Do Teaching Practices Impact Socio-emotional Skills?

Vaclav Korbel () and Michal Paulus ()
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Vaclav Korbel: Institute of Economic Studies, Faculty of Social Sciences, Charles University in Prague, Smetanovo nabrezi 6, 111 01 Prague 1, Czech Republic

No 2017/04, Working Papers IES from Charles University Prague, Faculty of Social Sciences, Institute of Economic Studies

Abstract: Recent studies emphasize the importance of socio-emotional skills for the success in school as well as for later economic outcomes. However, little is known how practices used by teachers everyday in classrooms impact socio-emotional skills. We show that modern practices such as working in small groups improve them. Especially intrinsic motivation and self-confidence are positively affected. Moreover, modern practices have no adverse effects on test scores. Standard practices such as lecturing or memorizing have no impact on socio-emotional skills. Splitting the sample reveals detrimental effects of standard practices on socio-emotional outcomes of boys and positive for high-achieving girls. On the contrary, both genders gain similarly from modern practices.

Keywords: Teaching practices; socio-emotional skills; between-subject variation (search for similar items in EconPapers)
JEL-codes: C23 I21 (search for similar items in EconPapers)
Pages: 37 pages
Date: 2017-02, Revised 2017-02
New Economics Papers: this item is included in nep-edu and nep-ure
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Citations: View citations in EconPapers (1)

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Working Paper: Do Teaching Practices Impact Socio-Emotional Skills? (2017)
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