Gema Zamarro Data-verified
Affiliation confirmed via AI analysis of OpenAlex, ORCID, and web sources.
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Biography and Research Information
OverviewAI-generated summary
Gema Zamarro's research investigates a range of topics in education and behavioral economics, with a particular focus on gender differences, student performance, and teacher-related issues. Her work has explored gender gaps in math performance, perceived mathematical ability, and college STEM education, examining the influence of parental occupation. Zamarro has also studied the role of student effort on academic achievement, revisiting the gender gap in test performance.
In the realm of education policy and practice, her research includes an evaluation of the educational impact of college campus visits through a randomized experiment. She has also investigated factors affecting teachers' decisions to remain in the classroom, particularly in the context of the COVID-19 pandemic, and examined teachers' stated preferences for retirement benefits. Zamarro's publications also touch upon the impact of teacher-to-classroom assignment on student achievement and the role of question difficulty order on test-taking performance.
With a highly cited designation, Zamarro has published extensively, accumulating 154 publications and over 3,900 citations, indicated by her h-index of 25. She actively collaborates with researchers at the University of Arkansas at Fayetteville, including Josh B. McGee and Andrew Camp, and maintains an active lab website.
Metrics
- h-index: 25
- Publications: 154
- Citations: 3,935
Selected Publications
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Educators’ Job Burnout and Intentions to Leave During the Covid-19 Pandemic (2025)
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Non-cognitive Skills (2025)
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Looking Back and Moving Forward: COVID-19’s Impact on the Teacher Labor Market and Implications for the Future (2024)
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Teachers’ Knowledge and Preparedness for Retirement: Results From a Nationally Representative Teacher Survey (2024)
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Effects of the dual-language immersion on students' academic performance (2023)
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Understanding performance in test taking: The role of question difficulty order (2022)
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Pandemic prompts more teachers to consider early retirement or new career (2021)
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Determinants of Ethnic Differences in School Modality Choices During the COVID-19 Crisis (2021)
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Gender differences in couples’ division of childcare, work and mental health during COVID-19 (2021)
Collaboration Network
Top Collaborators
- Understanding How Covid-19 Has Changed Teachers’ Chances of Remaining in the Classroom
- Teachers’ willingness to pay for retirement benefits: A national stated preferences experiment
- Testing, Teacher Turnover, and the Distribution of Teachers Across Grades and Schools
- Teachers’ Knowledge and Preparedness for Retirement: Results from a Nationally Representative Teacher Survey
- Pandemic prompts more teachers to consider early retirement or new career
Showing 5 of 7 shared publications
- Understanding How Covid-19 Has Changed Teachers’ Chances of Remaining in the Classroom
- Teachers’ willingness to pay for retirement benefits: A national stated preferences experiment
- Looking Back and Moving Forward: COVID-19’s Impact on the Teacher Labor Market and Implications for the Future
- Teachers’ Knowledge and Preparedness for Retirement: Results from a Nationally Representative Teacher Survey
- Pandemic prompts more teachers to consider early retirement or new career
Showing 5 of 7 shared publications
- Understanding How Covid-19 Has Changed Teachers’ Chances of Remaining in the Classroom
- Determinants of Ethnic Differences in School Modality Choices During the COVID-19 Crisis
- Looking Back and Moving Forward: COVID-19’s Impact on the Teacher Labor Market and Implications for the Future
- Revisiting Ethnic Differences in In-Person Learning During the 2021-22 School Year
- Pandemic prompts more teachers to consider early retirement or new career
Showing 5 of 6 shared publications
- Gender gaps in math performance, perceived mathematical ability and college STEM education: the role of parental occupation
- The role of student effort on performance in PISA: revisiting the gender gap in achievement
- Understanding performance in test taking: The role of question difficulty order
- Understanding Performance in Test Taking: The Role of Question Difficulty Order
- Teacher-to-Classroom Assignment and Student Achievement
- Teacher-to-classroom assignment and student achievement
- Teacher-to-Classroom Assignment and Student Achievement
- Teacher-to-classroom assignment and student achievement
- Teacher-to-Classroom Assignment and Student Achievement
- Teacher-to-classroom assignment and student achievement
- Comparing Performance of Methods to Deal With Differential Attrition in Randomized Experimental Evaluations
- Effects of the dual-language immersion on students' academic performance
- Comparing Performance of Methods to Deal With Differential Attrition in Randomized Experimental Evaluations
- Effects of the dual-language immersion on students' academic performance
- Understanding performance in test taking: The role of question difficulty order
- Understanding Performance in Test Taking: The Role of Question Difficulty Order
- Unlocking college potential: The role of student expectations and non-cognitive skills in college success
- Unlocking College Potential: The Role of Student Expectations and Non-Cognitive Skills in College Success
- Unlocking college potential: The role of student expectations and non-cognitive skills in college success
- Unlocking College Potential: The Role of Student Expectations and Non-Cognitive Skills in College Success
- Unlocking college potential: The role of student expectations and non-cognitive skills in college success
- Unlocking College Potential: The Role of Student Expectations and Non-Cognitive Skills in College Success
- Teaching Practices and the Persistence of School-Entry Age Effects
- Non-cognitive Skills
- An Evaluation of the Educational Impact of College Campus Visits: A Randomized Experiment
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