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dc.contributor.authorAlgan, Yann
dc.contributor.authorShleifer, Andrei
dc.date.accessioned2014-03-10T20:14:10Z
dc.date.issued2013
dc.identifier.citationAlgan, Yann, Pierre Cahuc, and Andrei Shleifer. 2013. Teaching practices and social capital. American Economic Journal: Applied Economics 5(3): 189-210.en_US
dc.identifier.issn1945-7782en_US
dc.identifier.urihttp://nrs.harvard.edu/urn-3:HUL.InstRepos:11878804
dc.description.abstractWe 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.en_US
dc.description.sponsorshipEconomicsen_US
dc.language.isoen_USen_US
dc.publisherAmerican Economic Associationen_US
dc.relation.isversionofdoi:10.1257/app.5.3.189en_US
dash.licenseOAP
dc.subjectpreferencesen_US
dc.subjecteconomicsen_US
dc.subjecteducationen_US
dc.subjecttrusten_US
dc.titleTeaching Practices and Social Capitalen_US
dc.typeJournal Articleen_US
dc.date.updated2012-07-25T18:05:30Z
dc.description.versionAccepted Manuscripten_US
dc.relation.journalAmerican Economic Journal: Applied Economicsen_US
dash.depositing.authorShleifer, Andrei
dc.date.available2014-03-10T20:14:10Z
dc.identifier.doi10.1257/app.5.3.189*
dash.contributor.affiliatedShleifer, Andrei


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