Teaching strategy specialization and student achievement
This paper aims to provide evidence on whether the specialization of schools in certain teaching strategies contributes to promoting student skills. Specifically, we will focus on comparing those that make intensive use of innovative practices with those specialized in the use of traditional methodo...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universidad Autónoma de Madrid |
| Repositorio: | Biblos-e Archivo. Repositorio Institucional de la UAM |
| Idioma: | inglés |
| OAI Identifier: | oai:repositorio.uam.es:10486/715052 |
| Acceso en línea: | http://hdl.handle.net/10486/715052 https://dx.doi.org/10.1080/09645292.2023.2169252 |
| Access Level: | acceso abierto |
| Palabra clave: | Teaching strategies Education policy Educational evaluation Propensity score matching Student achievement Economía |
| Sumario: | This paper aims to provide evidence on whether the specialization of schools in certain teaching strategies contributes to promoting student skills. Specifically, we will focus on comparing those that make intensive use of innovative practices with those specialized in the use of traditional methodologies. By employing propensity score matching (PSM) to reduce potential bias related to the different characteristics of schools, we provide robust evidence that specialization in the use of innovative teaching practices does not lead to better academic performance and may even be harmful to some competencies |
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