Descriptor
Course Content | 67 |
Higher Education | 67 |
Economics Education | 66 |
Economics | 37 |
Educational Strategies | 13 |
Macroeconomics | 13 |
Teaching Methods | 12 |
Curriculum Development | 10 |
Textbook Content | 10 |
Microeconomics | 9 |
Undergraduate Study | 9 |
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Source
Journal of Economic Education | 67 |
Author
Hazlett, Denise | 2 |
Lage, Maureen J. | 2 |
Siegfried, John J. | 2 |
Sosin, Kim | 2 |
Agarwal, Rajshree | 1 |
Anderson, Gordon | 1 |
Bean, John C. | 1 |
Becker, William E. | 1 |
Bell, Christopher Ross | 1 |
Bernard, John C. | 1 |
Black, David C. | 1 |
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Publication Type
Journal Articles | 64 |
Reports - Descriptive | 47 |
Guides - Classroom - Teacher | 8 |
Opinion Papers | 5 |
Reports - Evaluative | 5 |
Reports - Research | 5 |
Information Analyses | 3 |
Guides - Non-Classroom | 1 |
Education Level
Audience
Practitioners | 19 |
Teachers | 19 |
Researchers | 9 |
Administrators | 2 |
Location
USSR | 2 |
Canada | 1 |
Russia | 1 |
United Kingdom (Great Britain) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Black, David C.; Dowd, Michael – Journal of Economic Education, 1994
Asserts that economics students are usually given two descriptions of the money market with the implication that they are consistent with each other. Reviews recent research and presents an asset-substitution model that reconciles the two descriptions of the money market with observed behavior. (CFR)
Descriptors: Banking, Course Content, Economic Factors, Economics Education
Peer reviewed
Siegfried, John J.; And Others – Journal of Economic Education, 1991
Discusses objects, methods of instruction, content, and accomplishments of the undergraduate major in economics. Recommends a strong introductory sequence stressing application of economic tools, rigorous intermediate theory courses, background courses in quantitative methods, and a minimum of five economics electives. Suggests synthesis through a…
Descriptors: College Curriculum, Course Content, Creative Writing, Curriculum Development
Peer reviewed
Coffin, Donald A. – Journal of Economic Education, 1993
Describes the use of a computer simulation, "The Competitive Edge," in a college-level course in labor relations. Describes the content, implementation procedures, and assessment design of the simulation. Concludes that, although some improvements could be made, the program is a valuable and useful simulation of labor market decision…
Descriptors: Computer Assisted Instruction, Course Content, Curriculum Design, Decision Making Skills
Peer reviewed
Parks, Robert P. – Journal of Economic Education, 1999
Considers the use of electronic mail in submitting teacher evaluations, student construction of web pages, and PowerPoint presentation slides in lectures within an economics course in order to improve student interest in economics. Addresses the positive and negative aspects of all three teaching strategies. (CMK)
Descriptors: Active Learning, Course Content, Economics Education, Educational Strategies
Peer reviewed
Chizmar, John F.; Walbert, Mark S. – Journal of Economic Education, 1999
Describes the preparation and execution of a statistics course, an undergraduate econometrics course, and a microeconomic theory course that all utilize Internet technology. Reviews seven principles of teaching practice in order to demonstrate how to enhance the quality of student learning using Web technologies. Includes reactions by Steve Hurd…
Descriptors: Active Learning, Computer Uses in Education, Course Content, Economics Education
Peer reviewed
Vachris, Michelle Albert – Journal of Economic Education, 1999
Discusses the Christopher Newport University (Virginia) [CNU] online program in which students can complete their general education required courses and earn four-year undergraduate degrees online. Addresses the effects of technology on students and the problems encountered in an online environment. Includes reactions by George Bredon and Howard…
Descriptors: Cheating, Course Content, Degrees (Academic), Distance Education
Peer reviewed
Peterson, Dean; Bean, John C. – Journal of Economic Education, 1998
Describes a method for organizing the subject matter associated with the history of economic thought. The conceptual matrix is an organizer and visual display that cross references normative and economic issues with their historical context. Maintains that the matrix promotes critical thinking and allows students to focus on the issues. (MJP)
Descriptors: Advance Organizers, Concept Teaching, Course Content, Course Organization
Peer reviewed
Ekelund, Robert B., Jr.; Hebert, Robert F. – Journal of Economic Education, 1998
Criticizes the use of a conceptual matrix in an undergraduate history of economic thought course. A conceptual matrix is a visual display advocated by John Bean and Dean Peterson that cross references normative and economic issues with their historical contexts. Argues that this promotes rote learning and stifles critical thinking. (MJP)
Descriptors: Advance Organizers, Concept Teaching, Course Content, Course Organization
Peer reviewed
Hazlett, Denise; Ganje, Jeela – Journal of Economic Education, 1999
Describes a classroom experiment that demonstrates under what conditions the parallel market rate approximates the free-market value of the domestic currency. Students act as foreign exchange traders in a developing country. Provides results of the experiment and discussion questions. (CMK)
Descriptors: Course Content, Developing Nations, Discussion (Teaching Technique), Economic Factors
Peer reviewed
Simpson, Murray S.; Carroll, Shireen E. – Journal of Economic Education, 1999
Presents the results from a survey, of alumni who majored in economics at Davidson College, designed to assess the value of the types of assigned writing in writing intensive (WI) economics courses. Describes the WI economics courses offered at Davidson College. Discusses implications of the survey results. (CMK)
Descriptors: College Graduates, Course Content, Economics Education, Educational Improvement
Peer reviewed
Mrozek, Janusz R. – Journal of Economic Education, 1999
Argues for a unified consideration of how markets fail based on how an efficiency rule (marginal benefits to society equal or exceed marginal costs to society) is violated. States that repetition of the efficiency decision rule framework reinforces basic concepts and emphasizes the normative foundation underlying the analysis of market failure.…
Descriptors: Course Content, Economics, Economics Education, Efficiency
Peer reviewed
Sosin, Kim; Becker, William E. – Journal of Economic Education, 2000
Introduces the Online section in the "Journal of Economic Education" that identifies exemplary interactive material for teaching and learning economics. Describes the selections for the section in this issue of the journal and states that the featured Web sites illustrate important direction for teaching using hypermedia and…
Descriptors: Computer Assisted Instruction, Course Content, Economics, Economics Education
Peer reviewed
Goffe, William L.; Braden, Elise – Journal of Economic Education, 2000
Describes the Web site Resources for Economists on the Internet (RFE) that is sponsored by the American Economic Association under the Journal of Economic Literature. States that RFE focuses on the needs of academic economists. Explains that RFE includes over 900 Internet resources and discusses the "Teaching Resources" section. (CMK)
Descriptors: Computer Assisted Instruction, Course Content, Course Descriptions, Economics
Peer reviewed
McCain, Roger A. – Journal of Economic Education, 2000
Discusses an electronic textbook called "Essential Principles of Economics." Explains that economic concepts are found by following links from the table of contents, while each chapter includes both expository information and interactive material including online multiple-choice drill questions. States that the textbook is a "work…
Descriptors: Computer Uses in Education, Course Content, Economics, Economics Education
Peer reviewed
Lage, Maureen J.; Platt, Glenn – Journal of Economic Education, 2000
Describes a Web site that is for an undergraduate principles of microeconomics course and a main component of "The Inverted Classroom" in which lectures take place outside of class. Explains that the Web site is divided into four sections: (1) the classroom; (2) the desk; (3) the coffee shop; and (4) the library. (CMK)
Descriptors: Computer Uses in Education, Course Content, Economics, Economics Education