Teaching Practices and Social Capital
AbstractWe use several data sets to consider the effect of teaching practices on student beliefs, as well as on organization of firms and institutions. In cross-country data, we show that teaching practices (such as copying from the board versus working on projects together) are strongly related to various dimensions of social capital, from beliefs in cooperation to institutional outcomes. We then use micro-data to investigate the influence of teaching practices on student beliefs about cooperation both with each other and with teachers, and students’ involvement in civic life. A two-stage least square strategy provides evidence that teaching practices have an independent sizeable effect on student social capital. The relationship between teaching practices and student test performance is nonlinear. The evidence supports the idea that progressive education promotes social capital.
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Bibliographic InfoPaper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 17527.
Date of creation: Oct 2011
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Other versions of this item:
- Algan, Yann & Cahuc, Pierre & Shleifer, Andrei, 2011. "Teaching Practices and Social Capital," CEPR Discussion Papers 8625, C.E.P.R. Discussion Papers.
- Algan, Yann & Cahuc, Pierre & Shleifer, Andrei, 2011. "Teaching Practices and Social Capital," IZA Discussion Papers 6052, Institute for the Study of Labor (IZA).
This paper has been announced in the following NEP Reports:
- NEP-ALL-2011-10-22 (All new papers)
- NEP-CIS-2011-10-22 (Confederation of Independent States)
- NEP-EDU-2011-10-22 (Education)
- NEP-LAB-2011-10-22 (Labour Economics)
- NEP-LTV-2011-10-22 (Unemployment, Inequality & Poverty)
- NEP-SOC-2011-10-22 (Social Norms & Social Capital)
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- Paolo Masella & Nicola Fuchs-SchÃ¼ndeln, 2012. "Long-Lasting Effects of Socialist Education," 2012 Meeting Papers 1194, Society for Economic Dynamics.
- Davide Cantoni & Noam Yuchtman, 2013. "The Political Economy of Educational Content and Development: Lessons from History," CESifo Working Paper Series 4221, CESifo Group Munich.
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