Teaching Practices and Social Capital

Yann Algan, Pierre Cahuc and Andrei Shleifer

No 17527, NBER Working Papers from National Bureau of Economic Research, Inc

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 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 both with each other and with teachers, 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.

JEL-codes: I2 Z1 (search for similar items in EconPapers)
Date: 2011-10
New Economics Papers: this item is included in nep-cis, nep-edu, nep-lab, nep-ltv and nep-soc
Note: ED PE POL
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Citations: View citations in EconPapers (15)

Published as Yann Algan & Pierre Cahuc & Andrei Shleifer, 2013. "Teaching Practices and Social Capital," American Economic Journal: Applied Economics, American Economic Association, vol. 5(3), pages 189-210, July.

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Related works:
Journal Article: Teaching Practices and Social Capital (2013)
Working Paper: Teaching Practices and Social Capital (2013)
Working Paper: Teaching Practices and Social Capital (2013)
Working Paper: Teaching Practices and Social Capital (2013)
Working Paper: Teaching Practices and Social Capital (2011)
Working Paper: Teaching Practices and Social Capital (2011)
Working Paper: Teaching Practices and Social Capital
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