Conference Agenda
Overview and details of the sessions of this conference.
Please select a date to show only sessions at that day. Please select a single session for detailed view (with abstracts and downloads if available).
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Some information on the session logistics:
If not stated otherwise, the discussant is the following speaker, with the first speaker being the discussant of the last paper. The last speaker of each session is the session chair. (Exception: invited sessions)
Presenters should speak for no more than 20 minutes, and discussants should limit their remarks to no more than 5 minutes. The remaining time should be reserved for audience questions and the presenter’s responses. We suggest following these guidelines also in the (less common) 3-paper sessions in a 2-hour slot, to allow participants to move between sessions. Discussants are encouraged to avoid summarizing the paper. By focusing on a few questions and comments, the discussants can help start a broader discussion with the audience.
Only registered participants can attend this conference. Further information available on the congress website https://www.iseg.ulisboa.pt/en/event/iipf/ .
Venue address: ISEG - Lisbon School of Economics & Management, R. Francesinhas 21, 1200-675 Lisboa, Portugal
Please note that all times are shown in the time zone of the conference. The current conference time is: 17th Sept 2026, 11:40:22am WEST
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Daily Overview |
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C09: Parental Inputs, Teaching Styles, and Child Development Location: Room 109 (Francesinhas 1) | |
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How Do Teachers' Teaching Styles Affect Students' Outcomes? Uppsala University, Sweden Teachers matter for students, but we know little about what effective teachers do in classrooms. This paper estimates the causal effect of teaching styles on student achievement. To address endogenous sorting, I exploit a unique institutional setting in which teachers are randomly assigned to classrooms. Using rich survey data, I employ factor analysis to construct multidimensional indices of teaching styles from 25 teaching practices questions. I find that a one-standard-deviation increase in a Modern Teaching Style -characterized by a student-centered approach-raises students’ average test scores by 0.045 standard deviations. However, the impact is highly heterogeneous: while positive on average, the effect is negative for mathematics. Furthermore, the gains are largest for low-ability students, and the effect varies with teachers’ experience and educational background. Analysis of the underlying mechanisms suggests that the positive outcomes are driven by enhanced teacher–student interactions and increased teacher attention to students’ learning conditions.
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