Teaching styles and achievement: student and teacher perspectives

Ana Hidalgo-Cabrillana ^[1] ; Cristina Lopez-Mayan ^[2]
1. [1] Universidad Autónoma de Madrid
  
  Universidad Autónoma de Madrid
  
  Madrid, España
2. [2] Universitat Autònoma de Barcelona
  
  Universitat Autònoma de Barcelona
  
  Barcelona, España
Localización: Working papers (Universitat Autònoma de Barcelona. Departament d'Economia Aplicada), Nº. 2, 2015
Idioma: inglés
Enlaces
- Texto completo 1 2

Resumen
- Using data from a Spanish assessment program of fourth-grade pupils, we analyze to what extent using certain teaching practices and materials in class is related to achievement in maths and reading. We distinguish using traditional and modern teaching styles. As a novelty, we measure in-class work using two different sources of information –teacher and students. Our identification strategy relies on between-class within-school variation of teaching styles. We find that modern practices are related to better achievement, specially in reading, while traditional practices, if anything, are detrimental. There are differences depending on the source of information: the magnitude of cofficients is larger when practices are reported by students. These findings are robust to considering alternative definitions of teaching practices. We obtain heterogeneous e_ects of teaching styles by gender and type of school but only when using students' answers. Our findings highlight the importance of the source of information, teacher or students, to draw adequate conclusions about the effect of teaching style on achievement.