| Nama Pengarang | : | David L. Dickinson, Kevin N. Rask, Graeme Hugo, Matt Benge, Carlson, J. Lon, Raymond L. Cohn, David D. Ramsey, Joseph S. DeSalvo, Mobinul Huq, Jan R. Magnus, et.al |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 136-151 |
| Abstraksi Narasi | : | The author presents a classroom version of the popular research game called the Ultimatum Game. Researchers are placing growing importance on how fairness affects behavior, and this experiment provides a useful, fun, and engaging way in which a day or two of class time can be spent on the topic. The appendix contains all of the materials necessary to conduct this experiment, and the experiment can highlight several items of interest for the instructor. First, different subjective weights on concerns for fairness versus money. Second, theories that incorporate concerns for fairness into agents` preferences can often explain behavior better than those that do not. Finnaly, when it is relatively cheap to purchase fairness (or equality) individuals purchase more of it. The classroom results can motivate discussion of a downward sloping demand curve for fairness. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 15-30 |
| Abstraksi Narasi | : | Students in large principles of macroeconomics class were asked to predict their performance on a regularly scheduled midterm examination. The author collected and analyzed data to examine the effect of various demographic characteristics, academic endowments, course preparation, and course performance variables on the accuracy of pretest expectations. A two-equation recursive model was estimated by the author to determine which factors influenced the accuracy of student expectations (predictive calibration). The results indicated that a pervasive degree of overconfidence existed within the sample. Although age and overall academic performance were found to temper overconfidence, students with credit in a previous economics course had a greater probability of reporting overconfident expectations. Overconfidence was found to be associated with lower degrees of predictive calibration. Misjudgments concerning the scope of the midterm were found to lower predictive calibration scores, ceteris paribus. These and other results indicate that unmet student performance expectations may be a root cause for the routinely observed student dissatisfaction within the traditional principles course. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 69-72 |
| Abstraksi Narasi | : | For the two-period case, the author offers a graphical proof of the proposition that the dynamically efficient allocation of a depletable, nonrenewable resource allows higher net benefits to users in both time periods than any other allocation. Unlike the pedagogical technique of numerical illustration used heretofore, the result is more general and does not require numerical specification of the model`s parameters. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-14 |
| Abstraksi Narasi | : | The authors demonstrate that personality tipy is an important explanatory variable in student performance in economics courses at the upper level, just as it was at the principles level. Similar to the results for principles students, they find that introverted students make better grades in their upper-level economics classes than identical students who are extroverts. They also find that students with SJ temperaments make significantly better grades in upper-level economics than identical student with SP temperaments. They find that certain personality types combine with certain race and gender effects to produce students who outperform other students. Adding a different dimension to the literature on minority educational attainment, their results suggest that African Americans do not perform more poorly than nonblacks in economics. They perform as well as ordinary students of any race, they are just less likely to be "star performers". |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 53-68 |
| Abstraksi Narasi | : | Constant returns to scale, always a simplifying assumption, is often also much more: many important results depend critically on the very special properties of this class of production function. The author provides a unified set fo simple proofs for most of the crucial analytical properties of constant returns production and their implications for firm costs. He uses only familiar diagrams and high school geometry, and the proofs are written to be easily understood by college sophomores. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 73-82 |
| Abstraksi Narasi | : | When a college or graduate school toughens its curriculum, entry requirements,or graduation requirements, generally two opposite effects on enrollment will occur. First, because the graduating students have learned more and can signal to employers that they are more able, they can command higher starting wages, and this enhances enrollment. Second, the pool of students who are both eligible to enroll and able to complete the program is diminished, having a negative effect on enrollment. The resulting curve depicting enrollment as a function of the difficulty of the curriculum has the general Laffee curve properties and can be fruitfully examined. A preoccupation with current enrollment levels can lead to pressure to ease the difficulty of the curriculum, however doing so will backfire in the long run. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 31-52 |
| Abstraksi Narasi | : | Thanks to the Internet and server-side technology such as Active Server Pages (ASP), faculty can develop, implement, and share interactive pedagogy easily and inexpensively. The financial System Simulator (FSS) is an example of an interactive teaching aid that the author has developed. The FSS is an Internetbased, interactive teaching aid that introduces undergraduate students to the domestic and international consequences of monetary policy. Although simulators are common among computer-aided interactive learning devices in today`s undergraduate economics curricula, the FSS is defferent from the others because it allows students, who represent nations, to interact with each other rather than witha computer. The exercise provides users with real-time outcomes based on their decisions, as well as the decisions of other students. According to student survey, the game helped students understan monetary policy and kept students motivated and interested. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 41-52 |
| Abstraksi Narasi | : | The author shows how principles and intermediate economic students can gain a feel for strategic price setting by playing a relatively large oligopoly game. The author constructs a playoff matrix and discusses various strategies and outcomes. The game extends to a continuous price space and outlines various applications appropriate for intermediate micro students. Finally, to make it easier for others to tinker with the assumptions of the game, the author can provide the Mathematica code used to generate the table and figures. |
| Nama Pengarang | : | Mark H. Maier, John C. Eckalbar, Joseph Santos, Stephen Shmanske, Geoffrey A. Jehle, Mary O. Borg, Harriet A. Stranahan, Clark Wiseman, Paul W. Grimes |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 83-88 |
| Abstraksi Narasi | : | Learning from the Market: Integrating The Stock Market Game across the Curriculum is a guide for teachers of economics, mathematics, social studies, and language arts in grades 4 to 12. The author believes that Learning from the Market suffers from errors of fact and omission that seriously detract from its usefulness as a guide to the stock market and the economy. He suggests corrections and alternative activities that will enable instructors to continue to use the guide in conjunction with ever-popular stock market simulations. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 344-255 |
| Abstraksi Narasi | : | The author presents a simple exercise to demonstrate how initial property distribution can affect final wealth patterns in developing areas of the world. The simulation is a variant of the Monopoly board game in which students role play different members of a market in which they each face different rules of credit access and salary patterns. The property distribution and new mortgage rules reflect the reality of many developing areas. The simulation can be completed in one full class period and has proven successful in making students more sensitive to wealth distribution issues. Students have suggested several variations of this simulation to make it applicable across more settings. |
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