ERIC Number: ED162048
Record Type: RIE
Publication Date: 1978-Sep
Reference Count: 0
Research on Economic Education: Is It Asking the Right Questions? Discussion Paper No. 510-78.
Weisbrod, Burton A.
Most research on economics education has focused on the production function for teaching economics in colleges and universities. This concentration on higher education is notable because the majority of students never go to a four-year college. They therefore have access to formal economics education only in high school or junior college, if at all. Moreover, the concentration of the research on teaching in schools (at any level) overlooks the fact that most people never have and never will take an economics course. For these people, learning economics occurs through newspaper columns, magazine articles, television, and other mass media. But research on the effectiveness of these mechanisms is essentially nil. Whatever the effectiveness may be of current means of teaching economics, and whatever the associated costs, a key question remains: What incentives exist for the adoption of efficient instructional approaches? Do the instructors or administrators who choose the production techniques to be used in teaching economics (e.g., professors versus teaching assistants, larger versus smaller class sizes, one textbook versus another) have the incentives to choose efficiently? This is another important area on which the existing research on economic education is silent. (Author/GC)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Wisconsin Univ., Madison. Inst. for Research on Poverty.
Note: Paper presented for the Annual Meeting of the American Economics Association (Chicago, Illinois, August 31, 1978)