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Teaching Practices and Social Capital

Yann Algan, Pierre Cahuc () and Andrei Shleifer
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Pierre Cahuc: X - École polytechnique, ENSAE Paris - École Nationale de la Statistique et de l'Administration Économique, CREST - Centre de Recherche en Economie et Statistique [Bruz] - ENSAI - Ecole Nationale de la Statistique et de l'Analyse de l'Information [Bruz]

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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.

Keywords: Social capital; Teaching practices; Schooling community (search for similar items in EconPapers)
Date: 2013-07
Note: View the original document on HAL open archive server: https://sciencespo.hal.science/hal-03393449
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Citations: View citations in EconPapers (69)

Published in American Economic Journal: Applied Economics, 2013, 5 (3), pp.189 - 210. ⟨10.1257/app.5.3.189⟩

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Journal Article: Teaching Practices and Social Capital (2013) Downloads
Working Paper: Teaching Practices and Social Capital (2013) Downloads
Working Paper: Teaching Practices and Social Capital (2013) Downloads
Working Paper: Teaching Practices and Social Capital (2013) Downloads
Working Paper: Teaching Practices and Social Capital (2011) Downloads
Working Paper: Teaching Practices and Social Capital (2011) Downloads
Working Paper: Teaching Practices and Social Capital (2011) Downloads
Working Paper: Teaching Practices and Social Capital Downloads
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Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-03393449

DOI: 10.1257/app.5.3.189

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