Can the teaching style reduce inequality in the classroom? Evidence from a quasi-experiment

We investigate the effects of ‘lecture-based’ (LBT)—i.e. individual work and rote learning—vs. ‘discussion-based’ (DBT)—i.e. participative and focused on student-centred learning—teaching styles on the test scores and socio-economic inequality of middle-school students randomly assigned to classes u...

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Bibliographic Details
Main Authors: LEI Xu, Massimiliano Tani, Yu Zhu
Format: Default Article
Published: 2024
Subjects:
Education
Achievement inequality
China
Random class assignment
Teaching style
Online Access:https://hdl.handle.net/2134/27614178.v1
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