| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 269-280 |
| Abstraksi Narasi | : | 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 types of colleges and universities in the 1995 survey. The basic finding is that, despite some indications of increased emphasis and interest in teaching over this period, the teaching methods in these courses have changed very little over the past five years and are still dominated by "chalk and talk" classroom presentations. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 219-230 |
| Abstraksi Narasi | : | The structure and contents of undergraduate programs in economics and management sciences differ among the major European universities. Based on analyses of curriculums, course syllabuses, and adopted textbooks, the author looks at how much time is spent in pertinent programs, how time is allocated among different courses within programs, what common thematic denominators exist, and finally and most importantly, whether and in what way content taught in micro and macro courses differs. Based on examinations of how the coverage in major textbooks has evolved through successive editions, he also looks for trends and cycles in what is taught in undergraduate micro and macroeconomics. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 203-218 |
| Abstraksi Narasi | : | Australia, Canada, Germany, and the United States experienced a substantial decline in undergraduate degrees in economics from 1992 through 1996, followed immediately by a modest recovery. This cycle does not conform to overall degree trends, shifts in the gender composition of undergraduate populations, or changing interests of female students in any of the four countries. There is no evidence that changes in the "price" of a degree to students, tightened marking standards or degree requirements, or changes in pedagogical methods caused the cycle. Jobs for economics graduates declined in the United States between 1988 and 1990 and thereafter recovered. With a two-year recognition lag, the pattern of employment prospects fits the U.S. slump in economics degrees perfectly. Unfortunately, employment patterns in the other three countries are inconsistent with the degree cycle. The explanation that fits the economic degree pattern best is interest in business education. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 281-294 |
| Abstraksi Narasi | : | The author discusses the following seven issues affecting assessment of undergraduates in universities: decisionmaking and the selection of tests, the use of written and oral assignments to measure learning, the characteristics of grades and portfolios for evaluating students, opportunities for self-assessment ordered thinking, the psychology of studentsin the economics classroom, and the developmentof new tests as public goods. The author suggests ways that economics faculty can add new dimensions to their assessment practices, improve their understanding of assessment choices, use assessment to enhance the quality of student thinking, and conduct research studies on assessment questions. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 231-242 |
| Abstraksi Narasi | : | The case for adopting a proficiencies approach to instruction and learning in the economics major is reiterated. This approach focuses on what graduating majors should be able to do with the knowledge and skills they acquire in the major, that is, their ability to demonstrate their learning in practical ways. The author`s list of five proficiencies, advanced in the mid-1980s, is reviewed and revised; one additional proficiency is added and several others are refined. The author discusses the emphasis given to these proficiencies with top economics undergraduates at two major research universities, the author`s experience with incorporating these proficiencies into his instruction, and the challenge of assessing the ability of economics majors to demonstrate these proficiencies |
| Nama Pengarang | : | Martin P. Shanahan, Jan H. F. Meyer, Hansen, W. Lee, Walstad, William B., Siegfried, John J., David K. Round, Manfred Gartner, William E. Becker, Watts, Michael, Alan B. Krueger, Ian McDonald, Carol Johnston, Ross Williams |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 259-268 |
| Abstraksi Narasi | : | The authors present the initial development of a student learning inventory (SLI) that is specific to economics. This approach, which is based on the student experience of learning (SEL) literature, emphasizes aspects of prior insights from a first SLI suggest than on entry to university, students show considerable variation in their perceptions of what economics is and what economicsts do. From the SEl perspective, such variation affects student learning. It is argued that continued development of an economic-specific SLI may result in a better understanding of students` learning engagement with economics and ultimately assist instructors in better understanding student learning difficulies and increase student success in first-year economic. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 186-191 |
| Abstraksi Narasi | : | The author examined 12 recent editions of principles of economics textbooks to determine the quantity of race- and gender-related material. Comparing the results to earlier studies demonstrates how efforts to incorporate more such coverage within the economics curriculum have influenced economics textbooks In general, there has been an increase in the quantitative coverage of race- and gender-related material as measured by the number of pages, names, and tables of the textbooks. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 147-159 |
| Abstraksi Narasi | : | The author describes an introductory economics course in which all of the reading material is drawn from the Great Books of Western Civilization. He explains the rationale and mechanics of the course. An annotated course syllabus details how the reading material relates to the lecture material. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 137-146 |
| Abstraksi Narasi | : | Unit-root testing strategies are unnecessarily complicated because they do not exploit prior knowledge of the growth status of the time series, they worry about unrealistic outcomes, and they double-or triple-test for unit roots. The authors provide a testing strategy that cuts through these complications and so facilitates teaching this dimension of the unit-root phenomenon. F test are used as a vehicle for understanding, but t tests are recommended in the end, consistent with common practice. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 169-177 |
| Abstraksi Narasi | : | An honors program fits the current passion for active, in-depth learning and "capstone experiences." Principles that guide a successful undergraduate economics honors program include simplicity, accessibility, skill development, risk minimization, and incentives to combat procrastination. The model program specifies three of the usual six electives and requires a senior thesis that makes an original contribution to economics understanding. It can be strated as late as the middle of the junior year, providing accessibility and limiting student risk. A required econometrics course and a policy seminar prepare students to write a thesis. A series of short-term deadlines help combat procrastination. Although an honors program is not for everyone, its emphasis on quatity rather than quantity can add a valuable dimension to most economics degree programs. |
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