Gary N. Marks

What is he best known for?

The fields of study he is best known for:

• Education
• Social science
• Capitalism

Gary N. Marks spends much of his time researching Mathematics education, Socioeconomic status, Occupational prestige, Cohort and Academic achievement. His Mathematics education research incorporates elements of Social influence, Public sector and Women in the workforce. His Socioeconomic status research incorporates themes from Student achievement and Pedagogy, Literacy.

His research in Occupational prestige intersects with topics in Demographic economics, Marital status, Modernization theory, Accounting and Working class. His study looks at the relationship between Cohort and fields such as Higher education, as well as how they intersect with chemical problems. His work investigates the relationship between Academic achievement and topics such as Tracking that intersect with problems in Sample.

His most cited work include:

• Influences and consequences of well-being among Australian young people: 1980–1995. (169 citations)
• Explaining socioeconomic inequalities in student achievement: The role of home and school factors (159 citations)
• Accounting for the gender gaps in student performance in reading and mathematics: evidence from 31 countries (141 citations)

What are the main themes of his work throughout his whole career to date?

Gary N. Marks focuses on Socioeconomic status, Academic achievement, Labour economics, Demographic economics and Mathematics education. Gary N. Marks works in the field of Socioeconomic status, namely Occupational prestige. His work focuses on many connections between Academic achievement and other disciplines, such as Numeracy, that overlap with his field of interest in Demography.

His work carried out in the field of Labour economics brings together such families of science as Higher education and Unemployment. In his research on the topic of Demographic economics, Curriculum is strongly related with Socioeconomic inequalities. He studies Mathematics education, focusing on Student achievement in particular.

He most often published in these fields:

• Socioeconomic status (30.13%)
• Academic achievement (19.87%)
• Labour economics (17.95%)

What were the highlights of his more recent work (between 2013-2021)?

• Socioeconomic status (30.13%)
• Academic achievement (19.87%)
• Developmental psychology (8.97%)

In recent papers he was focusing on the following fields of study:

His main research concerns Socioeconomic status, Academic achievement, Developmental psychology, Family income and Mathematics education. His Occupational prestige study in the realm of Socioeconomic status interacts with subjects such as Heritability. He has included themes like Vocational education, Earnings and Unemployment in his Occupational prestige study.

His Earnings study combines topics from a wide range of disciplines, such as Test, Labour economics and Demographic economics. His studies in Academic achievement integrate themes in fields like Control, Social psychology and Achievement test. His work on Student achievement as part of his general Mathematics education study is frequently connected to Stability, thereby bridging the divide between different branches of science.

Between 2013 and 2021, his most popular works were:

• Are school-SES effects statistical artefacts? Evidence from longitudinal population data (36 citations)
• Demographic and socioeconomic inequalities in student achievement over the school career (26 citations)
• The size, stability, and consistency of school effects: evidence from Victoria (14 citations)

In his most recent research, the most cited papers focused on:

• Education
• Social science
• Capitalism

His primary areas of investigation include Socioeconomic status, Academic achievement, Mathematics education, Fixed effects model and Social psychology. His research in Socioeconomic status is mostly focused on Occupational prestige. His work deals with themes such as Social change, Educational attainment, Social environment and Educational inequality, which intersect with Occupational prestige.

The concepts of his Academic achievement study are interwoven with issues in Control, Consistency and Public debate. His Mathematics education research is multidisciplinary, incorporating elements of Numeracy, Regression analysis, Demographic economics and Socioeconomic inequalities. In his work, Bivariate analysis, Educational psychology and Early childhood is strongly intertwined with Family income, which is a subfield of Social psychology.