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We use several data sets to consider the effect of teaching practices on student beliefs, as well as on organization of firms and institutions. In cross-country data, we show that teaching practices (such as copying from the board versus working on projects together) are strongly related to various dimensions of social capital, from beliefs in coop...
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... Empirical research into these teaching practices and their effects on student learning outcomes have revealed distinct patterns. Teachercentered practices tend to enhance students' factual knowledge and routine problem-solving skills (Algan et al., 2013;Beitenbeck, 2014). For example, an increase in lectures at the expense of problem-solving activities has been associated with improved performance in standardized problem-solving tests (Schwerdt & Wupperman, 2011). ...
... In summary, previous research indicates that both teacher-centered and student-centered practices offer benefits for diverse learning outcomes (Beitenbeck, 2014;Algan et al., 2013;Wilder, 2015). However, the effectiveness of student-centered practices may be contingent on the degree of teacher guidance, as minimal guidance can potentially hinder the learning process (Lazonder & Harmsen, 2016). ...
... Regarding teacher-centered practices, our results indicate a positive correlation between these practices and school grades for both low and high SES students. This finding is consistent with established research on the effectiveness of teacher-centered methodologies (Algan et al., 2013;Beitenbeck, 2014;Kirschner et al., 2006;Magliaro et al., 2005;Stockard et al., 2018). The historical efficacy of these practices, particularly in domains such as content delivery and progress evaluation, remains evident. ...
Background: Despite extensive research on the relationship between teaching practices and learning outcomes,
limited attention has been given to their potential links with students’ mental health.
Aims: This study investigates the relationships between three teaching practice types – teacher-centered, student-
centered, and student-dominated – and both student mental health complaints and academic achievement. It
furthers explores variations in these associations based on students’ socioeconomic status (SES).
Sample: The analysis includes 4573 grade 9 students (aged 15–16 years) in the Swedish comprehensive school
system.
Methods: Employing structural equation modelling techniques, we analyze a dataset comprising students’
cognitive test scores, their perceptions of classroom processes, self-reported mental health complaints, as well as
register data on teacher-assigned grades and parental education.
Results: Teacher-centered practices are positively associated with academic achievements but lack robust links
with mental health complaints. Conversely, student-centered practices are positively associated with academic
achievements and correlate with lower mental health complaint frequencies. However, student-dominated
practices demonstrate poor relationships with both mental health and academic achievements. Limited varia-
tions based on students’ social background reveal only two differing associations between low and high SES
students: teacher-centered teaching shows stronger academic achievement associations for low SES students,
while student-dominated teaching is more adversely linked to low SES students’ mental health.
Conclusions: The results affirm the benefits of both teacher- and student-centered teaching practices for academic
achievement while cautioning against excessive self-directed teaching. Importantly, the study highlights the role
of instructional approaches in shaping not only academic outcomes but also students’ mental health.
... Participatory teaching practices are an effective alternative. Participatory teaching is based on students' group work on common projects, in student-centered classrooms and has been shown to foster students' social capital in the forms of cooperation with other students and teachers, membership in associations, trust in institutions, and participation in civil society [94]. Predictably, more cooperation-oriented schooling practices shape more cooperative individuals. ...
In this paper we check whether social capital changes the association of subjective well-being with own income and social comparisons. We use panel data from Germany and publicly available data from three international surveys, for a total of nearly 500,000 respondents from industrial countries. Results show that the association of own income and social comparisons to subjective well-being weakens for individuals with high social capital. This finding holds in a variety of settings, and is robust to various measures of subjective well-being, of social capital, and of social comparisons. We also find evidence indicating that the role of social capital is, at least in part, causal. Finally, our findings support the macro-level implication that income differences are less related to subjective well-being differences in countries with high social capital.
... For detailed ethnographic accounts of embodied skills (combined with a passionate plea for creating room for such practices in society, beyond the digital sphere), see Crawford 2015. 78 Algan et al. (2011) show that "horizontal" teaching measures are indeed positively correlated with high social capital (in the sense of a capacity to collaborate with others), across OECD and other countries. and have natural opportunities to engage in discussions and to think about issues from different perspectives. ...
Many democratic societies struggle with issues around knowledge: fake news spreads online and offline, and there is distrust of experts, but also fear of technocratic tendencies. Citizen Knowledge discusses how knowledge, understood in a broad sense, should be dealt with in societies that combine a democratic political system with a capitalist economic system. How do citizens learn about politics? How do new scientific insights make their way into politics? What role can markets play in processing decentralized knowledge? The book takes on the perspective of “democratic institutionalism,” which focuses on the institutions that enable an inclusive and stable democratic life. It argues that the fraught relation between democracy and capitalism gets out of balance if too much knowledge is treated according to the logic of markets rather than democracy. Complex societies need different mechanisms for dealing with knowledge, among which markets, democratic deliberation, and expert communities are central. Citizen Knowledge emphasizes the responsibility of bearers of knowledge and the need to support institutions that support active and informed citizenship. It develops the vision of an egalitarian society that considers the use of knowledge in society not a matter of markets, but of shared democratic responsibility, supported by epistemic infrastructures. It contributes to political epistemology, a new subdiscipline of philosophy, with a focus on the interrelation between economic and political processes. It analyzes the current situation, drawing on the history of ideas and on systematic arguments about the nature of knowledge and epistemic justice, developing proposals for reforms.
... In other words, all such individuals participated in the survey eight times. Childhood circumstances in school form non-cognitive skills that influence life outcomes (Algan et al., 2013;Ito et al., 2020;Lee et al., 2022Lee et al., , 2021Yamamura, 2022aYamamura, , 2022b). We purposefully collected information about the hidden curriculum. ...
Background
In Japanese primary schools, students are listed according to their surname's alphabet-ical order. Teachers unconsciously rely on the alphabetical list to call on students during class and at non-academic events. Students with surnames appearing early in these lists tend to be called upon sooner in various school situations, enabling them to learn from new experiences earlier. Early listed surnames enhance cognitive and non-cognitive skill development. Through this channel, early surnames are thought to have a long-term effect on adulthood behaviours such as being vaccinated. The adoption of mixed-gender lists since the 1980s has amplified this effect, particularly for females.
Methods
We conducted internet surveys nearly every month between March 2020 and September 2022 with the same subjects. During this period, COVID-19 vaccines were developed and became available. Many studies have explored how unvaccinated people are motivated to get inoculated against COVID-19. As of March 2023 in Japan, most people have received their first and second doses of COVID-19 vaccine. It has now become crucial for vaccinated people to get revaccinated as the vaccines lose effectiveness over time. Our study focuses on revaccinations, using a sub-sample of individuals who have received their first and second doses of COVID-19 vaccines. In the survey, we asked subjects in which alphabetical column their childhood and adulthood surnames were located. This enables us to identify how surname order plays a critical role in forming non-cognitive skills.
Japanese people could receive their third dose starting from December 2021. The 19th wave of our survey was conducted the following month, in January 2022. Therefore, to examine how surname’s alphabetical order influenced the intention to revaccinate, we used a sub-sample covering the period from December 2021 to September 2022. Ordinary Least Square regression method was used.
Results
Females with early surnames had approximately 4% stronger intentions than males with early surnames. Female’s early name order is more strongly correlated with revaccination intention than males. The surname effect for females was about three times larger if mixed gender list was used than if mixed gender list was not used. The effect was only observed for childhood surname but not for adulthood one.
Discussion
This study is the first to identify how surname order plays a critical role in forming non-cognitive skills in school life to promote revaccination in their adulthood. We show the long-term effect of adopting a mixed-gender list in schools when unexpected events such as the COVID-19 pandemic occur.
... What adult people remember from their childhood is seemingly unrelated to their current behaviours. Various existing works using retrospective surveys found that informal education in primary school and childhood circumstances formed adult preferences and worldviews [8][9][10][11][12][13][14][15]. Lee et al. explored the role of hygiene school education in childhood on regular handwashing behaviours during the COVID-19 pandemic [1]. They found that handwashing education in primary school is positively related to various preventive behaviours in adulthood, not only during the COVID-19 pandemic but also prior to the pandemic. ...
Education plays a critical role in promoting preventive behaviours against the spread of pandemics. In Japan, handwashing education in primary schools was positively correlated with preventive behaviours against COVID-19 transmission for adults in 2020, during the early stages of COVID-19. The following year, the Tokyo Olympics were held in Japan, and a state of emergency was declared several times. Public perceptions of and risks associated with the pandemic changed drastically with the emergence of COVID-19 vaccines. We re-examined whether the effect of handwashing education on preventive behaviours persisted by covering a longer period of the COVID-19 pandemic than previous studies. A total of 26 surveys were conducted nearly once a month for 30 months from March 2020 (the early stage of COVID-19) to September 2022 in Japan. By corresponding with the same individuals across surveys, we comprehensively gathered data on preventive behaviours during this period. In addition, we asked about the handwashing education they had received in their primary school. We used the data to investigate how and to what degree school education is associated with pandemic-mitigating preventive behaviours. We found that handwashing education in primary school is positively associated with behaviours such as handwashing and mask wearing as a COVID-19 preventive measure but not related to staying at home. We observed a statistically significant difference in handwashing between adults who received childhood handwashing education and those who did not. This difference persisted throughout the study period. In comparison, the difference in mask wearing between the two groups was smaller but still statistically significant. Furthermore, there was no difference in staying at home between them. Childhood hygiene education has resulted in individuals engaging in handwashing and mask wearing to cope with COVID-19. Individuals can form sustainable development-related habits through childhood education.
... Además, este proceso de convergencia, ya consolidado, generó el paso de una enseñanza centrada en los contenidos a otra donde prima la adquisición de competencias (Gento et al., 2018;Jiménez-Hernández et al., 2020). Estas competencias implican la resolución de problemas, el trabajo colaborativo y el fomento de las habilidades sociales aspectos que, son desarrollados de forma explícita, al utilizar modelos activos (Algan et al., 2013;Furtak et al., 2012;Jiménez-Hernández et al., 2020). ...
... En este sentido, los estudios de Díez & García-Sánchez (2010) y Jiménez (2018) afirman que, a pesar de percibir de forma negativa el uso de modelos tradicionales, los docentes universitarios los utilizan con asiduidad. A este respecto, autores como Algan et al. (2013) establecen que, el hecho de utilizar modelos tradicionales no está reñido con la utilización de modelos activos, aspecto que puede potenciar el aprendizaje del alumnado. ...
... Por el contrario, en la utilización de modelos activos se ha de subrayar que no se producen diferencias significativas entre los grupos, aunque es el grupo proclive a la utilización de modelos activos quien más uso hace. Esta circunstancia fue constatada por Algan et al. (2013), quienes establecieron que los modelos tradicionales y activos pueden coexistir en la metodología empleada por los docentes y maximizar el aprendizaje del alumnado. ...
... tradicional. Este hallazgo se explica porque la utilización ecléctica de un modelo tradicional y el ibl no impide el rendimiento académico del alumnado y, esta combinación, puede potenciarlo en unas ocasiones y en otras disminuirlo (Algan et al., 2013;Harks et al., 2014). ...
Los estudios en los que se relaciona el uso de modelos docentes en ciencias y el rendimiento académico se caracterizan por el carácter reciente y dispar. Este artículo de investigación determinó la relación existente entre la utilización de un modelo basado en indagación (IBL) –con sus variedades guiada y abierta– en ciencias por parte de 2526 profesores de las diferentes Comunidades Autónomas de España y el desempeño académico de 35943 alumnos de esos docentes en pisa Ciencias 2018. Se implementó, entonces, un diseño de investigación cuantitativo, transversal no experimental de tipo descriptivo-correlacional, en el que el cuestionario umepe fue administrado a los profesores de ciencias de enseñanza secundaria. Los resultados, obtenidos por medio de modelos regresivos-correlaciones y puntuaciones promedio, arrojaron relaciones significativas entre el uso del ibl y el rendimiento académico del alumnado en PISA Ciencias 2018, siendo esta relación e influencia mayor en la variedad guiada que en la abierta. De forma opuesta, cuando se aplica un modelo tradicional no se produce relación ni influencia entre las variables, aunque, cuando tanto la utilización del IBL –en cualquiera de sus variedades– como la del modelo tradicional es alta, se puede producir mayor o menor rendimiento en función del contexto. Estos hallazgos se anteponen a la mayoría de la literatura –en la que el uso de un modelo tradicional genera mayor rendimiento del
alumnado en ciencias– y son un medio para facilitar a las administraciones educativas la toma de decisiones a la hora de planificar los currículos educativos de ciencias desde una perspectiva empírica.
... Aussi, la démarche de formation s'est affinée en prenant davantage en compte les obstacles et En outre, les pratiques pédagogiques restent très magistrales, ce qui ne facilite pas l'adaptation de l'enseignement à ce contexte scolaire. Bien que les tenants de « l'Éducation nouvelle » et des « méthodes actives » (e.g., Dewey, 1922 ;Freinet, 1943 ;Montessori, 1948 ; voir Crahay, 2010 pour des développements plus approfondis), aient, dès les années 1920, remis en question les pratiques « traditionnelles » en proposant des formats pédagogiques variés où l'élève est actif, le cours magistral reste encore aujourd'hui massivement pratiqué (Algan, Cahuc, & Shleifer, 2013). La figure 37, montre que les pratiques pédagogiques des enseignants français sont celles dont le ratio entre le temps accordé à l'enseignement magistral et le temps alloué au travail en groupe est le plus élevé. ...
... La figure 37, montre que les pratiques pédagogiques des enseignants français sont celles dont le ratio entre le temps accordé à l'enseignement magistral et le temps alloué au travail en groupe est le plus élevé. En France, seuls 36,8% des enseignants déclarent faire travailler leurs élèves en petits groupes alors que la moyenne des pays de l'OCDE est de 52% (Algan et al., 2013). Au cours du 20 ème siècle, la généralisation sur le terrain des « méthodes traditionnelles » et non des « méthodes actives » s'explique par le fait que les pédagogues de « l'Éducation Nouvelle » ont eu plus d'impact sur la littérature pédagogique que sur les pratiques elles-mêmes. ...
... Source : Algan et al., (2013). préparés sur le contenu de la matière -ce qui est au niveau de la moyenne internationale -alors qu'ils ne sont que 60% à se sentir prêt pédagogiquement -contre 89% en moyenne au niveau internationale. ...
Cette note de synthèse réalisée en vue de l’obtention de l’Habilitation à Diriger des Recherches vise à retracer les éléments saillants de mes travaux de recherche portant sur la promotion de la motivation à l’École et en contexte sportif, et sur la promotion de la motivation pour l’activité physique (AP) à des fins de santé. Elle est structurée en trois parties :
La première porte sur la promotion de la motivation pour l’AP à des fins de santé. Les
travaux qui s’inscrivent sur cet axe de recherche se sont intéressés à trois mécanismes de promotion de l’AP : des mécanismes cognitifs visant le développement des intentions d’AP, des mécanismes comportementaux visant le développement des capacités d’autorégulation facilitant l’implémentation des intentions, et des mécanismes affectifs visant le développement d’expériences d’AP positives.
La deuxième partie concerne la promotion de la motivation en EPS et en sport. Les travaux menés dans cette perspective, ont consisté à élaborer, tester, et répliquer plusieurs programmes de formation des enseignants et des entraineurs à dessein d’améliorer leur style motivationnel, ainsi que l’engagement et la motivation autonome de leurs élèves/sportifs.
Enfin, la troisième partie s’intéresse à la promotion de la motivation et du bien-être à l’école. Les travaux relatifs à cet axe se sont notamment intéressés au développement des compétences psychosociales des élèves en tant que vecteur de promotion de la motivation et du bien-être. Le projet ProMoBE consistant à combiner des leviers de la promotion de la motivation (i.e., formation au soutien des besoins psychologiques visant l’amélioration du style motivationnel) et des leviers de la promotion du bien-être (i.e., IPP-multi-composantes visant le développement des CPS) représente le coeur de cet axe de recherche.
... 3 Moreover, changes in the political system, such as women's suffrage, have positively impacted education and childhood (for example Miller 2008;Carruthers and Wanamaker 2015). Education contributes to the formation of subjective views and preferences (Aspachs-Bracons et al. 2008;Hryshko et al. 2011;Algan et al. 2013). Studies have found that these formative influences affect voter turnout (Milligan et al. 2004). ...
... Furthermore, we gathered information about their educational experiences, such as whether they worked and learned in groups in elementary school. These data were collected since teaching practices may have facilitated prosocial behavior (Algan et al. 2013). To construct the panel dataset, we conducted a follow-up survey in July 2017, which included questions about the sex of teachers in elementary school. ...
... In order to control for family characteristics when respondents were children, the father's and mother's age, educational background, and the number of older and younger brothers and sisters were considered. As in previous studies, the informal school curriculum informed students' preferences and characteristics (Algan et al. 2013;. Competition and group learning were also included. ...
Using independently collected individual-level data, this study examines the influence of learning in a female teacher homeroom class in elementary school on pupils’ future voting behavior. Furthermore, it evaluates the female teacher’s effect on their preference for women’s participation in the workplace in adulthood. We find that having a female teacher in the first year of school makes individuals more likely to vote for female candidates and prefer female labor participation policies in adulthood. However, this effect is only observed among male pupils. These findings offer new evidence for the female socialization hypothesis. (JEL codes: D72, D78, J16, and I21)
... Many works are related to the issue of the formation of non-cognitive skills in the field of behavioral and education economics (Hryshko et al. 2011;Fehr et al. 2008;Algan et al. 2013;Heckman et al. 2010aHeckman et al. , 2010bHeckman et al. , 2013. This paper investigates how childhood experiences form non-cognitive skills influencing charitable donation. ...
... To put it more specifically, many works have investigated how and the extent to which specific features of education form preferences and worldviews (Aspachs-Bracons et al. 2008;Hryshko et al. 2011;Milligan et al. 2004). Teaching practices in schools are observed to change students' beliefs; there is a positive causal relationship between "working in groups" and students' belief in cooperation and trust (Algan et al. 2013;Ito et al. 2020). Informal school curricula during childhood are unlikely to enhance charitable behavior directly. ...
I investigated how people’s childhood experiences of involvement in team sports helped them develop non-cognitive skills, which later prompted them to make charitable donations to disaster victims. I independently collected individual-level data from approximately 7000 observations in 2016. The instrumental variable (IV) method was used for the estimations. In the specification of the IV model, sporting experience and informal education in childhood were used as exogenous IV. I found that (1) sporting experiences cause people to have positive subjective views of reciprocity, (2) team sports experience has a larger effect on people than individual sports experience, and (3) the above lead people to donate to disaster victims of enormous disasters such as the Great East Japan Earthquake.
