Utilizad este identificador para citar o enlazar este documento: http://hdl.handle.net/2072/257720

Teaching styles and achievement: student and teacher perspectives
López-Mayan, Cristina; Hidalgo-Cabrillana, Ana
Universitat Autònoma de Barcelona. Departament d'Economia Aplicada
Using data from a Spanish assessment program of fourth-grade pupils, we analyze to what extent using certain teaching practices and materials in class is related to achievement in maths and reading. We distinguish using traditional and modern teaching styles.As a novelty, we measure in-class work using two different sources of information –teacher and students. Our identification strategy relies on between-class within-school variation of teaching styles. We find that modern practices are related to better achievement, specially in reading, while traditional practices, if anything, are detrimental. There are differences depending on the source of information: the magnitude of cofficients is larger when practices are reported by students. These findings are robust to considering alternative definitions of teaching practices. We obtain heterogeneous e_ects of teaching styles by gender and type of school but only when using students' answers. Our _nd- ings highlight the importance of the source of information, teacher or students, to draw adequate conclusions about the e_ect of teaching style on achievement
Students and teacher reports
Test scores
Teacher quality
Modern and traditional teaching
33 - Economia
Ensenyament -- Models matemàtics
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55 p.
Documento de trabajo
Universitat Autònoma de Barcelona. Departament d'Economia Aplicada
Document de treball (Universitat Autònoma de Barcelona. Departament d'Economia Aplicada);15.02

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