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Evans, Brent A.; Grimes, Paul W.; Becker, William E. – Journal of Economic Education, 2012
The authors analyze the various factors that highly recognized economists cite as reasons for pursuing a career in economics. They obtained data for 62 of the 67 Nobel Laureates in economics and included another 22 prominent economists who have made significant contributions in economic research. The authors' basic quest was to discover how these…
Descriptors: Economics, Professional Personnel, Career Choice, Influences
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Grimes, Paul W. – Journal of Economic Education, 2002
Examined the effect of demographic characteristics, academic endowments, course preparation, and course performance variables on the accuracy of pretest expectations when asking students to predict their performance on a regularly scheduled macroeconomics midterm examination. Finds overconfidence and misjudgments about the scope of the midterm…
Descriptors: Economics Education, Higher Education, Macroeconomics, Metacognition
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Grimes, Paul W.; Register, Charles A. – Journal of Economic Education, 1997
Explores the relationship between publishing and a nonmonetary measure of academic employment success: job rank. Defines job rank as the relative position of an economist's department on the hierarchy of employers. Includes several tables and graphs showing statistical data. (MJP)
Descriptors: Academic Achievement, Academic Rank (Professional), Citations (References), Departments
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Grimes, Paul W.; Register, Charles A. – Journal of Economic Education, 1990
Examines the effect of unionization on high school economics teacher productivity measured by student performance on the Test of Economic Literacy (TEL). Finds that students in unionized school districts scored higher relative to students in nonunionized districts. Suggests these findings have implications for resource allocation. Includes tables…
Descriptors: Academic Achievement, Economics Education, High Schools, National Competency Tests
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Grimes, Paul W.; Niss, James F. – Journal of Economic Education, 1989
Reports on an experiment that tested whether course length and concentration affect learning. Using the "Economics U$A" television series, compares student performance in two classes taught over differing time periods. Results implied that concentrated time periods for courses may lead to more concentrated student effort. (LS)
Descriptors: Audiovisual Instruction, Comparative Analysis, Course Organization, Economics Education
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Grimes, Paul W.; And Others – Journal of Economic Education, 1989
Using a standard economics course as a control group, tests the relative effectiveness of "Economics U$A," a telecourse on student achievement and attitudes in both on-campus and off-campus settings. Concludes that the telecourse can be used successfully in nontraditional courses, and that delivery format may have an impact on student…
Descriptors: Audiovisual Instruction, Course Descriptions, Course Evaluation, Course Organization
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Grimes, Paul W. – Journal of Economic Education, 1994
Reports on a study of the differences in economics education between private and public schools. Finds that public school students are less likely to be exposed to economic concepts prior to high school economics courses than private school students. (CFR)
Descriptors: Course Selection (Students), Curriculum Design, Economics, Economics Education
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Grimes, Paul W.; Millea, Meghan J.; Woodruff, Thomas W. – Journal of Economic Education, 2004
The authors examine the relationship between students' locus of control and their evaluation of teaching in a traditional principles of economics course. Locus of control is a psychological construct that identifies an individual's beliefs about the degree of personal control that can be exercised over his or her environment. Students with an…
Descriptors: Probability, Economics Education, Metacognition, Locus of Control