Teacher-centered vs. student-centered instruction: mitigating the socioeconomic achievement gap through differential access and returns.
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| Title: | Teacher-centered vs. student-centered instruction: mitigating the socioeconomic achievement gap through differential access and returns. |
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| 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] |
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| Database: | Education Research Complete |
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