Work

Teaching Practices and Social Capital

Year: 2011

Type: article

Abstract: 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. (JEL D83, I21, Z13)

Source: American Economic Journal Applied Economics

DOI: 10.1257/app.5.3.189

Authors: Yann Algan, Pierre Cahuc, Andrei Shleifer

Institutions: Institut d'Etudes Politiques de Paris, École Polytechnique, National Bureau of Economic Research, Harvard University

Language: English

Topic: School Choice and Performance

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funders: Ewing Marion Kauffman Foundation, Agence Nationale de la Recherche, FP7 Ideas: European Research Council