Do Teaching Practices Impact Socio-emotional Skills?
| Author(s): | Václav Korbel Ph.D., Mgr. Michal Paulus , |
|---|---|
| Type: | IES Working Papers |
| Year: | 2017 |
| Number: | 4 |
| ISSN / ISBN: | |
| Published in: | IES Working Papers 04/2017 |
| Publishing place: | Prague |
| Keywords: | Teaching practices, socio-emotional skills, between-subject variation |
| JEL codes: | I21, C23 |
| Suggested Citation: | Korbel V., Paulus M. (2017). ”Do Teaching Practices Impact Socio-emotional Skills?” IES Working Paper 4/2017. IES FSV. Charles University. |
| Grants: | GAUK No. 896516: Do modern teaching practices affect motivation and educational outcomes of students in mathematics and science subjects? |
| Abstract: | Recent studies emphasize the importance of socio-emotional skills for the success in school as well as for later economic outcomes. However, little is known how practices used by teachers everyday in classrooms impact socio-emotional skills. We show that modern practices such as working in small groups improve them. Especially intrinsic motivation and self-confidence are positively affected. Moreover, modern practices have no adverse effects on test scores. Standard practices such as lecturing or memorizing have no impact on socio-emotional skills. Splitting the sample reveals detrimental effects of standard practices on socio-emotional outcomes of boys and positive for high-achieving girls. On the contrary, both genders gain similarly from modern practices. |
| Downloadable: |
wp_2017_04_korbel |
