Teaching Strategy Specialization and Student Achievement

Autor/inn/en	Gil-Izquierdo, María; Cordero, Jose M.; Cristóbal, Víctor
Titel	Teaching Strategy Specialization and Student Achievement
Quelle	In: Education Economics, 31 (2023) 6, S.755-773 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cordero, Jose M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2023.2169252
Schlagwörter	Specialization; Teaching Methods; Academic Achievement; Learning Processes + Suchen Sie Ihr Suchwort? Arbeitsteilige Spezialisierung; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Learning process; Lernprozess
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01