Teaching Practices and Social Capital
跨国数据表明，教学实践（如抄板书与小组合作）与社会资本各维度相关；微观数据进一步显示，教学实践对学生的合作信念有独立且显著的影响，支持进步教育促进社会资本形成的观点。
In cross-country data, teaching practices (such as copying from the board versus working on projects together) are related to various dimensions of social capital. In micro-data from three datasets, teaching practices are also strongly correlated with student beliefs about cooperation across schools within countries. To address omitted variable and reverse causality concerns, we show that, within schools, teaching practices also have an independent and sizeable effect on student beliefs. The evidence supports the idea that progressive education promotes the formation of social capital.