Teacher-centered vs. student-centered instruction: mitigating the socioeconomic achievement gap through differential access and returns.
Saved in:
| Title: | Teacher-centered vs. student-centered instruction: mitigating the socioeconomic achievement gap through differential access and returns. |
|---|---|
| Authors: | Zhu, Jinjie1 (AUTHOR) zhujinjie@hnu.edu.cn, Liang, Jingjing2 (AUTHOR), Goddard, Roger D.3 (AUTHOR) |
| Source: | British Journal of Sociology of Education. Jul2026, Vol. 47 Issue 5, p1016-1037. 22p. |
| Subject Terms: | *Didactic method (Teaching method), *Socioeconomic status, *Assessment of education, *Student-centered learning, *Mathematical ability testing, *Educational equalization, Moderation |
| Geographic Terms: | United States |
| Company/Entity: | Trends in International Mathematics & Science Study |
| Abstract: | This study employs the theory of differential access and returns to investigate how teacher-centered and student-centered instructional practices influence the socioeconomic mathematics achievement gap among U.S. eighth graders, using 2019 TIMSS data. Through moderation analysis with doubly robust estimation, and a counterfactual Oaxaca-Blinder decomposition, key findings emerge: (1) Both teacher-centered and student-centered practices were equitably distributed across socioeconomic status groups; (2) The association between teacher-centered practices and mathematics achievement was moderated by the family SES, with a enhanced mathematics performance for low-SES students; (3) Only teacher-centered practices narrowed the SES achievement gap between the low- and middle-SES groups. These results underscore the value of teacher-centered methods for low-SES students, which advanced educational equity in the United States. [ABSTRACT FROM AUTHOR] |
| Copyright of British Journal of Sociology of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 194575063 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Teacher-centered vs. student-centered instruction: mitigating the socioeconomic achievement gap through differential access and returns. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Zhu%2C+Jinjie%22">Zhu, Jinjie</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> zhujinjie@hnu.edu.cn</i><br /><searchLink fieldCode="AR" term="%22Liang%2C+Jingjing%22">Liang, Jingjing</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Goddard%2C+Roger+D%2E%22">Goddard, Roger D.</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Sociology+of+Education%22">British Journal of Sociology of Education</searchLink>. Jul2026, Vol. 47 Issue 5, p1016-1037. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Didactic+method+%28Teaching+method%29%22">Didactic method (Teaching method)</searchLink><br />*<searchLink fieldCode="DE" term="%22Socioeconomic+status%22">Socioeconomic status</searchLink><br />*<searchLink fieldCode="DE" term="%22Assessment+of+education%22">Assessment of education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student-centered+learning%22">Student-centered learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematical+ability+testing%22">Mathematical ability testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br /><searchLink fieldCode="DE" term="%22Moderation%22">Moderation</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink> – Name: SubjectCompany Label: Company/Entity Group: Su Data: <searchLink fieldCode="DE" term="%22Trends+in+International+Mathematics+%26+Science+Study%22">Trends in International Mathematics & Science Study</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study employs the theory of differential access and returns to investigate how teacher-centered and student-centered instructional practices influence the socioeconomic mathematics achievement gap among U.S. eighth graders, using 2019 TIMSS data. Through moderation analysis with doubly robust estimation, and a counterfactual Oaxaca-Blinder decomposition, key findings emerge: (1) Both teacher-centered and student-centered practices were equitably distributed across socioeconomic status groups; (2) The association between teacher-centered practices and mathematics achievement was moderated by the family SES, with a enhanced mathematics performance for low-SES students; (3) Only teacher-centered practices narrowed the SES achievement gap between the low- and middle-SES groups. These results underscore the value of teacher-centered methods for low-SES students, which advanced educational equity in the United States. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of British Journal of Sociology of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194575063 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/01425692.2026.2624685 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 1016 Subjects: – SubjectFull: Didactic method (Teaching method) Type: general – SubjectFull: Socioeconomic status Type: general – SubjectFull: Assessment of education Type: general – SubjectFull: Student-centered learning Type: general – SubjectFull: Mathematical ability testing Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: Moderation Type: general – SubjectFull: United States Type: general – SubjectFull: Trends in International Mathematics & Science Study Type: general Titles: – TitleFull: Teacher-centered vs. student-centered instruction: mitigating the socioeconomic achievement gap through differential access and returns. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Zhu, Jinjie – PersonEntity: Name: NameFull: Liang, Jingjing – PersonEntity: Name: NameFull: Goddard, Roger D. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 01425692 Numbering: – Type: volume Value: 47 – Type: issue Value: 5 Titles: – TitleFull: British Journal of Sociology of Education Type: main |
| ResultId | 1 |
