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.
Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
Bibliographic InfoPaper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 17527.
Date of creation: Oct 2011
Date of revision:
Note: ED PE POL
Contact details of provider:
Postal: National Bureau of Economic Research, 1050 Massachusetts Avenue Cambridge, MA 02138, U.S.A.
Web page: http://www.nber.org
More information through EDIRC
Other versions of this item:
- Algan, Yann & Cahuc, Pierre & Shleifer, Andrei, 2011. "Teaching Practices and Social Capital," IZA Discussion Papers 6052, Institute for the Study of Labor (IZA).
- Yann Algan & Pierre Cahuc & Andrei Shleifer, . "Teaching Practices and Social Capital," Working Paper 19523, Harvard University OpenScholar.
- Algan, Yann & Cahuc, Pierre & Shleifer, Andrei, 2011. "Teaching Practices and Social Capital," CEPR Discussion Papers 8625, C.E.P.R. Discussion Papers.
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)
You can help add them by filling out this form.
CitEc Project, subscribe to its RSS feed for this item.
- Yann Algan & Pierre Cahuc, 2010. "Inherited Trust and Growth," American Economic Review, American Economic Association, vol. 100(5), pages 2060-92, December.
- Fuchs-Schündeln, Nicola & Masella, Paolo, 2013. "Long-Lasting Effects of Socialist Education," Annual Conference 2013 (Duesseldorf): Competition Policy and Regulation in a Global Economic Order 79865, Verein für Socialpolitik / German Economic Association.
- Paolo Masella & Nicola Fuchs-SchÃ¼ndeln, 2012. "Long-Lasting Effects of Socialist Education," 2012 Meeting Papers 1194, Society for Economic Dynamics.
- Cantoni, Davide & Yuchtman, Noam, 2013. "The political economy of educational content and development: Lessons from history," Journal of Development Economics, Elsevier, vol. 104(C), pages 233-244.
- Davide Cantoni & Noam Yuchtman, 2013. "The Political Economy of Educational Content and Development: Lessons from History," CESifo Working Paper Series 4221, CESifo Group Munich.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: ().
If references are entirely missing, you can add them using this form.