| Nama Pengarang | : | Michael A. McPherson, Rosemary J. Avery...[et.al], John C. Eckalbar, Colander, David, Walstad, William B., Peter Bofinger, Eric Mayer, Timo Wollmershauser, Frank, Robert H., Youngsun Kwon, Siegfried, John J., Stephen Buckles |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-20 |
| Abstraksi Narasi | : | Convincingly establishing the determinants of student evaluation of teaching (SET) scores has been elusive, largely because of inadequate statistical methods and a paucity of data. The author uses a much larger time span than in any previous research-607 economics classes over 17 semesters. This permits a proper treatment of unobserved heterogeneity. Results indicate that instructors can buy higher SET scores by awarding higher grades. In principles classes, the level of experience of the instructor and the class size are found to be significant determinants of SET scores. In upper-division classes, the type of student and the response rate matter. In both types of classes, factors specific to courses, instructors, and time periods are important; adjustments of scores to remove these influences may be warranted. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 379-384 |
| Abstraksi Narasi | : | The authors argue that the textbook treatments of the constants term in regression analysis vary extensively and are often neglectful, incomplete, or even incorrect. Given the potential importance of the constant coefficient in theoretical and applied work, they develop the factors biasing the estimation of the constant term to support the argument that textbook discussions of the constant coefficient should be made as clear as that of the slope coefficient. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 400-406 |
| Abstraksi Narasi | : | The National Center for Educational Statistics` Baccalaurence and Beyond (B and B) Longitudinal Study followed a nationally representative sample of approximately 11,000 students after their graduation in the 1992-93 academic year, with interviews conducted in 1994 and 1997. Approximately 1,700 graduates reported working as teachers at some time in their careers. Using transcript data from the B and B study, the authors report the quantity and type of economics courses that these teachers completed as undergraduates and their average grades in these courses and then compare those figures to the overall B and B population. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 315-331 |
| Abstraksi Narasi | : | The authors examined the potential differences between problem-based learning (PBL) and traditional instructional approaches in building knowledge of macroeconomic concepts and principles in high school students. Using data from 252 economics students at 11 high schools and controlling for individual characteristics, most notably verbal ability, they found modest evidence that, in the aggregate, PBL increased learning of macroeconomics at the high school level as compared with traditional classes. They found strong evidence of an instructional interaction with teachers such that, for some teachers students learning of macroeconomics increased using PBL but, for others, learning increased using more traditional instructional methods. Still other teachers saw no significant difference in learning under the two instructional strategies. The results suggest that problem-based instruction can improve student learning if instructors who are well trained in both the PBL technique and economics implement it. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 332-344 |
| Abstraksi Narasi | : | This classroom exercise illustraties the Tiebout (1956) hypothesis that residential sorting across multiple jurisdictions leads to a more efficient allocation of local public goods. The exercise places students with heterogenous preferences over a public good into a single classroom community. A simple voting mechanism determines the level of public good provision in the community. Next, the classroom is divided in two, and students may choose to move between the two smaller communities, sorting themselves according to their preferences for public goods. The exercise places cost on movement at first, then allows for costless sorting. Students have the opportunity to observe how social welfare rises through successive rounds of the exercise, as sorting becomes more complete. They may also observe how immobile individuals can become worse off because of incomplete sorting when the Tiebout assumptions do not hold perfectly. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 385-390 |
| Abstraksi Narasi | : | In intermediate microeconomic textbooks the reciprocal nature of externalities is presented using numerical examples of costs and benefits. This treatment of the Coase theorem obscures the fact that externality costs and benefits are best understood as being on a continuum where costs vary with the degree of intensity of the externality. When these cost-and-benefit functions are portrayed as continuous, it is possible to analyze optimal levels of the externality. Total costs and benefits can be observe so that efficiency can be evaluated under conditions of zero transactions costs, positive transactions costs, and auction bidding for property rights. This approach also reinforces several other general principles of microeconomic theory. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 391-399 |
| Abstraksi Narasi | : | Many introductory microeconomics textbook authors derive the law of demand from the assumption of diminishing marginal utility. Authors of intermediate and graduate textbooks derive demand from diminishing marginal rate of substitution and ordinal preferences. These approaches are not interchangeable; diminishing marginal utility for all goods is neither a necessary nor sufficient condition for diminishing marginal rate of substitution, and the assumption of diminishing marginal utility is inconsistent with the assumption of ordinal preerences. In this article, the author argues that demand curves should not be derived from diminishing marginal utility in introductory textbooks and suggests that introductory text authors begin their treatment of demand with diminishing marginal value. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 345-357 |
| Abstraksi Narasi | : | Generative learning provides students with opportunities to organize course content, integrate new content with students current knowledge, and elaborate on course content by making connections to real-world events. These opportunities promote less reliance on professors lectures and simultaneously create more self-reliance among students. The authors offer categories of generative learning strategies and briefly discuss their merits. They offer ideas for implementing generative strategies into the day-to-day events of an economics course. Although the authors use a survey of international economics course as their example, the ideas in this article could be applied in a variety of economics courses. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 369-378 |
| Abstraksi Narasi | : | The excess burden of taxation typically has two graphical representations in undergraduate microeconomics and public finance textbooks: the IC/BC (indifference curve/budget constraint) representation and demand/supply representation. The IC/BC representation has the advantage of showing the behavioral response to a distortionary tax and how a substitution effect alone contributes to the excess burden, whereas the demand/supply representation, also known as the Harberger Triangle, has the avantage of being easily estimate using observable variables. The authors provide a link between the two excess burden representations by illustrating how the Harberger Triangle in the demand/supply framework corresponds to the line segment that represents the excess burden in the ICB/BC framework. |
| Nama Pengarang | : | Stephen L. Cheung, Liqun Liu, Andrew J. Rettenmaier, David C. Sharp, Dave S. Knowlton, Renee E. Weiss, Timothy Dittmer, Halteman, James, Keith Breuhle...[et.al], John R. Mergendoller, Nan L. Maxwell, Yolanda Bellisimo, Watts, Michael, William Bosshardt, Ralph C. Allen, Jack H. Stone |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 358-368 |
| Abstraksi Narasi | : | The author describes a clssroom game demonstrating the process of adjustment to long-run equilibrium in a market consisting of price-taking firms. This game unites and extends key insights from several simpler games in a framework more consistent with the standard textbook model for a competitive industry. Because firms have increasing marginal costs and can offer multiple units for sale, they face a nontrivial supply decision. This is nested in an entry and exit game with price adjustment to capture long-run aspects of the standard model. Finally, by introducing heterogeneity in firms` fixed costs, the game demonstrates how the price mechanism not only establishes the equilibrium number of firms and the output of each but also the identities of the most efficient sellers. |
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