Do Teaching Practices Matter for Cooperation?
- Issue Date
- Elsevier Inc.
- Journal of Behavioral and Experimental Economics, Vol.93, p. 101703
- This paper evaluates the impact of a student-centered teaching pedagogy program by a local education authority on cooperative behaviors of 610 students in five middle schools. We measure changes of students' cooperation with lab-in-the-field experiments, implemented before and after the program. Relying on a classroom-level fixed effect strategy, we show that the program has a positive effect on cooperation in a linear public goods experiment by way of remediating a negative time trend of contribution. Our findings support the idea that teaching practices stimulating interpersonal interaction affect the formation of cooperative norms among students.
- Files in This Item: There are no files associated with this item.
- Appears in Collections:
- College of Social Sciences (사회과학대학)Dept. of Economics (경제학부)Journal Papers (저널논문_경제학부)
College of Social Sciences (사회과학대학)Dept. of Economics (경제학부)Journal Papers (저널논문_경제학부)
Graduate School of Environmental Studies (환경대학원)Dept. of Environmental Planning (환경계획학과)Journal Papers (저널논문_환경계획학과)