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

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2011

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Wuppermann, Amelie C.

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http://nbn-resolving.de/urn:nbn:de:bsz:352-285811
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https://doi.org/10.1016/j.econedurev.2010.11.005
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Economics of Education Review. 2011, 30(2), pp. 365-379. ISSN 0272-7757. eISSN 1873-7382. Available under: doi: 10.1016/j.econedurev.2010.11.005

Zusammenfassung

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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370 Erziehung, Schul- und Bildungswesen

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ISO 690SCHWERDT, Guido, Amelie C. WUPPERMANN, 2011. Is traditional teaching really all that bad? : a within-student between-subject approach. In: Economics of Education Review. 2011, 30(2), pp. 365-379. ISSN 0272-7757. eISSN 1873-7382. Available under: doi: 10.1016/j.econedurev.2010.11.005
BibTex
@article{Schwerdt2011tradi-28581,
  year={2011},
  doi={10.1016/j.econedurev.2010.11.005},
  title={Is traditional teaching really all that bad? : a within-student between-subject approach},
  number={2},
  volume={30},
  issn={0272-7757},
  journal={Economics of Education Review},
  pages={365--379},
  author={Schwerdt, Guido and Wuppermann, Amelie C.}
}
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