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Is Traditional Teaching really all that Bad? A Within-Student Between-Subject Approach

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  • Guido Schwerdt
  • Amelie C. Wuppermann

Abstract

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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File URL: http://www.cesifo-group.de/portal/page/portal/DocBase_Content/WP/WP-CESifo_Working_Papers/wp-cesifo-2009/wp-cesifo-2009-04/cesifo1_wp2634.pdf
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Bibliographic Info

Paper provided by CESifo Group Munich in its series CESifo Working Paper Series with number 2634.

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Date of creation: 2009
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Handle: RePEc:ces:ceswps:_2634

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Keywords: teaching practices; educational production; TIMSS; between-subject variation;

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References

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  1. Lisa Barrow & Lisa Markham & Cecilia Elena Rouse, 2007. "Technology’s edge: the educational benefits of computer-aided instruction," Working Paper Series, Federal Reserve Bank of Chicago WP-07-17, Federal Reserve Bank of Chicago.
  2. Thomas S. Dee, 2007. "Teachers and the Gender Gaps in Student Achievement," Journal of Human Resources, University of Wisconsin Press, vol. 42(3).
  3. Aslam, Monazza & Kingdon, Geeta, 2011. "What can teachers do to raise pupil achievement?," Economics of Education Review, Elsevier, Elsevier, vol. 30(3), pages 559-574, June.
  4. Stephen Machin & Sandra McNally, 2004. "The Literacy Hour," CEE Discussion Papers, Centre for the Economics of Education, LSE 0043, Centre for the Economics of Education, LSE.
  5. Daniel Aaronson & Lisa Barrow & William Sander, 2007. "Teachers and Student Achievement in the Chicago Public High Schools," Journal of Labor Economics, University of Chicago Press, University of Chicago Press, vol. 25, pages 95-135.
  6. Brian A. Jacob & Lars Lefgren, 2008. "Can Principals Identify Effective Teachers? Evidence on Subjective Performance Evaluation in Education," Journal of Labor Economics, University of Chicago Press, University of Chicago Press, vol. 26, pages 101-136.
  7. Kane, Thomas J. & Rockoff, Jonah E. & Staiger, Douglas O., 2008. "What does certification tell us about teacher effectiveness? Evidence from New York City," Economics of Education Review, Elsevier, Elsevier, vol. 27(6), pages 615-631, December.
  8. Steven G. Rivkin & Eric A. Hanushek & John F. Kain, 2005. "Teachers, Schools, and Academic Achievement," Econometrica, Econometric Society, Econometric Society, vol. 73(2), pages 417-458, 03.
  9. Abhijit Banerjee & Shawn Cole & Esther Duflo & Leigh Linden, 2005. "Remedying Education: Evidence from Two Randomized Experiments in India," NBER Working Papers 11904, National Bureau of Economic Research, Inc.
  10. Joseph G. Altonji & Todd E. Elder & Christopher R. Taber, 2000. "Selection on Observed and Unobserved Variables: Assessing the Effectiveness of Catholic Schools," NBER Working Papers 7831, National Bureau of Economic Research, Inc.
  11. Thomas S. Dee, 2005. "A Teacher Like Me: Does Race, Ethnicity, or Gender Matter?," American Economic Review, American Economic Association, American Economic Association, vol. 95(2), pages 158-165, May.
  12. Hans Bonesr�nning, 2004. "Do the teachers' grading practices affect student achievement?," Education Economics, Taylor & Francis Journals, Taylor & Francis Journals, vol. 12(2), pages 151-167.
  13. Schacter, John & Thum, Yeow Meng, 2004. "Paying for high- and low-quality teaching," Economics of Education Review, Elsevier, Elsevier, vol. 23(4), pages 411-430, August.
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Cited by:
  1. Schlotter, Martin & Schwerdt, Guido & Woessmann, Ludger, 2010. "Econometric Methods for Causal Evaluation of Education Policies and Practices: A Non-Technical Guide," IZA Discussion Papers 4725, Institute for the Study of Labor (IZA).
  2. Metzler, Johannes & Woessmann, Ludger, 2010. "The Impact of Teacher Subject Knowledge on Student Achievement: Evidence from Within-Teacher Within-Student Variation," IZA Discussion Papers 4999, Institute for the Study of Labor (IZA).
  3. Michael Funke & Marc Gronwald, 2009. "A Convex Hull Approach to Counterfactual Analysis of Trade Openness and Growth," CESifo Working Paper Series 2692, CESifo Group Munich.
  4. Torberg Falch & Marte Rønning, 2012. "Homework assignment and student achievement in OECD countries," Discussion Papers, Research Department of Statistics Norway 711, Research Department of Statistics Norway.
  5. De Witte, K. & Van Klaveren, C., 2010. "How are Teachers Teaching? A Nonparametric Approach," Working Papers 36, Top Institute for Evidence Based Education Research.
  6. Prashant Loyalka & Andrey Zakharov, 2014. "Does shadow education help students prepare for college?," HSE Working papers, National Research University Higher School of Economics WP BRP 15/EDU/2014, National Research University Higher School of Economics.
  7. Van Klaveren, C., 2010. "Lecturing Style Teaching and Student Performance," Working Papers 29, Top Institute for Evidence Based Education Research.
  8. Antonello E. Scorcu & Laura Vici, 2013. "Economic and cultural factors and illegal copying in the university textbook market," ACEI Working Paper Series AWP-01-2013, the Association for Cultural Economics International, revised Feb 2013.
  9. 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.
  10. Andrey Zakharov & Martin Carnoy & Prashant Loyalka, 2013. "Which teaching practices improve student performance on high-stakes exams? Evidence from Russia," HSE Working papers, National Research University Higher School of Economics WP BRP 13/EDU/2013, National Research University Higher School of Economics.
  11. Barb Bloemhof & John Livernois, 2011. "Making Large Classes Small(er): Assessing the Effectiveness Of a Hybrid Teaching Technology," Working Papers, University of Guelph, Department of Economics and Finance 1111, University of Guelph, Department of Economics and Finance.
  12. Gerald Eisenkopf & Pascal Sulser, 2013. "How to Improve Economic Understanding? Testing Classroom Experiments in High Schools," Working Paper Series of the Department of Economics, University of Konstanz 2013-04, Department of Economics, University of Konstanz.

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