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

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

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SCHWERDT, Guido, Amelie C. WUPPERMANN, 2011. Is traditional teaching really all that bad? : a within-student between-subject approach. In: Economics of Education Review. 30(2), pp. 365-379. ISSN 0272-7757. eISSN 1873-7382

@article{Schwerdt2011tradi-28581, title={Is traditional teaching really all that bad? : a within-student between-subject approach}, year={2011}, doi={10.1016/j.econedurev.2010.11.005}, number={2}, volume={30}, issn={0272-7757}, journal={Economics of Education Review}, pages={365--379}, author={Schwerdt, Guido and Wuppermann, Amelie C.} }

<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:bibo="http://purl.org/ontology/bibo/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:dcterms="http://purl.org/dc/terms/" xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > <rdf:Description rdf:about="https://kops.uni-konstanz.de/rdf/resource/123456789/28581"> <dcterms:issued>2011</dcterms:issued> <dcterms:title>Is traditional teaching really all that bad? : a within-student between-subject approach</dcterms:title> <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2014-07-29T09:51:44Z</dcterms:available> <dc:creator>Wuppermann, Amelie C.</dc:creator> <dcterms:rights rdf:resource="http://nbn-resolving.org/urn:nbn:de:bsz:352-20140905103605204-4002607-1"/> <dc:contributor>Wuppermann, Amelie C.</dc:contributor> <bibo:uri rdf:resource="http://kops.uni-konstanz.de/handle/123456789/28581"/> <dc:creator>Schwerdt, Guido</dc:creator> <dcterms:bibliographicCitation>Economics of Education Review ; 30 (2011), 2. - S. 365-379</dcterms:bibliographicCitation> <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2014-07-29T09:51:44Z</dc:date> <dc:language>eng</dc:language> <dcterms:abstract xml:lang="eng">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.</dcterms:abstract> <dc:rights>deposit-license</dc:rights> <dc:contributor>Schwerdt, Guido</dc:contributor> </rdf:Description> </rdf:RDF>

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