Teaching Practices and Social Capital

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Teaching Practices and Social Capital

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Title: Teaching Practices and Social Capital
Author: Algan, Yann; Shleifer, Andrei

Note: Order does not necessarily reflect citation order of authors.

Citation: Algan, Yann, Pierre Cahuc, and Andrei Shleifer. 2013. Teaching practices and social capital. American Economic Journal: Applied Economics 5(3): 189-210.
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Abstract: 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 student level data, teaching practices (such as teachers lecturing versus students working in groups) exert a substantial influence on student beliefs about cooperation both with each other and with teachers. In cross‐ country data, teaching practices shape both beliefs and institutional outcomes. The relationship between teaching practices and student test performance is nonlinear. The evidence supports the idea that progressive education promotes social capital.
Published Version: doi:10.1257/app.5.3.189
Terms of Use: This article is made available under the terms and conditions applicable to Open Access Policy Articles, as set forth at http://nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of-use#OAP
Citable link to this page: http://nrs.harvard.edu/urn-3:HUL.InstRepos:11878804
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