Teaching styles and achievement: student and teacher perspectives
Entity
UAM. Departamento de Análisis Económico, Teoría Económica e Historia EconómicaDate
2015-02Serie/Num.
Economic analysis working papers series. 2/2015Subjects
Students and teacher reports; Test scores; Teacher quality; Modern and traditional teaching; Economía; EducaciónAbstract
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 achieve-
ment in maths and reading. We distinguish using traditional and modern teaching styles.
As a novelty, we measure in-class work using two di erent sources of information -teacher
and students. Our identi cation strategy relies on between-class within-school variation
of teaching styles. We nd that modern practices are related to better achievement,
specially in reading, while traditional practices, if anything, are detrimental. There are
di erences depending on the source of information: the magnitude of coe cients is larger
when practices are reported by students. These ndings are robust to considering al-
ternative de nitions 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.
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Google Scholar:Hidalgo Cabrillana, Ana
-
López Mayán, Cristina
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