IDEAS home Printed from https://ideas.repec.org/p/ucl/cepeow/22-08.html
   My bibliography  Save this paper

Traditional and progressive orientations to teaching: new empirical evidence on an old debate

Author

Listed:
  • Sam Sims

    (UCL Centre for Education Policy & Equalising Opportunities)

  • John Jerrim

    (UCL Social Research Institute)

Abstract

Traditionalists argue that teachers should carefully sequence the best knowledge from their subject area and deliver it directly to the whole class. Progressives argue that teachers should instead facilitate pupils' exploration of their individual interests, thereby nurturing curiosity and thinking skills. We test these claims using fixed effect models applied to data on 1,223 pupils (age 11-14) in the German National Educational Panel Study. We find few links between pupil outcomes and their teachers' orientation. The one exception is that - contrary to progressive claims - pupils develop greater interest in learning when taught by teachers with a traditionalist orientation.

Suggested Citation

  • Sam Sims & John Jerrim, 2022. "Traditional and progressive orientations to teaching: new empirical evidence on an old debate," CEPEO Working Paper Series 22-08, UCL Centre for Education Policy and Equalising Opportunities, revised Oct 2022.
    • Handle: RePEc:ucl:cepeow:22-08
    as

    Download full text from publisher

    File URL: https://repec-cepeo.ucl.ac.uk/cepeow/cepeowp22-08.pdf
    File Function: First version, 2022
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Sabine Zinn & Ariane Würbach & Hans Walter Steinhauer & Angelina Hammon, 2020. "Attrition and selectivity of the NEPS starting cohorts: an overview of the past 8 years [Ausfall und Selektivitäten in den NEPS Startkohorten: ein Überblick über die letzten 8 Jahre]," AStA Wirtschafts- und Sozialstatistisches Archiv, Springer;Deutsche Statistische Gesellschaft - German Statistical Society, vol. 14(2), pages 163-206, July.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Melanie Fischer-Browne, 2022. "Pushing Higher or Lower? Divergent Parental Expectations and Compromises in Occupational Choice," Social Inclusion, Cogitatio Press, vol. 10(2), pages 240-251.
    2. Fouarge, Didier & Heß, Pascal, 2023. "Preference-choice mismatch and university dropout," Labour Economics, Elsevier, vol. 83(C).
    3. Timo Schmid & Markus Zwick, 2020. "Vorwort der Herausgeber," AStA Wirtschafts- und Sozialstatistisches Archiv, Springer;Deutsche Statistische Gesellschaft - German Statistical Society, vol. 14(2), pages 117-120, July.

    More about this item

    Keywords

    traditional teaching; progressive teaching; meta-cognition;
    All these keywords.

    NEP fields

    This paper has been announced in the following NEP Reports:

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:ucl:cepeow:22-08. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Jake Anders (email available below). General contact details of provider: https://edirc.repec.org/data/epucluk.html .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.