EconPapers    
Economics at your fingertips  
 

Teaching strategy specialization and student achievement

María Gil-Izquierdo, Jose M. Cordero and Víctor Cristóbal

Education Economics, 2023, vol. 31, issue 6, 755-773

Abstract: This paper aims to provide evidence on whether the specialization of schools in certain teaching strategies contributes to promoting student skills. Specifically, we will focus on comparing those that make intensive use of innovative practices with those specialized in the use of traditional methodologies. By employing propensity score matching (PSM) to reduce potential bias related to the different characteristics of schools, we provide robust evidence that specialization in the use of innovative teaching practices does not lead to better academic performance and may even be harmful to some competencies.

Date: 2023
References: Add references at CitEc
Citations:

Downloads: (external link)
http://hdl.handle.net/10.1080/09645292.2023.2169252 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:edecon:v:31:y:2023:i:6:p:755-773

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/CEDE20

DOI: 10.1080/09645292.2023.2169252

Access Statistics for this article

Education Economics is currently edited by Caren Wareing and Steve Bradley

More articles in Education Economics from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst (chris.longhurst@tandf.co.uk).

 
Page updated 2024-07-04
Handle: RePEc:taf:edecon:v:31:y:2023:i:6:p:755-773