| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 259 - 268 |
| Abstraksi Narasi | : | The authors describe a game that students can play on the first day of a game theory class. The game introduces the 4 essential elements of any game and is designed so that its sequel, also played on the first day of class, has students playin g the well-known Monty Hall game, which raises the question: Should you switch doors? By implementing a procedure proposed some 45 years ago, students not only quickly graps the correct answer, but also become keenly aware of the importance of the assumption that players have common knowledge of the essential elements of a game. |
| Nama Pengarang | : | Catherine S. Elliott, Alan J. Brokaw, Brian Ironside, Joerding, Wayne, Pat Kuzyk, J. Wilson Mixon, Soumaya M. Tohamy, Yaniv, Gideon , Bradley T. Ewing, Jamie B. Kruse, Mark A. Thompson, Mary Ellen Benedict, John Hoag, Holger Strulik, William L. Holahan, Sarah B. Eckenrod, Siegfried, John J. |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 232 - 242 |
| Abstraksi Narasi | : | The author describes two learning activities for teaching economics at the advanced undergraduate level: a may American Economic Review (AER) papers seminar and an analytic project. Both activities help students learn to "do economics". The may AER papers seminar promotes in-depth synthesis and interpretation on the basis of printed session papers of the American Economics Association`s annual meetings. The seminar relies on four structured components: a session-choice process, an advance question and answer exercise, a seminar discourse strategy, and a critical impact paper. The analytic project requires independent formulation and solution of a problem. Components include a procedure to write the project report, an oral class presentation, a listener-response exercise, and feedback in two phases. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 162 - 174 |
| Abstraksi Narasi | : | Individual semester by semester undergraduate grade point average for each of the eight semesters of the collegiate academic life cycle for five entire student cohorts for the classes of 1998, 1999, 2000, 2001, and 2002 at a large, private university in the northeast (N = 12,663) reveal a "check-mark" pattern: students` grade fell in the second semester, rose thereafter, and slumped in the last academic term. Attrition and participation in the Greek system explain over half of the longitudinal change in academic achievement. A comparison of the five cohorts of students indicate a rate of grade inflation comparable to that obtained for multischool studies covering the period 1960 to the late 1990s. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 111 - 128 |
| Abstraksi Narasi | : | Many studies have identified factors that contribute to success in economics principles courses, but few have examined the cause 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 course. The author constructs a model predicting student noncompletion of the course (drops) to identify factors that may reduce student drops. The fate of these students is important to instructors who are concerned about the large number of students who drop or do not make the grade and wonder what impact the students` failure will have on their immediate future. The issue also may be viewed as one of efficiency-why should students who are struggling bother continuing in a course? To investigate this issue, the author compared students who were at risk but did not drop to those who dropped in terms of their academic performance after the principles course. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 129 - 147 |
| Abstraksi Narasi | : | The authors examine the relationship between students` locus of control and their evaluation of teaching in a traditional principles of economics course. Locus of control is apsychological construct that identifies an individual`s beliefs about the degree of personal control that can be over his her environment. Students with an internal locus-of-control orientation accept responsibility believe that they have little control or power to affect personal outcomes. The authors enterd students` rotter scale derived from the standard instrument used to measure locus of control orientation into an empirical ordered probit model estimated to explain the determination of student evaluation of teaching scores. The results indicate that more internally oriented students had a greater probability of assigning above average evaluation marks with respect to instructor performance whereas more externally oriented had a greater probability of assigning average and below average instructor evaluation marks. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 197 - 211 |
| Abstraksi Narasi | : | Academic departementalization has limited the dimensionality and thus the richness of analysis in the social sciences. The author examines the case of a modern economics as an example. He reviews the ideas of Williamson (2000), who cites the limits of scope in the New Institutional Economics; Buchanan, who lays bare the ethical foundations of political economy in his constitutional economics; and Adam Smith, whose moral philosophy reflects a fully dimensional analtsis. The author cites examples of how modern economic analysis can be enhanced by a reintegration with the other social sciences. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 148 - 161 |
| Abstraksi Narasi | : | 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 empitrical 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 |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 184 - 196 |
| Abstraksi Narasi | : | The authors present an example of the effect a change in the excise tax can have on retail gasoline prices. The findings provide support for standard economic theory, as well as provide a vehicle for illustrating some of the subtleties of the analysis, including the implicit assumptions regarding the implications for the buying and selling prices of middlemen. |
| Nama Pengarang | : | Yvan Lengwiler, Barron, John M., Kelly Hunt Blanchard, John R. Umbeck, Joseph Santos, Angeline M. Lavin, Jerry Evensky, Paul W. Grimes, Meghan J. Millea, Thomas W. Woodruff, William Bosshardt, Wayne A. grove, Tim Wasserman |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 175 - 183 |
| Abstraksi Narasi | : | The Author presents a computer game that puts the player in the role of a central bank governor. The game is a stochastic simulation of a standard reduced form macro model, and the user interacts with this simulation by manipulating the interest rate. The problem the player faces is in many ways quite realistic just as a real monetary authority, the player is confronted with a constant stream of shocks he cannot unambiguously identify, and his decision affect the economy only with a considerable lag. These are two ingredients that make monetary policy decisions so challeging in reality and that also make playing this game successfully rather difficult. The gam e can be used for undergraduate or continuing education classes. An "advenced mode" allows the teacher (or student) to customize many aspects of the simulation and to experiment with different calibrations or different monetary feedback rules. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 79 - 88 |
| Abstraksi Narasi | : | The authors propose a pedagogical apparatus embodying a solid microfoundation with emphasis on the public`s choice between currency and demand deposits being an optimal decision. On the basis of the pedagogical exposition, the authors explain how maney supply is related to the combined behaviors of the central bank, commercial banks, and the public. |
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