Teaching Practices and Social Capital
By Yann Algan, Pierre Cahuc, A. Shleifer. Social Science Research Network, 2013
190 citations recorded by the source corpus.
We use several data sets to consider the effect of teaching practices on student beliefs, as well as on organization of firms and institutions. In cross-country data, we show that teaching practices (such as copying from the board versus working on projects together) are strongly related to various dimensions of social capital, from beliefs in cooperation to institutional outcomes. We then use micro-data to investigate the influence of teaching practices on student beliefs about cooperation and students' involvement in civic life. A two-stage least square strategy provides evidence that teaching practices have an independent sizeable effect on student social capital. The relationship between teaching practices and student test performance is nonlinear. The evidence supports the idea that progressive education promotes social capital.
Subfields: Demography, Education, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/c59683bb50288a9b43e56dae3696bad0b969333d
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In Demography
In Education
In Sociology and Political Science
Citations in the corpus
- Trust, Growth and Well-Being: New Evidence and Policy Implications (2013, unknown): “Algan et al. (2012) illustrates this pattern with the evolution of trust among the first and second generation of immigrants in European Countries.”
- Teacher Quality and Learning Outcomes in Kindergarten (2016, background): “…practices—in particular, the extent to which teaching is “horizontal” (students working in groups), rather than “vertical” (lectures by teachers)— predict differences in social capital across countries, across schools within countries, and across classrooms within schools (Algan et al. 2013).”