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dc.contributor.authorHidalgo Cabrillana, Ana
dc.date.accessioned2017-04-05T10:57:15Z
dc.date.available2017-04-05T10:57:15Z
dc.date.created2017
dc.date.issued2017-04-05
dc.identifier.urihttp://hdl.handle.net/10630/13427
dc.description.abstractWe analyze the relationship of the teaching style with student achievement. As a novelty, we explore whether the e˙ect of the teaching style di˙ers when class work is reported by teachers or students. We find that who reports the practices matters. Teamwork and student discussions -modern practices- are strongly related to better achievement, and individual work and rote learning -traditional practices- are detri-mental. But these e˙ects are significant only using students’ reports. Heterogeneous e˙ects of teaching practices arise by subject or gender, but mostly using students’ reports, suggesting di˙erences in the perception of teaching styles. Only results by socioeconomic status are robust to who reports practices: students from low socioe-conomic background lose from traditional teaching and gain from modern teaching.es_ES
dc.description.sponsorshipUniversidad de Málaga. Campus de Excelencia Internacional Andalucía Tech.es_ES
dc.language.isoenges_ES
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.subjectEstudio y enseñanzaes_ES
dc.subject.otherTeaching Styleses_ES
dc.subject.otherStudent Achievementes_ES
dc.titleTeaching styles and achievement: student and teacher perspectiveses_ES
dc.typeinfo:eu-repo/semantics/workingPaperes_ES
dc.centroFacultad de Ciencias Económicas y Empresarialeses_ES
dc.relation.eventtitleSemiarios Teoría Económicaes_ES
dc.relation.eventplaceMálaga (España)es_ES
dc.relation.eventdate30 marzo 2017es_ES
dc.cclicenseby-nc-ndes_ES


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