Journal of Economic Education最新文献

{"title":"Whom to educate, and how? : \"Bread-and-butter students\" vs. \"philosophical minds\"","authors":"H. Kurz","doi":"10.24476/ECOEDU.34.0_4","DOIUrl":"https://doi.org/10.24476/ECOEDU.34.0_4","url":null,"abstract":"","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"167 1","pages":"4-5"},"PeriodicalIF":0.9,"publicationDate":"2015-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75186571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What Would Adam Smith Have on His iPod: Uses of Music in Teaching the History of Economic Thought","authors":"R. Horn, Monica Van Horn","doi":"10.2139/SSRN.2176825","DOIUrl":"https://doi.org/10.2139/SSRN.2176825","url":null,"abstract":"In this article, the authors examine two ways that they use music (i.e., popular song lyrics) as an active learning technique in an undergraduate history of economic thought course. First, they use music to help students grasp the ideas of the great thinkers in economics and see their relevance today. Second, because they require students to read original texts and write thesis-driven essays, they use music to teach essential skills related to such assignments. While the article focuses on how they use music as a pedagogical device to teach the history of economic thought, the use of music to teach essential skills could be applied to any economics course in which students engage in higher-level reading and writing.","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"14 1","pages":"64-73"},"PeriodicalIF":0.9,"publicationDate":"2013-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82044792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PENANAMAN NILAI-NILAI KEWIRAUSAHAAN PADA SISWA MELALUI PRAKTIK KERJA INDUSTRI","authors":"Supriyatiningsih","doi":"10.15294/JEEC.V1I2.1263","DOIUrl":"https://doi.org/10.15294/JEEC.V1I2.1263","url":null,"abstract":"Penelitian ini menggunakan pendekatan kualitatif. Data dianalisis dengan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian diketahui bahwa, (1) nilai-nilai kewirausahaan yang telah ditanamkan pada siswa SMK Muhammadiyah Magelang adalah: nilai keimanan dan ketaqwaan ( imtaq ), nilai kejujuran, kedisiplinan, percaya diri dan tanggung jawab, kreatif dan inovatif serta perilaku kerja prestatif, (2) upaya penanaman nilai-nilai kewirausahaan dengan melalui pengintegrasian nilai-nilai kewirausahaan kedalam mapel, pengembangan diri, dan Praktik Kerja Industri, (3) proses implementasi Prakerin dilakukan oleh siswa di industri besar, menengah  dan industri kecil atau industri rumah tangga dengan menggunakan sistem block ( block release ) selama 4 – 5 bulan (4) dampak Prakerin: siswa telah memperoleh tiga kemampuan yakni, peningkatan kemampuan profesional, kemampuan sosial, dan kemampuan pribadi. Penelitian ini menyarankan (1)perlu pembenahan kurikulum dalam rangka penginternalisasian nilai-nilai kewirausahaan yang mampu membentuk karakter wirausaha pada peserta didik, (2)peningkatan peran sekolah dan DUDI dalam rangka penanaman nilai-nilai dan jiwa kewirausahaan pada diri peserta didik, (3) perlu pengintegrasian dan pengembangan nilai-nilai kewirausahaan melalui kultur sekolah, dan (4)perlu pengoptimalan kegiatan bisnis di sekolah melalui unit produksi. Abstract ___________________________________________________________________ The research used the qualitative approach. The data were analysed using data reduction, data display, and conclusion drawing and verification. The results of the research are, (1) the primary entrepreneurship values that are taught to the students of SMK Muhammadiyah Magelang are : the value of faith for God, the value of honesty, discipline, self-confidence and responsibility, creativity and innovation, and work ethics, (2) the attempts to raise the entrepreneurship values are through integration of entrepreneurship values to the class, self-development, and industry job training, (3) the implementation of industry job training is completed by the students in the large, medium and small industry or home industry using block release system for 4 to 5 months, (4) the effects of the industry job training implementation are the students got three kinds of skills, they are the increasing of professionalism, social skills, and personal competence.The research suggests (1) the needs to improve curriculum in the scheme of internalizing the entrepreneurship values that will be able to create an entrepreneurship character for the students, (2) the boosting to the role of school and industry to raise the entrepreneurship values for the students, (3) the need of integration and development of entrepreneurship values through the school culture, and (4) the need of optimization in school business program through production unit in school.","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79899361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Critique of One-Tailed Hypothesis Test Procedures in Business and Economics Statistics Textbooks","authors":"Tung Liu, Courtenay C. Stone","doi":"10.1080/00220489909595939","DOIUrl":"https://doi.org/10.1080/00220489909595939","url":null,"abstract":"The ability to conduct and correctly interpret the results of hypothesis tests is one of the most important skills that students can acquire in the introductory statistics course. Unfortunately, it is also one of the most difficult skills for them to learn.' Although this problem is widely recognized, textbook authors disagree about the best approach to use for conducting one-tailed hypothesis tests. In a recent survey of introductory business and economics statistics textbooks, we found that about half use the simple null hypothesis approach and about half use the composite null hypothesis approach for one-tailed hypothesis tests.2 Whereas both approaches are valid, the composite null hypothesis approach requires a more detailed statistical explanation than does the simple null hypothesis approach. Unfortunately, most textbooks that use the composite null hypothesis approach eschew the relevant explanation and use, instead, an explanation suitable only for the simple null hypothesis approach.","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"45 1","pages":"59-63"},"PeriodicalIF":0.9,"publicationDate":"1999-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88526316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Doctoral Origins of Economics Faculty and the Education of New Economics Doctorates","authors":"Paul J. Pieper, Rachel A. Willis","doi":"10.1080/00220489909595942","DOIUrl":"https://doi.org/10.1080/00220489909595942","url":null,"abstract":"It is recognized that economists are profoundly influenced by the school where they received their graduate training. The Commission on Graduate Education in Economics commented that \"What economists do is what they are trained to do in their graduate programs\" (Hansen 1991, 1054). Because part of what economists do is train new economists, they will train their graduate students in a way similar to how they were trained. Thus, a school's influence in the profession is not limited to its own graduates but will extend to the graduates trained by its graduates. Although determining the number of graduates per school is straightforward, little is known about the academic origins of the faculty who are training new doctorates. The purpose of this article is to quantify this \"second-generation\" influence of graduate programs. Besides satisfying what Colander (1989, 137) has called the economist's \"prurient and professional interest,\" this study will provide a measure of the relative influence of different schools. In addition, our measures will be one gauge of the effectiveness of different graduate programs.","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"45 1","pages":"80-88"},"PeriodicalIF":0.9,"publicationDate":"1999-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91201127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using Groupware to Enhance Teaching and Learning in Undergraduate Economics","authors":"Steven A. Greenlaw","doi":"10.1080/00220489909595936","DOIUrl":"https://doi.org/10.1080/00220489909595936","url":null,"abstract":"Computer-assisted instruction has been around for some time, but only in the last few years have economists begun using the tools of local area networks and the Internet for teaching purposes. Instructors have used Gopher, electronic mail, and list-servs or newsgroups for disseminating information about their courses and have even held rudimentary electronic discussions outside of the classroom.' But more recent technologies such as groupware hold greater promise. Groupware is a generic term for network-based software designed to facilitate group activities such as discussions, debates, joint papers, or team projects. Groupware combines elements of Web pages, electronic bulletin boards, and discussion lists to create a shared hypermedia environment in which multiple users can read and edit each other's files synchronously or asynchronously. The market leader is Lotus NOTES, although a variety of other products are available.2 Originally intended to enhance business decisionmaking processes, this class of software has potential for classroom use as well.3 Imagine a discussion of a topic that takes place, not in a classroom on a given day but rather electronically over days or even weeks, where participants have the time and opportunity to reflect and explore the various issues. Use of software does not preclude face-toface classroom meetings, but it certainly goes beyond them. In addition to traditional text materials, participants may draw on electronic documents supplied by the instructor or available from the Internet. Over the course of the discussion, participants literally construct a reusable base of knowledge. The theoretical justification for using groupware comes from the active learning paradigm known as constructivism. Using traditional pedagogy, an instructor might present a lecture, that is, the refined product of his own research, whereas a constructivist would provide an environment in which students construct their own understanding of the source materials (e.g., a class discussion). A constructivist might ask students to read from a bibliography of sources instead of a textbook. Although a lecturer is likely to deliver a better product, in the sense of a more knowledgeable interpretation of the literature, proponents of constructivism argue that students are likely to learn more from the process of digging through the materials. Jonassen et al. (1995, 16) explain, \"knowledge construction occurs when stu","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"486 1","pages":"33-42"},"PeriodicalIF":0.9,"publicationDate":"1999-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77336437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Case Method for Teaching Statistics","authors":"W. Carlson","doi":"10.1080/00220489909595938","DOIUrl":"https://doi.org/10.1080/00220489909595938","url":null,"abstract":"Knowledge of statistical methods is becoming increasingly important for economics students. Productivity and resource-usage analyses are rapidly expanding in all economic sectors. Policy research and program evaluation require statistical procedures. Improved statistical computer packages and the explosion of electronic data sets have expanded the opportunity for statistical applications to economic problems. The practice of bringing realistic applications and cases into economic education is growing in general (Siegfried et al. 1991; Schodt and Carlson 1995) and particularly in statistics classes (Becker 1996; Hilmer 1996; Carlson and Smith 1997). Reports from these authors confirm the importance of active student involvement in the learning process. Students regularly report that the case projects require considerable effort but are the most important contribution to their learning. In this article, I report on the results of using cases in a statistics course required for the economics major at a private liberal arts college. I show how students working with realistic databased cases become interested in the economic problem and, as a result, are motivated to learn statistical methods. Class sections typically have between 15 and 30 students. The course has a calculus prerequisite and is part of a major that emphasizes mathematical rigor and problem-solving applications in many courses. The statistics course topics include descriptive statistics, discrete and continuous probability, parametric probability distributions, random variables and functions of random variables, classical statistical inference, and simple and multiple regression. Classical inference and regression analysis are each allocated approximately one-third of the course time with the other topics in the remaining one-third. The textbook (Carlson and Thorne 1997) presents the mathematical content of the statistical procedures and emphasizes teaching by using realistic examples. In course lectures, I emphasize rigorous understanding of the statistical procedures and their application to economic problems. Applications require extensive use of the Minitab statistical package. Cases are used extensively because the economics students who take this course are primarily interested in the study of economics and not mathematical statistics. Students are presented with a situation that requires statistical and economic analysis to solve a realistic problem. In the cases, students must first apply economic analysis to identify the key issues and to formulate the analysis. Data from real applications are provided with the cases, and students prepare their statistical computations using the Minitab statistical package. Student teams prepare a written report, addressed to a policy decisionmaker. This report reinforces","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"116 1","pages":"52-58"},"PeriodicalIF":0.9,"publicationDate":"1999-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79282820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assignments for a Writing-Intensive Economics Course.","authors":"Murray S. Simpson, Shireen E. Carroll","doi":"10.1080/00220489909596097","DOIUrl":"https://doi.org/10.1080/00220489909596097","url":null,"abstract":"An assessment of the undergraduate economics major commissioned by the Association of American Colleges (AAC) identifies the lack of writing assignments in intermediate theory and upper-level economics courses as a weakness. It suggests using the writing-across-the-curriculum approach to integrate more writing into these courses (Siegfried et al. 1991, 207 and 211). That assessment concludes that a “respectable” economics major program must include substantial writing, feedback on all writing assignments, and a synthesizing final project (Siegfried et al. 1991, 211 and 218). Reflecting these goals, recent articles describe efforts to incorporate more writing into economic courses and to assess the results of such changed pedagogic approaches on student performance (Hansen 1993; Cohen and Spencer 1993; Davidson and Gumnior 1993; Palmini 1996; McElroy 1997). Neither the AAC assessment nor these studies specify which types of writing assignments are better for helping undergraduate majors learn economic theories, models, and policies and for preparing them for the writing they will do in higher degree programs and future occupations. Without this information, writingintensive (WI) economics courses may include projects that improve student writing but do not enhance student knowledge of the discipline or prospects for successful careers any more than do traditional economics courses. Such an outcome thwarts the goals outlined in the AAC study and raises questions about the need to offer WI courses within the economics major. In this article, we present the results of a survey of alumni who majored in economics at Davidson College.1 The survey was designed to assess the value of the types of assigned writing in the college’s WI economics courses. Our goal was to discover which writing assignments best succeed in teaching students to write well, guiding them toward thinking like economists, and preparing them for their professional lives.","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"624 1","pages":"402-410"},"PeriodicalIF":0.9,"publicationDate":"1999-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77023346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching economics to undergraduates : alternatives to chalk and talk","authors":"W. Becker, Michael W. Watts","doi":"10.2307/1182957","DOIUrl":"https://doi.org/10.2307/1182957","url":null,"abstract":"Alternatives to the lectures-and-chalkboard approach that dominates the teaching of economics are given here in a wide range of learning styles aimed at undergraduates.","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"26 1","pages":"427"},"PeriodicalIF":0.9,"publicationDate":"1999-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78312328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Can We Control Cheating in the Classroom","authors":"Joe Kerkvliet, Charles L. Sigmund","doi":"10.1080/00220489909596090","DOIUrl":"https://doi.org/10.1080/00220489909596090","url":null,"abstract":"A great deal of research reflects concern for the large and growing problem of cheating in academe (Maramark and Maline 1993; Collison 1990). The evidence indicates that many students cheat regularly and few students never cheat. Most of this research is of little use to the university teacher because it does not inform a teacher about the extent of cheating in the class; it considers students' cheating over their entire university career (Kerkvliet 1994). Teachers use different classroom procedures and make varying demands on their students. Reacting to these differences, students may cheat more with some teachers than with others.","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"9 17 1","pages":"331-343"},"PeriodicalIF":0.9,"publicationDate":"1999-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90342507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}