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

Listed author(s):
  • Guido Schwerdt
  • Amelie C. Wuppermann

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

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Date of creation: 2009
Handle: RePEc:ces:ceswps:_2634
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  1. Thomas J. Kane & Jonah E. Rockoff & Douglas O. Staiger, 2006. "What Does Certification Tell Us About Teacher Effectiveness? Evidence from New York City," NBER Working Papers 12155, National Bureau of Economic Research, Inc.
  2. Stephen Machin & Sandra McNally, 2004. "The Literacy Hour," CEE Discussion Papers 0043, Centre for the Economics of Education, LSE.
  3. Thomas S. Dee, 2007. "Teachers and the Gender Gaps in Student Achievement," Journal of Human Resources, University of Wisconsin Press, vol. 42(3).
  4. 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, vol. 26, pages 101-136.
  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, vol. 25, pages 95-135.
  6. Schacter, John & Thum, Yeow Meng, 2004. "Paying for high- and low-quality teaching," Economics of Education Review, Elsevier, vol. 23(4), pages 411-430, August.
  7. Lisa Barrow & Lisa Markman & Cecilia Rouse, 2008. "Technology's Edge: The Educational Benefits of Computer-Aided Instruction," Working Papers 1060, Princeton University, Woodrow Wilson School of Public and International Affairs, Education Research Section..
  8. Abhijit V. Banerjee & Shawn Cole & Esther Duflo & Leigh Linden, 2007. "Remedying Education: Evidence from Two Randomized Experiments in India," The Quarterly Journal of Economics, Oxford University Press, vol. 122(3), pages 1235-1264.
  9. Eric A. Hanushek & John F. Kain & Steven G. Rivkin, 1998. "Teachers, Schools, and Academic Achievement," NBER Working Papers 6691, National Bureau of Economic Research, Inc.
  10. Joseph G. Altonji & Todd E. Elder & Christopher R. Taber, 2005. "Selection on Observed and Unobserved Variables: Assessing the Effectiveness of Catholic Schools," Journal of Political Economy, University of Chicago Press, vol. 113(1), pages 151-184, February.
  11. Aslam, Monazza & Kingdon, Geeta, 2011. "What can teachers do to raise pupil achievement?," Economics of Education Review, Elsevier, vol. 30(3), pages 559-574, June.
  12. Thomas S. Dee, 2005. "A Teacher Like Me: Does Race, Ethnicity, or Gender Matter?," American Economic Review, American Economic Association, vol. 95(2), pages 158-165, May.
  13. Hans Bonesrønning, 2004. "Do the teachers' grading practices affect student achievement?," Education Economics, Taylor & Francis Journals, vol. 12(2), pages 151-167.
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