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How are Teachers Teaching? A Nonparametric Approach

  • De Witte, K.
  • Van Klaveren, C.

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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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
Contact details of provider: Web page: http://www.tierweb.nl

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  1. Van Klaveren, Chris, 2011. "Lecturing style teaching and student performance," Economics of Education Review, Elsevier, vol. 30(4), pages 729-739, August.
  2. Guido Schwerdt & Amelie C. Wuppermann, 2009. "Is Traditional Teaching really all that Bad? A Within-Student Between-Subject Approach," CESifo Working Paper Series 2634, CESifo Group Munich.
  3. Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor, 2010. "Teacher Credentials and Student Achievement in High School: A Cross-Subject Analysis with Student Fixed Effects," Journal of Human Resources, University of Wisconsin Press, vol. 45(3).
  4. Daniel Aaronson & Lisa Barrow & William Sander, 2002. "Teachers and student achievement in the Chicago public high schools," Working Paper Series WP-02-28, Federal Reserve Bank of Chicago.
  5. 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.
  6. 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).
  7. Kristof DE WITTE & Mika KORTELAINEN, 2008. "Blaming the exogenous environment? Conditional efficiency estimation with continuous and discrete environmental variables," Center for Economic Studies - Discussion papers ces0833, Katholieke Universiteit Leuven, Centrum voor Economische Studiën.
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