Teaching practices and social capital
By: Yann Algan, Pierre Cahuc, Andrei Shleifer
Contributors: Cahuc, Pierre; Shleifer, Andrei; National Bureau of Economic Research
Series: NBER working paper series -- working paper 17527; Working paper series (National Bureau of Economic Research : Online) -- working paper no. 17527.
Publisher: National Bureau of Economic Research
Published: 2011
Place of publication: Cambridge, MA
Language: eng
Format: Electronic resource
Description: "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"--National Bureau of Economic Research web site.
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