Teaching Practices and Social Capital
- (pp. 189-210)
AbstractIn 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.
CitationAlgan, Yann, Pierre Cahuc, and Andrei Shleifer. 2013. "Teaching Practices and Social Capital." American Economic Journal: Applied Economics, 5 (3): 189-210. DOI: 10.1257/app.5.3.189
- D83 Search; Learning; Information and Knowledge; Communication; Belief
- I21 Analysis of Education
- Z13 Economic Sociology; Economic Anthropology; Social and Economic Stratification
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