Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Recent studies emphasize the importance of socio-emotional skills for the success in school as well as for later economic outcomes. However, little is known how practices used by teachers everyday in classrooms impact socio-emotional skills. We show that modern practices such as working in small groups improve them. Especially intrinsic motivation and self-confidence are positively affected. Moreover, modern practices have no adverse effects on test scores. Standard practices such as lecturing or memorizing have no impact on socio-emotional skills. Splitting the sample reveals detrimental effects of standard practices on socioemotional outcomes of boys and positive for high-achieving girls. On the contrary, both genders gain similarly from modern practices.
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Recent studies emphasize the importance of socio-emotional skills for the success in school as well as for later economic outcomes. However, little is known about how everyday classroom practices impact development of these skills. Using data from the Czech Republic, we show that modern practices such as working in small groups improve these skills. Intrinsic motivation and self-confidence are particularly positively affected. Moreover, modern practices have no adverse effects on test scores. On the other hand, standard practices such as lecturing or requiring memorizing have no impact on socio-emotional skills and test scores. Our results highlight that test score measures do not capture all skills developed in schools and suggest that changing slightly the composition of teaching practices can have a substantial positive impact on socio-emotional skills.
Little is known about how various interventions impact the spread of covid-19 in schools. Here, we examined effects of different types of rotations in various testing contexts using an agent-based modified SIER model run on real contact data acquired in an elementary school in Czechia (624 schoolchildren, 55 teachers, 27k social contacts). The results show that weekly rotations of in-class and distance learning reduce the spread of covid-19 by >75%; regular low-sensitivity (<40%) antigen testing twice a week significantly reduces infections; and the density of revealed contact graphs for older pupils is 1.5 times higher than the younger pupils graph, the teachers network is yet an order of magnitude denser. The results imply that teachers play a disproportionate role in spreading covid-19 and that weekly rotations with regular testing are an effective preventive intervention that can help to keep schools open during a worsened epidemic situation.
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