It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide. Sign In or Create an Account. Sign In. Advanced Search. Search Menu. Article Navigation. Close mobile search navigation Article Navigation. Volume In particular, classroom teaching that emphasizes the instilment of knowledge and comprehension, often termed "traditional"-style teaching, has a very strong and positive effect on test scores, particularly among girls and pupils of low socioeconomic background.
Second, the use of classroom techniques that endow pupils with analytical and critical skills "modern" teaching has a very large positive payoff, evidenced in improvement of test scores across subgroups differentiated by gender and socioeconomic background.
However, a second element of modern teaching, instilment of the capacity for individual study, has no effect while transparency, fairness, and proper feedback in teachers' conduct with their students improve marginally academic performance, especially among boys. Apart from identifying "what works" in the classroom, these findings yield two insights for the debate about the merit of "traditional" versus "modern" approaches to teaching, which are often discussed as rival classroom pedagogical approaches.
First, both may coexist in the classroom production function of knowledge. Second, it is best to target the two teaching practices differentially to students of different genders and abilities. In particular, classroom teaching that emphasizes the instilment of knowledge and comprehension, often termed "traditional"-style teaching, has a very strong and positive effect on test scores, particularly among girls and pupils of low socioeconomic background.
Second, the use of classroom techniques that endow pupils with analytical and critical skills "modern" teaching has a very large positive payoff, evidenced in improvement of test scores across subgroups differentiated by gender and socioeconomic background.
However, a second element of modern teaching, instilment of the capacity for individual study, has no effect while transparency, fairness, and proper feedback in teachers' conduct with their students improve marginally academic performance, especially among boys.
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