Professor Victor Lavy
This academic paper measures the relationship between classroom teaching practices and pupil achievement. Based on primary and middle-school data from Israel, Professor Lavy finds strong evidence that two important elements of teaching practices cause pupil achievement to improve: classroom teaching that emphasises the instilment of knowledge and comprehension, and the use of classroom techniques that endow pupils with analytical and critical skills.
This blend of traditional-style teaching and modern teaching has different benefits for different groups of pupils. Traditional, knowledge-based teaching had a very strong and positive effect on test scores among girls and pupils from disadvantaged backgrounds, while modern, skills based teaching had a very large positive payoff for all groups.
However, a second element of modern teaching, instilling the capacity for individual study, had no effect, while fair feedback led to marginally improved academic performance, especially amongst boys.
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