Is traditional teaching really all that bad? : a within-student between-subject approach

Arbeitspapier

Recent studies conclude that teachers are important for student learning but it remains uncertain what actually determines effective teaching. This study directly peers into the black box of educational production by investigating the relationship between lecture style teaching and student achievement. Based on matched student-teacher data for the US, the estimation strategy exploits between-subject variation to control for unobserved student traits. Results indicate that traditional lecture style teaching is associated with significantly higher student achievement. No support for detrimental effects of lecture style teaching can be found even when evaluating possible selection biases due to unobservable teacher characteristics.

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• Language: Englisch

References and Relationships

• Bibliographic citation: Series: CESifo Working Paper ; No. 2634

Classification and Topics

• Classification: Wirtschaft ; Analysis of Education ; Single Equation Models; Single Variables: Panel Data Models; Spatio-temporal Models
• Subject: teaching practices ; educational production ; TIMSS ; between-subject variation ; Unterricht ; Lehrkräfte ; Bildungsniveau ; Schüler ; USA

Contributors, Places and Time

• Event: Geistige Schöpfung
• (who): Schwerdt, Guido ; Wuppermann, Amelie C.
• Event: Veröffentlichung
• (who): Center for Economic Studies and ifo Institute (CESifo)
• (where): Munich
• (when): 2009

Further information

• Handle: http://hdl.handle.net/10419/30604