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Lecturing style teaching and student performance

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  • Van Klaveren, Chris

Abstract

Teachers in the Netherlands tend to spend less time in front of the class, and often adopt a more personal approach. This allows them to better adjust their lecturing style to the needs of the individual student with the aim of increasing student performance. However, a more personal approach is also more time consuming and potentially reduces the complementary and scale effects of the more traditional lecture style teaching. This study examines whether the proportion of time that teachers lecture in front of the class influences the cognitive performance of students in the Netherlands. In this study we find no relationship between the proportion of time spent lecturing in front of the class and student performance.

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Bibliographic Info

Article provided by Elsevier in its journal Economics of Education Review.

Volume (Year): 30 (2011)
Issue (Month): 4 (August)
Pages: 729-739

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Handle: RePEc:eee:ecoedu:v:30:y:2011:i:4:p:729-739

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Web page: http://www.elsevier.com/locate/econedurev

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Keywords: Lecturing styles Teacher quality Student performance;

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Cited by:
  1. Tatiana Khavenson & Yulia Tyumeneva, 2012. "Teacher Characteristics and Student Achievements in TIMSS. Findings Gained from Applying the "First-Difference" Method to TIMSS-2007 Data," HSE Working papers WP BRP 06/EDU/2012, National Research University Higher School of Economics.
  2. Meyer, Erik & Van Klaveren, Chris, 2013. "The effectiveness of extended day programs: Evidence from a randomized field experiment in the Netherlands," Economics of Education Review, Elsevier, vol. 36(C), pages 1-11.
  3. Andrey Zakharov & Martin Carnoy & Prashant Loyalka, 2013. "Which teaching practices improve student performance on high-stakes exams? Evidence from Russia," HSE Working papers WP BRP 13/EDU/2013, National Research University Higher School of Economics.
  4. Coenen, J. & Van Klaveren, C., 2013. "Better test scores with a same-gender teacher?," Working Papers 47, Top Institute for Evidence Based Education Research.
  5. Trinh Le, 2013. "Does Participation in Extracurricular Activities Reduce Engagement in Risky Behaviours?," Melbourne Institute Working Paper Series wp2013n35, Melbourne Institute of Applied Economic and Social Research, The University of Melbourne.
  6. De Witte, K. & Van Klaveren, C., 2010. "How are Teachers Teaching? A Nonparametric Approach," Working Papers 36, Top Institute for Evidence Based Education Research.

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