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Improving student performance: Playing Survivor 提高学生表现:扮演幸存者
IF 2.1 4区 经济学 Q3 ECONOMICS Pub Date : 2023-10-17 DOI: 10.1016/j.iree.2023.100277
Alina F. Klein, Rudolf F. Klein

There is an extensive literature asserting the undisputable educational value of games. Inspired by a popular CBS TV show, this paper presents a Survivor-style game that instructors can implement in any economics course. At first, students play in teams, then individually. This encourages both teamwork and independent learning. We also conduct an experiment to compare a control and a treatment group in terms of course scores and attendance. We find that students who have played Survivor have statistically better performance and better attendance than their peers in the control group. In light of our findings, we recommend incorporating such active-learning activities in economics classes. Integrating fun and engaging components to the “chalk-and-talk” teaching approach adds important intangible benefits.

有大量文献断言游戏具有无可争辩的教育价值。受哥伦比亚广播公司一个热门电视节目的启发,本文提出了一个幸存者风格的游戏,教师可以在任何经济学课程中实施。起初,学生们以小组形式进行比赛,然后单独进行。这鼓励团队合作和独立学习。我们还进行了一项实验,在课程成绩和出勤率方面对对照组和治疗组进行了比较。我们发现,玩过《幸存者》的学生在统计上比对照组的同龄人表现更好,出勤率也更高。根据我们的研究结果,我们建议将这种积极的学习活动纳入经济学课堂。将有趣和引人入胜的组成部分融入“粉笔和谈话”的教学方法中,增加了重要的无形好处。
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引用次数: 0
Teaching economics in higher education with universal design for learning 高等教育经济学教学的普遍性设计
IF 2.1 4区 经济学 Q3 ECONOMICS Pub Date : 2023-10-01 DOI: 10.1016/j.iree.2023.100273
Ambrose Leung, Lavinia Moldovan, Michael Ata

Universal Design for Learning (UDL) is a framework, first introduced by the Harvard School of Graduate Education in 1984, to incorporate different approaches to engage and motivate learners from diverse backgrounds in an inclusive learning environment. UDL promotes academic curriculum design based on three main principles: (1) multiple means of representation, (2) multiple means of action and expression, and (3) multiple means of engagement. This study shows how UDL can be implemented in a principles of microeconomics course, providing examples of good practice for delivery structures and evaluation criteria that integrate UDL strategies.

通用学习设计(UDL)是哈佛大学研究生教育学院于1984年首次引入的一个框架,旨在融合不同的方法,在包容性的学习环境中吸引和激励来自不同背景的学习者。UDL促进基于三个主要原则的学术课程设计:(1)多种表现方式,(2)多种行动和表达方式,以及(3)多种参与方式。本研究展示了如何在微观经济学原理课程中实施UDL,为整合UDL战略的交付结构和评估标准提供了良好实践的例子。
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引用次数: 0
Teaching economics of monetary union with the IS-MP-PC model 用IS-MP-PC模型讲授货币联盟经济学
IF 2.1 4区 经济学 Q3 ECONOMICS Pub Date : 2023-09-26 DOI: 10.1016/j.iree.2023.100276
Ivo J.M. Arnold

This paper explains how the three-equation IS-MP-PC-model can be adapted to discuss macroeconomic adjustment in a monetary union. It introduces a two-country version that is used to illustrate the difficulties of macroeconomic adjustment in the presence of asymmetric demand and financial shocks. The level of analysis does not go beyond the level of a course in introductory macroeconomics. The adaption can be used by instructors in euro area countries to bridge the gap between the standard model and the macroeconomic issues that these countries face or by any instructor who wishes to analyze shocks in regions sharing the same currency. It also allows instructors to debate current policy issues with their students and thus motivate them for the field.

本文解释了三方程IS MP PC模型如何适用于讨论货币联盟中的宏观经济调整。它介绍了一个两国版本,用于说明在需求不对称和金融冲击的情况下宏观经济调整的困难。分析的水平不会超出宏观经济学入门课程的水平。欧元区国家的教员可以使用这种调整来弥补标准模型与这些国家面临的宏观经济问题之间的差距,也可以由任何希望分析共享相同货币地区冲击的教员使用。它还允许教师与学生讨论当前的政策问题,从而激励他们参与该领域。
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引用次数: 0
Decomposing a pre- post-test outcome to measure the effect of cooperative learning on student achievement 分解测试前后的结果来衡量合作学习对学生成绩的影响
IF 2.1 4区 经济学 Q3 ECONOMICS Pub Date : 2023-09-26 DOI: 10.1016/j.iree.2023.100274
Tisha L.N. Emerson , KimMarie McGoldrick , Jamie Wagner

Using a quasi-experimental research design, we examine the efficacy of one type of cooperative learning pedagogy (think-pair-share exercises) in the microeconomic principles course. Students in the treatment group engaged in think-pair-share exercises with an assigned partner throughout the semester. Those in the control completed the same exercises but did so individually. All students took the Test of Understanding in College Economics (TUCE) at the beginning and end of the semester to allow us to determine any achievement gains and whether these gains differ by treatment. Following Walstad and Wagner (2016) and Smith and Wagner (2018), we decompose student performance to consider positive learning – adjusting for guessing – on the TUCE. We find no significant effect of cooperative learning on guessing-adjusted positive learning measures.

采用准实验研究设计,我们检验了一种合作学习教学法(思维配对分享练习)在微观经济学原理课程中的有效性。参与思维配对的治疗组学生在整个学期与指定的搭档分享练习。对照组完成了同样的练习,但都是单独完成的。所有学生在学期初和期末都参加了大学经济学理解测试(TUCE),以便我们确定任何成就的收获,以及这些收获是否因治疗而异。继Walstad和Wagner(2016)以及Smith和Wagner(2018)之后,我们对学生的表现进行了分解,以考虑在TUCE上的积极学习——根据猜测进行调整。我们发现合作学习对猜测调整的积极学习测量没有显著影响。
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引用次数: 0
Choice of data visualization tool: FRED or spreadsheets? 数据可视化工具的选择:FRED还是电子表格?
IF 2.1 4区 经济学 Q3 ECONOMICS Pub Date : 2023-09-22 DOI: 10.1016/j.iree.2023.100275
Diego Mendez-Carbajo , Alejandro Dellachiesa

We study the impact that the choice of data visualization tool has on student ability to create a graph and interpret the information contained in it. We use a systematic random assignment approach and control for student demographic and academic characteristics. We compare the use of spreadsheets to the use of FRED (Federal Reserve Economic Data) among 471 undergraduate students of statistics for business and economics. We find that although there is no statistical difference between groups in the number of started assignments, the number of completed FRED assignments is significantly larger than the number of completed Google Sheets assignments. With that caveat, we find no association between the choice of data visualization tool and the proportion of correctly built graphs, average frustration, and perceived difficulty reported by students when building the graph. We document lower confidence in the task among female students and students who used FRED.

我们研究了数据可视化工具的选择对学生创建图表和解释其中包含的信息的能力的影响。我们使用系统的随机分配方法和对学生人口统计和学术特征的控制。我们在471名商业和经济统计学本科生中比较了电子表格的使用和FRED(美联储经济数据)的使用。我们发现,尽管各组之间开始的作业数量没有统计差异,但完成的FRED作业数量明显大于完成的Google Sheets作业数量。有了这个警告,我们发现数据可视化工具的选择与正确构建的图形的比例、平均挫折感和学生在构建图形时报告的感知难度之间没有关联。我们记录了女生和使用FRED的学生对这项任务的信心较低。
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引用次数: 0
The Economic Statistics Skills Assessment (ESSA) 经济统计技能评估
IF 2.1 4区 经济学 Q3 ECONOMICS Pub Date : 2023-09-09 DOI: 10.1016/j.iree.2023.100272
Douglas McKee, George Orlov

In this paper, we document the design, development, and validation of a new multiple-choice assessment created to test student knowledge and understanding of probability and statistics concepts used in economics. High quality measures of student skills and understanding are useful for course and program evaluation, analysis of pedagogical innovation, and identifying misconceptions and gaps in students’ prerequisite knowledge in more advanced courses. Alternatives such as final examinations often do not provide the desired coverage and are difficult to compare across terms and institutions, and student evaluations of teaching (SETs) may reflect student sentiment rather than the quality of instruction and overall student learning. Until now, the only standard assessment appropriate for undergraduate economics courses was the Test of Understanding College Economics (TUCE), which tests introductory economics knowledge.

在本文中,我们记录了一种新的多项选择题评估的设计、开发和验证,该评估旨在测试学生对经济学中使用的概率和统计学概念的知识和理解。对学生技能和理解的高质量测量有助于课程和项目评估、教学创新分析以及在更高级的课程中识别学生必备知识的误解和差距。期末考试等替代方案往往无法提供所需的覆盖范围,而且很难在不同的学期和机构之间进行比较,学生对教学的评估可能反映学生的情绪,而不是教学质量和学生的整体学习。到目前为止,唯一适合本科生经济学课程的标准评估是大学经济学理解测试(TUCE),该测试测试经济学入门知识。
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引用次数: 0
Studying like a nerd: Spacing, self-testing, and explanatory questioning in principles of microeconomics 像书呆子一样学习:微观经济学原理中的间隔、自我测试和解释性提问
IF 2.1 4区 经济学 Q3 ECONOMICS Pub Date : 2023-08-06 DOI: 10.1016/j.iree.2023.100271
Gabriel X. Martinez

Ineffective study strategies breed overconfidence, bad grades, misplaced blame, and little long-term learning. The psychological learning-science literature suggests that pedagogies based on spacing, self-testing, and explanatory questioning push back against these tendencies and improve learning. This hypothesis was tested by comparing the results in “Chalk-and-Talk” versus “Active Learning” microeconomics courses that used learning science insights. In the latter, the better students were more likely to earn As and middle students’ grades averaged about a letter grade higher. Weaker students’ failures and Bs were both more frequent. The quality of comments on the readings and lecture completion were highly significant predictors of over-performance for above-median students. Required practice exams and preparation time were significant predictors of over-performance for below-median students.

无效的学习策略会滋生过度自信、糟糕的成绩、错误的指责和很少的长期学习。心理学学习科学文献表明,基于间隔、自我测试和解释性提问的教学法可以抵制这些倾向,改善学习。这一假设是通过比较“Chalk and Talk”与“Active Learning”微观经济学课程中使用学习科学见解的结果来验证的。在后者中,成绩较好的学生更有可能获得a,中学生的平均成绩高出一个字母。弱势学生的失败和B都更频繁。对阅读材料的评论质量和课堂完成情况是中位以上学生表现过度的重要预测因素。要求的练习考试和准备时间是中位以下学生表现过度的重要预测因素。
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引用次数: 1
Teaching methods and materials in undergraduate economics courses: School, instructor, and department effects 经济学本科课程的教学方法和材料:学校、讲师和系效
IF 2.1 4区 经济学 Q3 ECONOMICS Pub Date : 2023-07-06 DOI: 10.1016/j.iree.2023.100270
Laura J. Ahlstrom , Cynthia Harter , Carlos J. Asarta

There has been very little change in how the economics profession teaches undergraduate students over the last 25 years. This study examines the effects of school, instructor, and departmental characteristics on teaching methods and materials used in undergraduate economics courses. We employ the regression framework originally used by Harter, Schaur, and Watts (2015a), but differentiate our work from prior research by using a single survey sample, separating descriptive statistics by course type, adding new dependent variables (e.g., use of adaptive learning technologies), and creating figures to represent predicted probabilities for a variety of variables. We find, among other things, that changes in departmental policies, such as teaching loads and class sizes, along with shifts in the composition and characteristics of faculty members (e.g., male vs. female or years of teaching experience) may have unintended consequences on instructors’ teaching practices. These findings have implications for school and departmental policies that could affect the quality of undergraduate economics course instruction.

在过去的25年里,经济学专业教授本科生的方式几乎没有变化。本研究考察了学校、教师和系的特点对本科经济学课程教学方法和材料的影响。我们采用了Harter、Schaur和Watts(2015a)最初使用的回归框架,但通过使用单个调查样本、按课程类型分离描述性统计、添加新的因变量(例如,使用自适应学习技术)以及创建图形来表示各种变量的预测概率,将我们的工作与先前的研究区分开来。我们发现,除其他外,部门政策的变化,如教学负荷和班级规模,以及教师组成和特征的变化(例如,男性与女性或多年教学经验),可能会对教师的教学实践产生意想不到的影响。这些发现对可能影响本科生经济学课程教学质量的学校和部门政策具有启示意义。
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引用次数: 0
University students, economics education, and self-interest. A systematic literature review 大学生、经济学教育和利己主义。系统的文献综述
IF 2.1 4区 经济学 Q3 ECONOMICS Pub Date : 2023-06-01 DOI: 10.1016/j.iree.2023.100266
Cristina Miragaya-Casillas , Raimundo Aguayo-Estremera , Alberto Ruiz-Villaverde

There is an open debate in academia about whether economics students behave in a more self-interested manner than non-economics students. This debate is based on the assumption that economics students are exposed to the study of standard economic models. These models begin with a representative agent, the homo œconomicus, which is a rational optimizer that serves to satisfy their own self-interest. A systematic review was conducted to enhance this debate. Empirical studies that tested the existence of behavioral and/or attitudinal differences related to self-interest among university economics and non-economics students were included. The results provide evidence that economics students are more self-interested than non-economics students. This review has allowed us to highlight the limitations of the pre-existing scientific papers published to date. Primarily, the majority of studies have used cross-sectional data, and it is advisable to carry out more studies with longitudinal data.

学术界对经济学学生是否比非经济学学生表现得更自私展开了公开辩论。这场争论是基于这样一种假设,即经济学学生接触到了标准经济模型的研究。这些模型从一个有代表性的代理人homoœeconomicus开始,这是一个理性的优化器,用来满足他们自己的私利。进行了一次系统的审查,以加强这场辩论。实证研究测试了大学经济学和非经济学学生是否存在与自身利益相关的行为和/或态度差异。研究结果表明,经济学专业学生比非经济学专业学生更感兴趣。这篇综述使我们能够强调迄今为止发表的已有科学论文的局限性。首先,大多数研究都使用了横截面数据,建议使用纵向数据进行更多的研究。
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引用次数: 1
Exploring an Undergraduate Learning Assistant (ULA) program’s impact on African American male student success 探索本科生学习助理(ULA)项目对非裔美国男学生成功的影响
IF 2.1 4区 经济学 Q3 ECONOMICS Pub Date : 2023-06-01 DOI: 10.1016/j.iree.2023.100265
LaTanya Brown-Robertson , Samantha Nichols

This study investigates the impact a historically black institution's (HBI) Undergraduate Learning Assistant (ULA)-peer-tutoring program-effecton African American male student success. The ULA program allows upper-level college students who have successfully completed lower-level economics and accounting courses to serve as peer tutors to undergraduate students by providing in-class support and out-of-class office hours. This paper seeks to tackle the causal effects of peer tutoring on African American male students' success in quantitative base courses at a predominately HBI. The results predict that an African American male students have a higher probability of passing an economics or accounting lower-level course if a ULA is present compared to if a ULA is not present. Educators can use these findings to design better university-wide interventions and classroom-based support for students to address the African American male achievement gap, specifically in quantitative-based courses.

本研究调查了一所历史悠久的黑人学校的本科生学习助理(ULA)同伴辅导计划对非裔美国男学生成功的影响。ULA计划允许成功完成低水平经济和会计课程的高水平大学生通过提供课堂支持和课外办公时间,担任本科生的同伴导师。本文试图解决同伴辅导对非裔美国男学生在以哈佛商学院为主的定量基础课程中取得成功的因果影响。结果预测,与没有ULA相比,如果有ULA,非裔美国男学生通过经济学或会计学低水平课程的概率更高。教育工作者可以利用这些发现为学生设计更好的大学干预措施和课堂支持,以解决非裔美国人男性的成绩差距,特别是在基于数量的课程中。
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引用次数: 0
期刊
International Review of Economics Education
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