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How are Teachers Teaching? A Nonparametric Approach

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  • De Witte, K.
  • Van Klaveren, C.

Abstract

This paper examines which conguration of teaching activities (expressed in, e.g., problem solving, homework, lecturing) maximizes student performance. To do so, it formulates a non- parametric eciency model that is rooted in the Data Envelopment Analysis literature. In the model, we account for (1) self selection of students and teachers in better schools, and (2) complementary teaching activities. The analysis distinguishes both individual teaching (i.e., a personal teaching style adapted to the individual needs of the student) and collective teaching (i.e., a similar style for all students in a class). Exploiting the data set, we compare the actual teaching style as revealed by the teacher in the data to the model estimations. As such, we anal- yse which students in the class the teacher is targeting with his/her teaching style. The main results show that high test scores are associated with teaching styles that emphasise problem solving and homework. In addition, teachers seem to adapt their optimal teaching style on the 70 percent least performing students.

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File URL: http://www.tierweb.nl/assets/files/UM/How%20Are%20Teachers%20Teaching.pdf
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Bibliographic Info

Paper provided by Top Institute for Evidence Based Education Research in its series Working Papers with number 36.

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Date of creation: 00 2010
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Handle: RePEc:tir:wpaper:36

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Web page: http://www.tierweb.nl

Related research

Keywords: Data Envelopment Analysis; Teacher Quality; Student Performance; Nonparametric estimation; Revealed teaching style;

References

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  1. Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor, 2006. "Teacher-Student Matching and the Assessment of Teacher Effectiveness," Journal of Human Resources, University of Wisconsin Press, vol. 41(4).
  2. Van Klaveren, Chris, 2011. "Lecturing style teaching and student performance," Economics of Education Review, Elsevier, vol. 30(4), pages 729-739, August.
  3. Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor, 2007. "Teacher Credentials and Student Achievement in High School: A Cross-Subject Analysis with Student Fixed Effects," NBER Working Papers 13617, National Bureau of Economic Research, Inc.
  4. Schwerdt, Guido & Wuppermann, Amelie C., 2011. "Is traditional teaching really all that bad? A within-student between-subject approach," Economics of Education Review, Elsevier, vol. 30(2), pages 365-379, April.
  5. De Witte, Kristof & Kortelainen, Mika, 2008. "Blaming the exogenous environment? Conditional efficiency estimation with continuous and discrete environmental variables," Open Access publications from Katholieke Universiteit Leuven urn:hdl:123456789/211063, Katholieke Universiteit Leuven.
  6. De Witte, Kristof & Mika, Kortelainen, 2009. "Blaming the exogenous environment? Conditional efficiency estimation with continuous and discrete exogenous variables," MPRA Paper 14034, University Library of Munich, Germany.
  7. 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, vol. 25, pages 95-135.
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