Literaturnachweis - Detailanzeige
Autor/inn/en | Santos, Joseph; Lavin, Angeline M. |
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Titel | Do as I Do, Not as I Say: Assessing Outcomes when Students Think like Economists |
Quelle | In: Journal of Economic Education, 35 (2004) 2, S.148 (14 Seiten)Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-0485 |
Schlagwörter | Economics Education; Macroeconomics; Higher Education; Student Research; Economic Factors; Banking; Money Management; Economic Research; Business Education; Curriculum Development; Program Evaluation; Program Effectiveness Wirtschaftskunde; Makroökonomie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Studentenforschung; Ökonomischer Faktor; Bankgeschäft; Wirtschaftsforschung; Wirtschaftserziehung; Wirtschaftspädagogik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Programme evaluation; Programmevaluation |
Abstract | The authors measured the pedagogical value of sharing with students what economists do and how they do it. Ostensibly, thinking and researching like economists will transform students into better and more engaged learners as well as provide instructors with effective assessment tools. One way to bring students closer to what economists do is to implement an empirical economics research curriculum that teaches students how to access, chart, and interpret macroeconomic data; search and access peer-reviewed journal articles; and formulate, in writing, positions on economic issues. The authors assess student results with respect to an empirical research curriculum that they designed and introduced in a money and banking course at South Dakota State University. (Author). |
Anmerkungen | Heldref Publications, Helen Dwight Reid Educational Foundation, 1319 Eighteenth Street, NW, Washington, DC 20036-1802. Web site: http://www.heldref.org. |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |