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Lecturing Style Teaching and Student Performance

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  • Van Klaveren, C.

Abstract

Although there is a common believe that better teachers produce better students, there is no unambiguous scientific evidence that teacher characteristics are causally related to student performance. This raises the question whether the things that teachers do in class are more important than the characteristics they possess. In the Netherlands teachers tend to give less lectures in front of the class, and instead `choose' a more personal approach, because it is believed that this positively affects student performance. This study examines whether the percentage of time that teachers spend on lecturing in front of the class influences the performance of Dutch students. We find no empirical evidence that this percentage is positively or negatively related to the performance of students, and so, we do not find that a more personal approach affects student performance positively.

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  • Van Klaveren, C., 2010. "Lecturing Style Teaching and Student Performance," Working Papers 29, Top Institute for Evidence Based Education Research.
  • Handle: RePEc:tir:wpaper:29
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    Cited by:

    1. Tatiana Khavenson & Yulia Tyumeneva, 2012. "Teacher Characteristics and Student Achievements in TIMSS. Findings Gained from Applying the "First-Difference" Method to TIMSS-2007 Data," HSE Working papers WP BRP 06/EDU/2012, National Research University Higher School of Economics.
    2. Cristina Lopez-Mayan & Ana Hidalgo-Cabrillana, 2015. "Teaching styles and achievement: Student and teacher perspectives," Working Papers wpdea1502, Department of Applied Economics at Universitat Autonoma of Barcelona.
    3. Gil-Izquierdo, María & Cordero, José Manuel, 2017. "Guidelines for data fusion with international large scale assessments: Insights from the TALIS-PISA link," MPRA Paper 79781, University Library of Munich, Germany.
    4. Andrey Zakharov & Martin Carnoy & Prashant Loyalka, 2013. "Which teaching practices improve student performance on high-stakes exams? Evidence from Russia," HSE Working papers WP BRP 13/EDU/2013, National Research University Higher School of Economics.
    5. Sarah Flèche, 2017. "Teacher Quality, Test Scores and Non-Cognitive Skills: Evidence from Primary School Teachers in the UK," CEP Discussion Papers dp1472, Centre for Economic Performance, LSE.
    6. Zakharov, Andrey & Tsheko, Gaelebale & Carnoy, Martin, 2016. "Do “better” teachers and classroom resources improve student achievement? A causal comparative approach in Kenya, South Africa, and Swaziland," International Journal of Educational Development, Elsevier, vol. 50(C), pages 108-124.
    7. Comi, Simona Lorena & Argentin, Gianluca & Gui, Marco & Origo, Federica & Pagani, Laura, 2017. "Is it the way they use it? Teachers, ICT and student achievement," Economics of Education Review, Elsevier, vol. 56(C), pages 24-39.
    8. Oosterbeek, Hessel & van Ewijk, Reyn, 2014. "Gender peer effects in university: Evidence from a randomized experiment," Economics of Education Review, Elsevier, pages 51-63.
    9. Kristof De Witte & Chris Van Klaveren, 2014. "How are teachers teaching? A nonparametric approach," Education Economics, Taylor & Francis Journals, vol. 22(1), pages 3-23, February.
    10. Vaclav Korbel & Michal Paulus, 2017. "Do Teaching Practices Impact Socio-emotional Skills?," Working Papers IES 2017/04, Charles University Prague, Faculty of Social Sciences, Institute of Economic Studies, revised Feb 2017.
    11. Noémi Berlin & Jean-Louis Tavani & Maud Beasançon, 2015. "An Exploratory Study of Creativity, Personality and Schooling Achievement," Working Papers hal-01227497, HAL.
    12. Loyalka, Prashant & Zakharov, Andrey, 2016. "Does shadow education help students prepare for college? Evidence from Russia," International Journal of Educational Development, Elsevier, vol. 49(C), pages 22-30.
    13. Meyer, Erik & Van Klaveren, Chris, 2013. "The effectiveness of extended day programs: Evidence from a randomized field experiment in the Netherlands," Economics of Education Review, Elsevier, vol. 36(C), pages 1-11.
    14. Coenen, J. & Van Klaveren, C., 2013. "Better test scores with a same-gender teacher?," Working Papers 47, Top Institute for Evidence Based Education Research.
    15. Chu, Jessica Hsiaochieh & Loyalka, Prashant & Chu, James & Qu, Qinghe & Shi, Yaojiang & Li, Guirong, 2015. "The impact of teacher credentials on student achievement in China," China Economic Review, Elsevier, vol. 36(C), pages 14-24.
    16. Trinh Le, 2013. "Does Participation in Extracurricular Activities Reduce Engagement in Risky Behaviours?," Melbourne Institute Working Paper Series wp2013n35, Melbourne Institute of Applied Economic and Social Research, The University of Melbourne.

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