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Teaching Practices and Social Capital

Author

Listed:
  • Yann Algan
  • Pierre Cahuc
  • Andrei Shleifer

Abstract

In cross-country data, teaching practices (such as copying from the board versus working on projects together) are related to various dimensions of social capital. In micro-data from three datasets, teaching practices are also strongly correlated with student beliefs about cooperation across schools within countries. To address omitted variable and reverse causality concerns, we show that, within schools, teaching practices also have an independent and sizeable effect on student beliefs. The evidence supports the idea that progressive education promotes the formation of social capital.

Suggested Citation

  • Yann Algan & Pierre Cahuc & Andrei Shleifer, 2013. "Teaching Practices and Social Capital," American Economic Journal: Applied Economics, American Economic Association, vol. 5(3), pages 189-210, July.
    • Handle: RePEc:aea:aejapp:v:5:y:2013:i:3:p:189-210
    Note: DOI: 10.1257/app.5.3.189
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    More about this item

    JEL classification:

    • D83 - Microeconomics - - Information, Knowledge, and Uncertainty - - - Search; Learning; Information and Knowledge; Communication; Belief; Unawareness
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • Z13 - Other Special Topics - - Cultural Economics - - - Economic Sociology; Economic Anthropology; Language; Social and Economic Stratification

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    1. Teaching Practices and Social Capital (American Economic Journal: Applied Economics 2013) in ReplicationWiki

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