Showing 1 - 10 of 10
The National Center for Educational Statistics' Baccalaureate and Beyond study, which had data from its second follow-up released in 1999, drew a nationally representative sample of approximately 11,000 graduates in the 1992-93 academic year. Using transcript data from the study, the authors...
Persistent link: https://www.econbiz.de/10005464525
Most economics departments use end-of-term student evaluations of teaching, but the relationship between instructors’ assessments of their own teaching and their students’assessments is unknown. The background survey for the nationally normed Test of Understanding in College...
Persistent link: https://www.econbiz.de/10005600581
Many studies have identified factors that contribute to success in economics principles courses, but few have examined the causes and effects of student drops and failure. The author follows 239 students through their economic principles course and tracks the students in the year after the...
Persistent link: https://www.econbiz.de/10005405150
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In 1995, 2000, and 2005, the authors surveyed U.S. academic economists to investigate how economics is taught in four different types of undergraduate courses at postsecondary institutions. They especially looked for any changes in teaching methods that occurred over this decade, when there were...
Persistent link: https://www.econbiz.de/10005243269
In 1995 and 2000, the authors surveyed academic economists in the United States to establish how economics is taught in four types of undergraduate courses. The authors report overall findings from the 2000 survey and compare these results with the aggregate findings for respondents from all...
Persistent link: https://www.econbiz.de/10005456445
The authors deal with the restructuring of undergraduate economics instruction at Moscow State University (MSU) since 1989. They examine how closely the reforms at MSU are mirrored by changes at Belarus State University in Minsk and at Kiev State University. They also consider, and often offer...
Persistent link: https://www.econbiz.de/10005464496
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Persistent link: https://www.econbiz.de/10005600568
How much time do academic economists allocate to teaching, research, and service, and how much time do their departments want them to allocate to these pursuits? As a result of the decline in economics majors in the early 1990s, was there a change in the reward system and time allocation of...
Persistent link: https://www.econbiz.de/10005600636