maputo and Matola in the Greater Maputo Area (GMA) on how to better target and finance urban poverty reduction programs by building critical knowledge on urban poverty and land-based municipal revenue enhancement. The study carried out an in-depth poverty and vulnerability mapping and analysis in order to better understand the spatial distribution of poverty in the GMA. It showed that poverty has significantly reduced in most of the neighborhoods in GMA from 1997 to 2007. The study also showed a strong correlation between poverty reduction and access to basic services and urban infrastructure, though it was not possible to identify a correlation between poverty incidence of natural hazards based on availability data. The study also carried out for the first time in the GMA a comprehensive housing market assessment in order to collect primary data on real estate mark...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113360211"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113360211"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113360211; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=113360211]").text(description); $(".js-view-count[data-work-id=113360211]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 113360211; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='113360211']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=113360211]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":113360211,"title":"Grande Maputo : pobreza urbana e crescimento inclusivo","internal_url":"https://www.academia.edu/113360211/Grande_Maputo_pobreza_urbana_e_crescimento_inclusivo","owner_id":52057125,"coauthors_can_edit":true,"owner":{"id":52057125,"first_name":"Lycia","middle_initials":"","last_name":"Lima","page_name":"LimaLycia","domain_name":"independent","created_at":"2016-08-14T15:41:56.444-07:00","display_name":"Lycia Lima","url":"https://independent.academia.edu/LimaLycia"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="113360210"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/113360210/Can_Artificial_Intelligence_Improve_Writing_Experimental_Evidence_on_AWE_Based_ed_techs"><img alt="Research paper thumbnail of Can Artificial Intelligence Improve Writing? Experimental Evidence on AWE-Based ed-techs" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/113360210/Can_Artificial_Intelligence_Improve_Writing_Experimental_Evidence_on_AWE_Based_ed_techs">Can Artificial Intelligence Improve Writing? Experimental Evidence on AWE-Based ed-techs</a></div><div class="wp-workCard_item"><span>AEA Randomized Controlled Trials</span><span>, 2018</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113360210"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113360210"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113360210; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=113360210]").text(description); $(".js-view-count[data-work-id=113360210]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 113360210; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='113360210']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=113360210]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":113360210,"title":"Can Artificial Intelligence Improve Writing? Experimental Evidence on AWE-Based ed-techs","internal_url":"https://www.academia.edu/113360210/Can_Artificial_Intelligence_Improve_Writing_Experimental_Evidence_on_AWE_Based_ed_techs","owner_id":52057125,"coauthors_can_edit":true,"owner":{"id":52057125,"first_name":"Lycia","middle_initials":"","last_name":"Lima","page_name":"LimaLycia","domain_name":"independent","created_at":"2016-08-14T15:41:56.444-07:00","display_name":"Lycia Lima","url":"https://independent.academia.edu/LimaLycia"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="113360209"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/113360209/Impact_of_free_availability_of_public_childcare_on_labour_supply_and_child_development_in_Brazil"><img alt="Research paper thumbnail of Impact of free availability of public childcare on labour supply and child development in Brazil" class="work-thumbnail" src="https://attachments.academia-assets.com/110338983/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/113360209/Impact_of_free_availability_of_public_childcare_on_labour_supply_and_child_development_in_Brazil">Impact of free availability of public childcare on labour supply and child development in Brazil</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The International Initiative for Impact Evaluation (3ie) promotes evidence-informed equitable, in...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The International Initiative for Impact Evaluation (3ie) promotes evidence-informed equitable, inclusive and sustainable development. We support the generation and effective use of high-quality evidence to inform decision-making and improve the lives of people living in poverty in low-and middle-income countries. We provide guidance and support to produce, synthesise and quality-assure evidence of what works, for whom, how, why and at what cost. 3ie impact evaluations 3ie-supported impact evaluations assess the difference a development intervention has made to social and economic outcomes. 3ie is committed to funding rigorous evaluations that include a theory-based design, use the most appropriate mix of methods to capture outcomes and are useful in complex development contexts. About this report 3ie accepted the final version of the report, In search of the holy grail: can unconditional cash transfers graduate households out of poverty in Zambia?, as partial fulfilment of requirements under grant DPW1.1042 awarded through Development Priorities Window Grail An object or goal that is sought after for its great significance.-Meriam-Webster Dictionary A thing which is eagerly pursued or sought after.-Oxford English Dictionary iii Contents Acknowledgements .</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1baaff791918caac0cb5a2ee83207969" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":110338983,"asset_id":113360209,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/110338983/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113360209"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113360209"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113360209; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="113360167"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/113360167/Artificial_Intelligence_Teacher_Tasks_and_Individualized_Pedagogy"><img alt="Research paper thumbnail of Artificial Intelligence, Teacher Tasks and Individualized Pedagogy" class="work-thumbnail" src="https://attachments.academia-assets.com/110338936/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/113360167/Artificial_Intelligence_Teacher_Tasks_and_Individualized_Pedagogy">Artificial Intelligence, Teacher Tasks and Individualized Pedagogy</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper investigates how educational technologies that use different combinations of artificia...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper investigates how educational technologies that use different combinations of artificial and human intelligence are incorporated into classroom instruction, and how they ultimately affect learning. We conducted a field experiment to study two technologies that allow teachers to outsource grading and feedback tasks on writing practices of high school seniors. The first technology is a fully automated evaluation system that provides instantaneous scores and feedback. The second one uses human graders as an additional resource to enhance grading and feedback quality in aspects in which the automated system arguably falls short. Both technologies significantly improved students&#39; essay scores in a large college admission exam, and the addition of human graders did not improve effectiveness in spite of increasing perceived feedback quality. Both technologies also similarly helped teachers engage more frequently on personal discussions on essay quality with their students. Ta...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ff8cb6dec7abcdd832bac400715aba11" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":110338936,"asset_id":113360167,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/110338936/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113360167"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113360167"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113360167; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="73124416"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/73124416/Are_Public_Schools_Ready_to_Integrate_Math_Classes_with_Khan_Academy"><img alt="Research paper thumbnail of Are Public Schools Ready to Integrate Math Classes with Khan Academy" class="work-thumbnail" src="https://attachments.academia-assets.com/81767961/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/73124416/Are_Public_Schools_Ready_to_Integrate_Math_Classes_with_Khan_Academy">Are Public Schools Ready to Integrate Math Classes with Khan Academy</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">We study the impacts of the program Khan Academy in Schools using a randomized control trial in B...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">We study the impacts of the program Khan Academy in Schools using a randomized control trial in Brazilian primary public schools. Once a week, teachers would take their students to the school&#39;s computer lab and teach using the Khan Academy platform, instead of their standard math classes. We find positive effects of the program on measures of attitudes towards math, which were not translated to a positive average treatment effect on students&#39; math proficiency. We also explore treatment heterogeneity by quality of implementation, suggesting that the program can have positive effects when there are no infrastructure problems and when the implementation modality is based on one computer per student. These results highlight the implementation challenges associated with educational tech-interventions in developing countries.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7d7155cff082afca46151642d33df32f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":81767961,"asset_id":73124416,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/81767961/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="73124416"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="73124416"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 73124416; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="73124415"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/73124415/Technical_Education_Non_cognitive_Skills_and_Labor_Market_Outcomes_Experimental_Evidence_from_Brazil"><img alt="Research paper thumbnail of Technical Education, Non-cognitive Skills and Labor Market Outcomes: Experimental Evidence from Brazil" class="work-thumbnail" src="https://attachments.academia-assets.com/81767994/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/73124415/Technical_Education_Non_cognitive_Skills_and_Labor_Market_Outcomes_Experimental_Evidence_from_Brazil">Technical Education, Non-cognitive Skills and Labor Market Outcomes: Experimental Evidence from Brazil</a></div><div class="wp-workCard_item"><span>IZA Journal of Labor Economics</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper describes the results from an evaluation of a public policy that offers scholarships t...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper describes the results from an evaluation of a public policy that offers scholarships to current and former public high school students, so that they can attend technical and vocational education courses free of charge. We use a waiting list randomized controlled trial in four municipalities in a southern Brazilian State (Santa Catarina) to quantify the effects of the program on school progression, labor market outcomes and non-cognitive skills. Our intention-to-treat estimates reveal substantial gender heterogeneity two years after program completion. Women experienced large gains in labor market outcomes and non-cognitive skills. Employment rose by 21 percentage points (or approximately 33%) and the gains in earnings are of more than 50%. Also, women who received the offer scored 0.5蟽 higher on the synthetic index of non-cognitive skills and 0.69蟽 higher on an extraversion indicator. We find no effects on the male sub-sample. These findings corroborate the evidence on ge...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="626e3c6e283f9371fef8b43d3c7d5290" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":81767994,"asset_id":73124415,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/81767994/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="73124415"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="73124415"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 73124415; 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We thank our colleagues from the World Bank and the Inter-American Development Bank who traveled and contributed to the conference and the speakers and participants whose willingness to learn and share their experiences played an important role in the success of this event. The presentations were submitted by participants at the conference and later prepared for publication by</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5d95b76a88b5e50e44662d6ffc96a7e1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":81767999,"asset_id":73124414,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/81767999/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="73124414"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="73124414"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 73124414; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="73124393"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/73124393/The_determinants_of_the_composition_of_public_debt_in_developing_and_emerging_market_countries_Review_of_Development_Finance"><img alt="Research paper thumbnail of The determinants of the composition of public debt in developing and emerging market countries. Review of Development Finance" class="work-thumbnail" src="https://attachments.academia-assets.com/81767985/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/73124393/The_determinants_of_the_composition_of_public_debt_in_developing_and_emerging_market_countries_Review_of_Development_Finance">The determinants of the composition of public debt in developing and emerging market countries. Review of Development Finance</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper uses a new dataset on the composition of public debt in developing and emerging market...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper uses a new dataset on the composition of public debt in developing and emerging market countries to look at the correlation between country characteristics and domestic debt share. While the paper finds that most variables have the expected sign, it also finds that country characteristics cannot explain regional differences in the composition of public debt. Moreover, the paper finds a weak correlation between inflationary history and the composition of public debt. The paper explores the determinants of this finding and shows that the results are driven by the presence of capital controls.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bf414840c37f25be543a148d0b74325a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":81767985,"asset_id":73124393,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/81767985/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="73124393"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="73124393"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 73124393; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=73124393]").text(description); $(".js-view-count[data-work-id=73124393]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 73124393; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='73124393']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "bf414840c37f25be543a148d0b74325a" } } $('.js-work-strip[data-work-id=73124393]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":73124393,"title":"The determinants of the composition of public debt in developing and emerging market countries. Review of Development Finance","internal_url":"https://www.academia.edu/73124393/The_determinants_of_the_composition_of_public_debt_in_developing_and_emerging_market_countries_Review_of_Development_Finance","owner_id":52057125,"coauthors_can_edit":true,"owner":{"id":52057125,"first_name":"Lycia","middle_initials":"","last_name":"Lima","page_name":"LimaLycia","domain_name":"independent","created_at":"2016-08-14T15:41:56.444-07:00","display_name":"Lycia Lima","url":"https://independent.academia.edu/LimaLycia"},"attachments":[{"id":81767985,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/81767985/thumbnails/1.jpg","file_name":"panizza184.pdf","download_url":"https://www.academia.edu/attachments/81767985/download_file","bulk_download_file_name":"The_determinants_of_the_composition_of_p.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/81767985/panizza184-libre.pdf?1646504276=\u0026response-content-disposition=attachment%3B+filename%3DThe_determinants_of_the_composition_of_p.pdf\u0026Expires=1740032700\u0026Signature=gyo~-I6EoCKZQyyQSao9-7LbsVXcPyG~RNbfaHu080nEi0SX1Dm4RCUySQJmopgkb0~9IgmKjQt3Y6bSgdEdE7-G0Wgw3hCQRnahDSPqSRVv7KuDvg3znaSiBz1PLBzk6DtGN1QATSBvobF5cKKRyse51dmeTcaduvB5X-o0Evyf~46GQ3lRbxiAnwznDm7hFJKBeRNno1Ev9ML52Hm1CEMMtQhEiydQnjhYXb~ETOKg-xotD0I7tHiDc0LdhiCnfC35K-kNyHOwihSNrJ41RpwfOXVQQyGiUtNkkGrsN6GfVVlvrCmyr-Put9-WaW5PH6zT2h0G81OMfeMQddz2qg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="14206780" id="papers"><div class="js-work-strip profile--work_container" data-work-id="113360221"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/113360221/Essays_on_human_capital_investments_in_Brazil"><img alt="Research paper thumbnail of Essays on human capital investments in Brazil" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/113360221/Essays_on_human_capital_investments_in_Brazil">Essays on human capital investments in Brazil</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113360221"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113360221"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113360221; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=113360221]").text(description); $(".js-view-count[data-work-id=113360221]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 113360221; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='113360221']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=113360221]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":113360221,"title":"Essays on human capital investments in Brazil","internal_url":"https://www.academia.edu/113360221/Essays_on_human_capital_investments_in_Brazil","owner_id":52057125,"coauthors_can_edit":true,"owner":{"id":52057125,"first_name":"Lycia","middle_initials":"","last_name":"Lima","page_name":"LimaLycia","domain_name":"independent","created_at":"2016-08-14T15:41:56.444-07:00","display_name":"Lycia Lima","url":"https://independent.academia.edu/LimaLycia"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="113360220"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/113360220/Vocational_Education_and_Training_in_Brazil_Knowledge_Sharing_Forum_on_Development_Experiences_Comparative_Experiences_of_Korea_and_Latin_America_and_the_Caribbean"><img alt="Research paper thumbnail of Vocational Education and Training in Brazil: Knowledge Sharing Forum on Development Experiences: Comparative Experiences of Korea and Latin America and the Caribbean" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/113360220/Vocational_Education_and_Training_in_Brazil_Knowledge_Sharing_Forum_on_Development_Experiences_Comparative_Experiences_of_Korea_and_Latin_America_and_the_Caribbean">Vocational Education and Training in Brazil: Knowledge Sharing Forum on Development Experiences: Comparative Experiences of Korea and Latin America and the Caribbean</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The past decade has witnessed an unprecedented surge in the emphasis given to the role of vocatio...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The past decade has witnessed an unprecedented surge in the emphasis given to the role of vocational education and training in Brazil. This has been characterized by an increasing flow of resources from the government to vocational education and training and a substantial increase in the number of enrollments. Particularly from 2011 onwards, with the launch of the PRONATEC program as one of the main flagship initiatives of President Dilma Roussef&#39;s government, VET has gained even more visibility. The coverage of vocational education and training in Brazil is low, but it has an increasing trend. When compared to general education courses over time, the path is clear: VET education is gaining momentum, attracting more students that would otherwise follow a purely general track. Enrollment in VET courses still represents a small portion of total secondary education in Brazil but it has notably increased over the past years. The Federal government&#39;s spending on vocational education has risen from 0.04% of GDP in 2007 to around 0.2% of GDP in 2013. As a result, in 2007, 9% of total students enrolled in general secondary education were also enrolled in a VET program whereas in 2013, this number reached 17%. Regarding VET provision, although private institutions still enroll less students than public ones, their importance is far from negligible. Such institutions play an important role in VET in Brazil, with special attention to the so-called S System, which is privately managed but receive public funds through taxes over firms&#39; payrolls. The S System is responsible for the provision of approximately 43% of professional and technical education in Brazil. Alongside of undeniable advancements pertaining to the recent surge of VET in Brazil, there are also several challenges. The challenges related to VET students and providers in Brazil are multidimensional and stretch over the entire student experience from a student&#39;s entry in a VET program, passing through school retention until the transition of students to the labor market. Among the main challenges pertaining VET in Brazil are the mismatch between supply and demand of professional skills, school evasion and lack of transparency by the government and VET providers.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113360220"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113360220"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113360220; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=113360219]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":113360219,"title":"The Impacts of Automated Essay Scoring on Writing Skills and Access to College","internal_url":"https://www.academia.edu/113360219/The_Impacts_of_Automated_Essay_Scoring_on_Writing_Skills_and_Access_to_College","owner_id":52057125,"coauthors_can_edit":true,"owner":{"id":52057125,"first_name":"Lycia","middle_initials":"","last_name":"Lima","page_name":"LimaLycia","domain_name":"independent","created_at":"2016-08-14T15:41:56.444-07:00","display_name":"Lycia Lima","url":"https://independent.academia.edu/LimaLycia"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="113360218"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/113360218/Are_Public_Schools_in_Developing_Countries_Ready_to_Integrate_EdTech_into_Regular_Instruction"><img alt="Research paper thumbnail of Are Public Schools in Developing Countries Ready to Integrate EdTech into Regular Instruction" class="work-thumbnail" src="https://attachments.academia-assets.com/110338988/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/113360218/Are_Public_Schools_in_Developing_Countries_Ready_to_Integrate_EdTech_into_Regular_Instruction">Are Public Schools in Developing Countries Ready to Integrate EdTech into Regular Instruction</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">* We would like to thank the staff from the Lemann Foundation and from Khan Academy for their sup...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">* We would like to thank the staff from the Lemann Foundation and from Khan Academy for their support to the project. Lemann Foundation funded the collection of the survey data. An initial draft of this paper was part of Lycia Lima's PhD dissertation at the Sao Paulo School of Business Administration-FGV and it circulated under the title "Are Public Schools Ready to Integrate Math Classes with Khan Academy? ". This project was pre-registered at AEA RCT (ID 0002456).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9b2f699c86cf52d837a6e361c9ed9756" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":110338988,"asset_id":113360218,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/110338988/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113360218"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113360218"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113360218; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="113360217"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/113360217/Experimental_Evidence_on_Artificial_Intelligence_in_the_Classroom"><img alt="Research paper thumbnail of Experimental Evidence on Artificial Intelligence in the Classroom" class="work-thumbnail" src="https://attachments.academia-assets.com/110338993/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/113360217/Experimental_Evidence_on_Artificial_Intelligence_in_the_Classroom">Experimental Evidence on Artificial Intelligence in the Classroom</a></div><div class="wp-workCard_item"><span>MPRA Paper</span><span>, Nov 4, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper investigates how technologies that use different combinations of artificial and human ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper investigates how technologies that use different combinations of artificial and human intelligence are incorporated into classroom instruction, and how they ultimately affect students' outcomes. We conducted a field experiment to study two technologies that allow teachers to outsource grading and feedback tasks on writing practices. The first technology is a fully automated evaluation system that provides instantaneous scores and feedback. The second one uses human graders as an additional resource to enhance grading and feedback quality in aspects in which the automated system arguably falls short. Both technologies significantly improved students' essay scores, and the additional inputs from human graders did not improve effectiveness. Furthermore, the technologies similarly helped teachers engage more frequently on nonroutine tasks that supported the individualization of pedagogy. Our results are informative about the potential of artificial intelligence to expand the set of tasks that can be automated, and on how advances in artificial intelligence may relocate human labor to tasks that remain out of reach of automation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4ae4dbfbc410f9c97558e06c4c0b3872" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":110338993,"asset_id":113360217,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/110338993/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113360217"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113360217"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113360217; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="113360216"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/113360216/Can_At_Risk_Youth_Be_Rescued_Experimental_Evidence_of_a_Nationwide_Youth_Empowerment_Program"><img alt="Research paper thumbnail of Can At-Risk Youth Be Rescued? 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Research pu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Any opinions expressed in this paper are those of the author(s) and not those of IZA. Research published in this series may include views on policy, but IZA takes no institutional policy positions. The IZA research network is committed to the IZA Guiding Principles of Research Integrity. The IZA Institute of Labor Economics is an independent economic research institute that conducts research in labor economics and offers evidence-based policy advice on labor market issues. Supported by the Deutsche Post Foundation, IZA runs the world's largest network of economists, whose research aims to provide answers to the global labor market challenges of our time. Our key objective is to build bridges between academic research, policymakers and society. IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="75b6ac3219a58c404d13d01e74269c8b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":110338991,"asset_id":113360215,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/110338991/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113360215"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113360215"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113360215; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="113360214"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/113360214/Are_Public_Schools_in_Developing_Countries_Ready_to_Integrate_EdTech_into_Regular_Instruction"><img alt="Research paper thumbnail of Are Public Schools in Developing Countries Ready to Integrate EdTech into Regular Instruction" class="work-thumbnail" src="https://attachments.academia-assets.com/110338984/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/113360214/Are_Public_Schools_in_Developing_Countries_Ready_to_Integrate_EdTech_into_Regular_Instruction">Are Public Schools in Developing Countries Ready to Integrate EdTech into Regular Instruction</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">* We would like to thank the staff from the Lemann Foundation and from Khan Academy for their sup...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">* We would like to thank the staff from the Lemann Foundation and from Khan Academy for their support to the project. Lemann Foundation funded the collection of the survey data. An initial draft of this paper was part of Lycia Lima's PhD dissertation at the Sao Paulo School of Business Administration-FGV and it circulated under the title "Are Public Schools Ready to Integrate Math Classes with Khan Academy? ". This project was pre-registered at AEA RCT (ID 0002456).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="802e43453f5650fedf05058bb47d76de" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":110338984,"asset_id":113360214,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/110338984/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113360214"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113360214"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113360214; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=113360214]").text(description); $(".js-view-count[data-work-id=113360214]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 113360214; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='113360214']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="113360213"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/113360213/Experimental_Evidence_on_Artificial_Intelligence_in_the_Classroom"><img alt="Research paper thumbnail of Experimental Evidence on Artificial Intelligence in the Classroom" class="work-thumbnail" src="https://attachments.academia-assets.com/110338987/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/113360213/Experimental_Evidence_on_Artificial_Intelligence_in_the_Classroom">Experimental Evidence on Artificial Intelligence in the Classroom</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper investigates how technologies that use different combinations of artificial and human ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper investigates how technologies that use different combinations of artificial and human intelligence are incorporated into classroom instruction, and how they ultimately affect students&#39; outcomes. We conducted a field experiment to study two technologies that allow teachers to outsource grading and feedback tasks on writing practices. The first technology is a fully automated evaluation system that provides instantaneous scores and feedback. The second one uses human graders as an additional resource to enhance grading and feedback quality in aspects in which the automated system arguably falls short. Both technologies significantly improved students&#39; essay scores, and the additional inputs from human graders did not improve effectiveness. Furthermore, the technologies similarly helped teachers engage more frequently on nonroutine tasks that supported the individualization of pedagogy. Our results are informative about the potential of artificial intelligence to exp...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2fcbdc05ddcd5b470be70bae56d78f16" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":110338987,"asset_id":113360213,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/110338987/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113360213"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113360213"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113360213; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=113360213]").text(description); $(".js-view-count[data-work-id=113360213]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 113360213; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='113360213']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2fcbdc05ddcd5b470be70bae56d78f16" } } $('.js-work-strip[data-work-id=113360213]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":113360213,"title":"Experimental Evidence on Artificial Intelligence in the Classroom","internal_url":"https://www.academia.edu/113360213/Experimental_Evidence_on_Artificial_Intelligence_in_the_Classroom","owner_id":52057125,"coauthors_can_edit":true,"owner":{"id":52057125,"first_name":"Lycia","middle_initials":"","last_name":"Lima","page_name":"LimaLycia","domain_name":"independent","created_at":"2016-08-14T15:41:56.444-07:00","display_name":"Lycia Lima","url":"https://independent.academia.edu/LimaLycia"},"attachments":[{"id":110338987,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/110338987/thumbnails/1.jpg","file_name":"342670382.pdf","download_url":"https://www.academia.edu/attachments/110338987/download_file","bulk_download_file_name":"Experimental_Evidence_on_Artificial_Inte.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/110338987/342670382-libre.pdf?1705025541=\u0026response-content-disposition=attachment%3B+filename%3DExperimental_Evidence_on_Artificial_Inte.pdf\u0026Expires=1740032700\u0026Signature=Bs6y9Xe3aNCwJlUUG5pQmkfZHvr8OK4cMKed8HD-cbWFIyh6Q8dmstUpI3pCh0iXKmvgFg8yCLZU~PjAcnKs9UGwUjdZ1f3iD8wZYfCif6NMtpuQSByJ3ApGKAf4~ZrGOtpbon8MCV4oNX1nwZeSznpp7wd~kz4d15ZjkCDR9ArszxCCp6PIRB5uwdDWJPMXG-AZ2TfHPjDS36BAvrWvu5o09Y3DDUfgpljy7Ax6Gxzm0m0l9DR2hR3gJEtIMlg3QL29zQxweT4JJnuVnDkgkZEq9vvw3VkbCcAfyvhXbX2cnW5Vs9lYm7dkg6YQFfZPoLr5DsafNaL0gwQszxZbsQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="113360212"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/113360212/Greater_Maputo_urban_poverty_and_inclusive_growth"><img alt="Research paper thumbnail of Greater Maputo : urban poverty and inclusive growth" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/113360212/Greater_Maputo_urban_poverty_and_inclusive_growth">Greater Maputo : urban poverty and inclusive growth</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The overall objective of the Maputo Urban Poverty and Inclusive Growth Study is to inform the mun...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The overall objective of the Maputo Urban Poverty and Inclusive Growth Study is to inform the municipal governments of Maputo and Matola in the Greater Maputo Area (GMA) on how to better target and finance urban poverty reduction programs by building critical knowledge on urban poverty and land-based municipal revenue enhancement. The study carried out an in-depth poverty and vulnerability mapping and analysis in order to better understand the spatial distribution of poverty in the GMA. It showed that poverty has significantly reduced in most of the neighborhoods in GMA from 1997 to 2007. The study also showed a strong correlation between poverty reduction and access to basic services and urban infrastructure, though it was not possible to identify a correlation between poverty incidence of natural hazards based on availability data. The study also carried out for the first time in the GMA a comprehensive housing market assessment in order to collect primary data on real estate mark...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113360212"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113360212"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113360212; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=113360212]").text(description); $(".js-view-count[data-work-id=113360212]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 113360212; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='113360212']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=113360212]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":113360212,"title":"Greater Maputo : urban poverty and inclusive growth","internal_url":"https://www.academia.edu/113360212/Greater_Maputo_urban_poverty_and_inclusive_growth","owner_id":52057125,"coauthors_can_edit":true,"owner":{"id":52057125,"first_name":"Lycia","middle_initials":"","last_name":"Lima","page_name":"LimaLycia","domain_name":"independent","created_at":"2016-08-14T15:41:56.444-07:00","display_name":"Lycia Lima","url":"https://independent.academia.edu/LimaLycia"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="113360211"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/113360211/Grande_Maputo_pobreza_urbana_e_crescimento_inclusivo"><img alt="Research paper thumbnail of Grande Maputo : pobreza urbana e crescimento inclusivo" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/113360211/Grande_Maputo_pobreza_urbana_e_crescimento_inclusivo">Grande Maputo : pobreza urbana e crescimento inclusivo</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The overall objective of the Maputo Urban Poverty and Inclusive Growth Study is to inform the mun...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The overall objective of the Maputo Urban Poverty and Inclusive Growth Study is to inform the municipal governments of Maputo and Matola in the Greater Maputo Area (GMA) on how to better target and finance urban poverty reduction programs by building critical knowledge on urban poverty and land-based municipal revenue enhancement. The study carried out an in-depth poverty and vulnerability mapping and analysis in order to better understand the spatial distribution of poverty in the GMA. It showed that poverty has significantly reduced in most of the neighborhoods in GMA from 1997 to 2007. The study also showed a strong correlation between poverty reduction and access to basic services and urban infrastructure, though it was not possible to identify a correlation between poverty incidence of natural hazards based on availability data. The study also carried out for the first time in the GMA a comprehensive housing market assessment in order to collect primary data on real estate mark...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113360211"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113360211"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113360211; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=113360211]").text(description); $(".js-view-count[data-work-id=113360211]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 113360211; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='113360211']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=113360211]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":113360211,"title":"Grande Maputo : pobreza urbana e crescimento inclusivo","internal_url":"https://www.academia.edu/113360211/Grande_Maputo_pobreza_urbana_e_crescimento_inclusivo","owner_id":52057125,"coauthors_can_edit":true,"owner":{"id":52057125,"first_name":"Lycia","middle_initials":"","last_name":"Lima","page_name":"LimaLycia","domain_name":"independent","created_at":"2016-08-14T15:41:56.444-07:00","display_name":"Lycia Lima","url":"https://independent.academia.edu/LimaLycia"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="113360210"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/113360210/Can_Artificial_Intelligence_Improve_Writing_Experimental_Evidence_on_AWE_Based_ed_techs"><img alt="Research paper thumbnail of Can Artificial Intelligence Improve Writing? Experimental Evidence on AWE-Based ed-techs" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/113360210/Can_Artificial_Intelligence_Improve_Writing_Experimental_Evidence_on_AWE_Based_ed_techs">Can Artificial Intelligence Improve Writing? Experimental Evidence on AWE-Based ed-techs</a></div><div class="wp-workCard_item"><span>AEA Randomized Controlled Trials</span><span>, 2018</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113360210"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113360210"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113360210; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=113360210]").text(description); $(".js-view-count[data-work-id=113360210]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 113360210; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='113360210']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=113360210]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":113360210,"title":"Can Artificial Intelligence Improve Writing? 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We support the generation and effective use of high-quality evidence to inform decision-making and improve the lives of people living in poverty in low-and middle-income countries. We provide guidance and support to produce, synthesise and quality-assure evidence of what works, for whom, how, why and at what cost. 3ie impact evaluations 3ie-supported impact evaluations assess the difference a development intervention has made to social and economic outcomes. 3ie is committed to funding rigorous evaluations that include a theory-based design, use the most appropriate mix of methods to capture outcomes and are useful in complex development contexts. About this report 3ie accepted the final version of the report, In search of the holy grail: can unconditional cash transfers graduate households out of poverty in Zambia?, as partial fulfilment of requirements under grant DPW1.1042 awarded through Development Priorities Window Grail An object or goal that is sought after for its great significance.-Meriam-Webster Dictionary A thing which is eagerly pursued or sought after.-Oxford English Dictionary iii Contents Acknowledgements .</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1baaff791918caac0cb5a2ee83207969" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":110338983,"asset_id":113360209,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/110338983/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113360209"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113360209"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113360209; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=113360209]").text(description); $(".js-view-count[data-work-id=113360209]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 113360209; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='113360209']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="113360167"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/113360167/Artificial_Intelligence_Teacher_Tasks_and_Individualized_Pedagogy"><img alt="Research paper thumbnail of Artificial Intelligence, Teacher Tasks and Individualized Pedagogy" class="work-thumbnail" src="https://attachments.academia-assets.com/110338936/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/113360167/Artificial_Intelligence_Teacher_Tasks_and_Individualized_Pedagogy">Artificial Intelligence, Teacher Tasks and Individualized Pedagogy</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper investigates how educational technologies that use different combinations of artificia...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper investigates how educational technologies that use different combinations of artificial and human intelligence are incorporated into classroom instruction, and how they ultimately affect learning. We conducted a field experiment to study two technologies that allow teachers to outsource grading and feedback tasks on writing practices of high school seniors. The first technology is a fully automated evaluation system that provides instantaneous scores and feedback. The second one uses human graders as an additional resource to enhance grading and feedback quality in aspects in which the automated system arguably falls short. Both technologies significantly improved students&#39; essay scores in a large college admission exam, and the addition of human graders did not improve effectiveness in spite of increasing perceived feedback quality. Both technologies also similarly helped teachers engage more frequently on personal discussions on essay quality with their students. Ta...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ff8cb6dec7abcdd832bac400715aba11" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":110338936,"asset_id":113360167,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/110338936/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113360167"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113360167"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113360167; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ff8cb6dec7abcdd832bac400715aba11" } } $('.js-work-strip[data-work-id=113360167]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":113360167,"title":"Artificial Intelligence, Teacher Tasks and Individualized Pedagogy","internal_url":"https://www.academia.edu/113360167/Artificial_Intelligence_Teacher_Tasks_and_Individualized_Pedagogy","owner_id":52057125,"coauthors_can_edit":true,"owner":{"id":52057125,"first_name":"Lycia","middle_initials":"","last_name":"Lima","page_name":"LimaLycia","domain_name":"independent","created_at":"2016-08-14T15:41:56.444-07:00","display_name":"Lycia Lima","url":"https://independent.academia.edu/LimaLycia"},"attachments":[{"id":110338936,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/110338936/thumbnails/1.jpg","file_name":"602bcf2338d719006674552a.pdf","download_url":"https://www.academia.edu/attachments/110338936/download_file","bulk_download_file_name":"Artificial_Intelligence_Teacher_Tasks_an.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/110338936/602bcf2338d719006674552a-libre.pdf?1705025568=\u0026response-content-disposition=attachment%3B+filename%3DArtificial_Intelligence_Teacher_Tasks_an.pdf\u0026Expires=1740032700\u0026Signature=VFM8HtHEkJlZnsJTBE0rLkkpRWq4CZwtadEk5RUJnLqlkok3~RZ9ehsqr7f0axT1znEP7eZQH2uWlqXkMyw56Auj3maBwYh7O7Soc34Guhy6~9mWE3dua5qKp8siq44abx7ZHsJ8phr5gILoD-ex4y55yrNyuWthh~mIY8AfN3UL0YZwiy~V8tNUUt~TyXTipxAqaBhQsmfiabSjE6TVRmZ66BX0b8kWuwXsltZnRq4rsmIYbaZ6y1F2Tt4kPyMGsYzzKFeqwl7X3bV3HEVl-uTPrIRFZFKDvkvu6GUcM7QyO7Nex6~6tqpxlSYbwA7trADp1I4TQ9KUaVmy~M7zqw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="73124416"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/73124416/Are_Public_Schools_Ready_to_Integrate_Math_Classes_with_Khan_Academy"><img alt="Research paper thumbnail of Are Public Schools Ready to Integrate Math Classes with Khan Academy" class="work-thumbnail" src="https://attachments.academia-assets.com/81767961/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/73124416/Are_Public_Schools_Ready_to_Integrate_Math_Classes_with_Khan_Academy">Are Public Schools Ready to Integrate Math Classes with Khan Academy</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">We study the impacts of the program Khan Academy in Schools using a randomized control trial in B...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">We study the impacts of the program Khan Academy in Schools using a randomized control trial in Brazilian primary public schools. Once a week, teachers would take their students to the school&#39;s computer lab and teach using the Khan Academy platform, instead of their standard math classes. We find positive effects of the program on measures of attitudes towards math, which were not translated to a positive average treatment effect on students&#39; math proficiency. We also explore treatment heterogeneity by quality of implementation, suggesting that the program can have positive effects when there are no infrastructure problems and when the implementation modality is based on one computer per student. These results highlight the implementation challenges associated with educational tech-interventions in developing countries.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7d7155cff082afca46151642d33df32f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":81767961,"asset_id":73124416,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/81767961/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="73124416"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="73124416"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 73124416; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="73124415"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/73124415/Technical_Education_Non_cognitive_Skills_and_Labor_Market_Outcomes_Experimental_Evidence_from_Brazil"><img alt="Research paper thumbnail of Technical Education, Non-cognitive Skills and Labor Market Outcomes: Experimental Evidence from Brazil" class="work-thumbnail" src="https://attachments.academia-assets.com/81767994/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/73124415/Technical_Education_Non_cognitive_Skills_and_Labor_Market_Outcomes_Experimental_Evidence_from_Brazil">Technical Education, Non-cognitive Skills and Labor Market Outcomes: Experimental Evidence from Brazil</a></div><div class="wp-workCard_item"><span>IZA Journal of Labor Economics</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper describes the results from an evaluation of a public policy that offers scholarships t...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper describes the results from an evaluation of a public policy that offers scholarships to current and former public high school students, so that they can attend technical and vocational education courses free of charge. We use a waiting list randomized controlled trial in four municipalities in a southern Brazilian State (Santa Catarina) to quantify the effects of the program on school progression, labor market outcomes and non-cognitive skills. Our intention-to-treat estimates reveal substantial gender heterogeneity two years after program completion. Women experienced large gains in labor market outcomes and non-cognitive skills. Employment rose by 21 percentage points (or approximately 33%) and the gains in earnings are of more than 50%. Also, women who received the offer scored 0.5蟽 higher on the synthetic index of non-cognitive skills and 0.69蟽 higher on an extraversion indicator. We find no effects on the male sub-sample. These findings corroborate the evidence on ge...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="626e3c6e283f9371fef8b43d3c7d5290" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":81767994,"asset_id":73124415,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/81767994/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="73124415"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="73124415"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 73124415; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="73124414"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/73124414/Challenges_in_monitoring_and_evaluation_an_opportunity_to_institutionalize_M_and_E_systems"><img alt="Research paper thumbnail of Challenges in monitoring and evaluation : an opportunity to institutionalize M&E systems" class="work-thumbnail" src="https://attachments.academia-assets.com/81767999/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/73124414/Challenges_in_monitoring_and_evaluation_an_opportunity_to_institutionalize_M_and_E_systems">Challenges in monitoring and evaluation : an opportunity to institutionalize M&E systems</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The team acknowledges the support from Indu John-Abraham (LCSPP), Irene Clavijo (LCSPP), Lucy Bra...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The team acknowledges the support from Indu John-Abraham (LCSPP), Irene Clavijo (LCSPP), Lucy Bravo (LCSPP), Pedro Arizti (LCSPS), Henry Forero (CITPO), Jaime Saavedra (PRMPR), and Elizabeth Tello (DNP). We thank our colleagues from the World Bank and the Inter-American Development Bank who traveled and contributed to the conference and the speakers and participants whose willingness to learn and share their experiences played an important role in the success of this event. The presentations were submitted by participants at the conference and later prepared for publication by</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5d95b76a88b5e50e44662d6ffc96a7e1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":81767999,"asset_id":73124414,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/81767999/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="73124414"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="73124414"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 73124414; 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Review of Development Finance" class="work-thumbnail" src="https://attachments.academia-assets.com/81767985/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/73124393/The_determinants_of_the_composition_of_public_debt_in_developing_and_emerging_market_countries_Review_of_Development_Finance">The determinants of the composition of public debt in developing and emerging market countries. Review of Development Finance</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper uses a new dataset on the composition of public debt in developing and emerging market...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper uses a new dataset on the composition of public debt in developing and emerging market countries to look at the correlation between country characteristics and domestic debt share. While the paper finds that most variables have the expected sign, it also finds that country characteristics cannot explain regional differences in the composition of public debt. Moreover, the paper finds a weak correlation between inflationary history and the composition of public debt. 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