Lecturing style teaching and student performance

Klaveren, Chris van

doi:10.1016/j.econedurev.2010.08.007

Cited by 44 publications

(33 citation statements)

References 16 publications

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“…This result is in line with Brewer and Goldhaber (1997), which conclude that instruction in small groups and emphasis on problem solving lead to lower student test scores. However, Van Klaveren (2011) find no relationship between time lecturing and student performance. Lavy (2011) analyzes the effect of traditional and modern teaching on student achievement in Israel using a panel data of pupils in fifth and eighth grade.…”

Section: Introductionmentioning

confidence: 62%

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Teaching Styles and Achievement: Student and Teacher Perspectives

Hidalgo-Cabrillana

Lopez-Mayan

2015

SSRN Journal

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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 coefficients is larger when practices are reported by students. These findings are robust to considering alternative definitions of teaching practices. We obtain heterogeneous effects of teaching styles by gender and type of school but only when using students' answers. Our findings highlight the importance of the source of information, teacher or students, to draw adequate conclusions about the effect of teaching style on achievement.

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Section: Introductionmentioning

confidence: 62%

“…Schwerdt andWuppermann (2011) andVan Klaveren (2011) study the effect of the percentage of time spent in lecture-style teaching using the TIMSS wave of 2003 for US and Netherlands, respectively. Both papers use a between-subject strategy to control for unobserved student traits.…”

Section: Introductionmentioning

confidence: 99%

Teaching Styles and Achievement: Student and Teacher Perspectives

Hidalgo-Cabrillana

Lopez-Mayan

2015

SSRN Journal

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“…1 Similar to a number of recent studies on the effects of teacher credentials, our identification strategy relies on a cross-subject student-fixed effects model (Kingdon & Teal, 2010;Van Klaveren, 2011;Clotfelter, Ladd, & Vigdor, 2010;Dee, 2005Dee, , 2007. The model removes potential sources of bias that can result from the non-random sorting of students to teachers and schools.…”

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confidence: 99%

The impact of teacher credentials on student achievement in China

Chu

Loyalka

Chu

et al. 2015

China Economic Review

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Teacher quality is an important factor in improving student achievement. As such, policymakers have constructed a number of different credentials to identify high quality teachers. Unfortunately, few of the credentials used in developing countries have been validated (in terms of whether teachers holding such credentials actually improve student achievement). In this study, we employ a student-fixed effects model to estimate the impact of teacher credentials on student achievement in the context of the biggest education system in the world: China. We find that having a teacher with the highest rank (a credential based on annual assessments by local administrators) has positive impacts on student achievement relative to having a teacher who has not achieved the highest rank. We further find that teacher rank has heterogeneous impacts, benefiting economically poor students more than non-poor students. However, whether a teacher attends college or holds teaching awards does not appear to provide additional information on teacher quality (in terms of improving student achievement).

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“…Lavy (2015) shows a positive effect of standard teaching practices on students from low socioeconomic background but positive effects of modern teaching practices on students from educated families. Klaveren (2011) finds no relationship between teaching practices and student performance.…”

Section: Introductionmentioning

confidence: 99%

Do teaching practices impact socio-emotional skills?

Korbel

Paulus

2018

Education Economics

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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. Terms of use: Documents in

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Lecturing style teaching and student performance

Cited by 44 publications

References 16 publications

Teaching Styles and Achievement: Student and Teacher Perspectives

Teaching Styles and Achievement: Student and Teacher Perspectives

The impact of teacher credentials on student achievement in China

Do teaching practices impact socio-emotional skills?

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