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Teaching styles and achievement : student and teacher perspectives
López-Mayan, Cristina (Universitat Autònoma de Barcelona)
Hidalgo-Cabrillana, Ana (Universidad Autónoma de Madrid)
Universitat Autònoma de Barcelona. Departament d'Economia Aplicada

Publicació: Universitat Autònoma de Barcelona. Departament d'Economia Aplicada 2015
Descripció: 55 p.
Resum: 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.
Drets: L'accés als continguts d'aquest document queda condicionat a l'acceptació de les condicions d'ús establertes per la següent llicència Creative Commons: Creative Commons
Llengua: Anglès.
Col·lecció: Documents de treball
Col·lecció: Document de treball (Universitat Autònoma de Barcelona. Departament d'Economia Aplicada) ; 15.02
Document: workingPaper
Matèria: Ensenyament -- Models matemàtics ; Students and teacher reports ; Test scores ; Teacher quality ; Modern and traditional teaching

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