Is Traditional Teaching Really All that Bad? A Within-Student Between-Subject Approach

Autor/inn/en	Schwerdt, Guido; Wuppermann, Amelie C.
Titel	Is Traditional Teaching Really All that Bad? A Within-Student Between-Subject Approach
Quelle	In: Economics of Education Review, 30 (2011) 2, S.365-379 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2010.11.005
Schlagwörter	Teacher Effectiveness; Teacher Characteristics; Academic Achievement; Lecture Method; Conventional Instruction; Teaching Methods; Peer Influence; Teaching Styles; Correlation; Student Characteristics + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil; Korrelation
Abstract	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. (Contains 9 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10