In cross-country data, teaching practices (such as copying from the
board versus working on projects together) are related to various
dimensions of social capital. In micro-data from three datasets, teaching
practices are also strongly correlated with student beliefs about
cooperation across schools within countries. To address omitted variable
and reverse causality concerns, we show that, within schools,
teaching practices also have an independent and sizeable effect on student
beliefs. The evidence supports the idea that progressive education
promotes the formation of social capital.
"Teaching Practices and Social Capital."
American Economic Journal: Applied Economics,
Search; Learning; Information and Knowledge; Communication; Belief
Analysis of Education
Economic Sociology; Economic Anthropology; Social and Economic Stratification