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ERIC Number: ED513541
Record Type: Non-Journal
Publication Date: 2010-Jun-19
Pages: 34
Abstractor: As Provided
Reference Count: 28
Is Traditional Teaching Really All that Bad? A Within-Student Between-Subject Approach. Program on Education Policy and Governance Working Papers Series. PEPG 10-15
Schwerdt, Guido; Wuppermann, Amelie C.
Program on Education Policy and Governance, Harvard University
Recent studies conclude that teachers are important for student learning but it remains uncertain what actually determines effective teaching. This study directly peers into the black box of educational production by investigating the relationship between lecture style teaching and student achievement. Based on matched student-teacher data for the US, the estimation strategy exploits between-subject variation to control for unobserved student traits. Results indicate that traditional lecture style teaching is associated with significantly higher student achievement. No support for detrimental effects of lecture style teaching can be found even when evaluating possible selection biases due to unobservable teacher characteristics. Selection on unobservables following Altonji et al. (2005) is appended. (Contains 9 tables and 8 footnotes.)
Program on Education Policy and Governance. Harvard University, Kennedy School of Government, 79 John F. Kennedy Street, Taubman 304, Cambridge, MA 02138. Tel: 617-495-7976; Fax: 617-496-4428; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Harvard University, Program on Education Policy and Governance