Advances in Economics Education最新文献

Key authors in business and management education (BME) with a bibliometric analysis of economic education scholarship by gender 商业和管理教育(BME)的主要作者，按性别对经济教育奖学金进行文献计量分析

Advances in Economics Education Pub Date : 2023-06-02 DOI: 10.4337/aee.2023.01.04

Carlos J. Asarta, Regina F. Bento, Zachary Ferrara, Charles J. Fornaciari, A. Hwang, K. Dean, Diego Mendez-Carbajo

{"title":"Key authors in business and management education (BME) with a bibliometric analysis of economic education scholarship by gender","authors":"Carlos J. Asarta, Regina F. Bento, Zachary Ferrara, Charles J. Fornaciari, A. Hwang, K. Dean, Diego Mendez-Carbajo","doi":"10.4337/aee.2023.01.04","DOIUrl":"https://doi.org/10.4337/aee.2023.01.04","url":null,"abstract":"This study examines productivity in Business and Management Education (BME) scholarship, identifying the “top 96” BME authors of the last decade, extending the author productivity conversation initiated by Arbaugh et al. (2017), and exploring the degree to which women feature in the list. The rankings proved very dynamic: approximately 55% of the top-ranked authors are new to the list, with 38% of those authors being female. The BME field continues to offer opportunities for establishing a profile as a highly productive author, since barriers for entry into the list remain relatively low: five articles continue to be the threshold for inclusion. Accounting expanded its dominance over other disciplines, with the number of accounting education scholars ranked increasing from 28 to 34. The number of highly productive authors affiliated with institutions outside of the United States has increased significantly when compared to the 2005–2014 study, suggesting that the call for wider international participation in BME scholarship is beginning to produce movement. We document differences in the content of the scholarship produced by leading male and female authors in economic education, noting that those differences tend to blend when they work together.","PeriodicalId":269953,"journal":{"name":"Advances in Economics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130482705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Understanding sex differences when majoring in economics: what little we know, reasons for knowledge gaps, and a research agenda of unanswered questions 在主修经济学时理解性别差异:我们所知甚少，知识差距的原因，以及未解决问题的研究议程

Advances in Economics Education Pub Date : 2023-06-02 DOI: 10.4337/aee.2023.01.02

Sam Allgood, Kimmarie Mcgoldrick

引用次数: 0

The tradeoff between economic freedom and economic performance: a classroom exercise 经济自由和经济绩效之间的权衡:课堂练习

Advances in Economics Education Pub Date : 2023-06-02 DOI: 10.4337/aee.2023.01.06

F. Mixon, Rand W. Ressler

引用次数: 0

Introduction to the Symposium: Gender and Economics Education 研讨会导言:性别与经济教育

Advances in Economics Education Pub Date : 2023-06-02 DOI: 10.4337/aee.2023.01.01

P. Docherty

引用次数: 0

Easy expectations and racial bias in economics instructor ratings 经济学讲师评分中的简单期望和种族偏见

Advances in Economics Education Pub Date : 2023-06-02 DOI: 10.4337/aee.2023.01.07

Junaid B. Jahangir

{"title":"Easy expectations and racial bias in economics instructor ratings","authors":"Junaid B. Jahangir","doi":"10.4337/aee.2023.01.07","DOIUrl":"https://doi.org/10.4337/aee.2023.01.07","url":null,"abstract":"This paper uses Rate My Professors (RMP) data for instructors at two Canadian universities to investigate the determinants of economics instructor ratings, including the impact of easy grading expectations (or “easy expectations”) and various potential student biases related to ethnicity, gender, and accent. Regression analysis, including random effects panel data analysis and multilevel modelling, indicates that easier courses with lower difficulty levels and higher grades awarded to students are significant determinants of better instructor ratings. In addition, lower difficulty levels and higher grades tend to be associated with contract instructors compared to full-time instructors. The effect of instructor accent was insignificant. Our findings suggest that the ratings of economics instructors suffer from the same biases related to course difficulty, possibly attributable to “easy expectations,” and racial bias, as has been generally found in student ratings across academic disciplines. To the extent that instructor ratings are driven by “easy expectations” and racial bias, and that RMP ratings are consistent with formal university instructor ratings, the case for basing promotions, tenure decisions, and salary raises on average instructor ratings is weak.","PeriodicalId":269953,"journal":{"name":"Advances in Economics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116061113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Improving long-term retention: promoting distributed practice in an introductory economics course 提高长期记忆:在经济学导论课程中推广分布式实践

Advances in Economics Education Pub Date : 2023-06-02 DOI: 10.4337/aee.2023.01.05

Daniel Diaz Vidal

{"title":"Improving long-term retention: promoting distributed practice in an introductory economics course","authors":"Daniel Diaz Vidal","doi":"10.4337/aee.2023.01.05","DOIUrl":"https://doi.org/10.4337/aee.2023.01.05","url":null,"abstract":"This paper reports on a classroom experiment that tested whether increased use of a pedagogical approach known as distributed practice can lead to enhanced long-term retention of material covered in an Introduction to Economics course. In a distributed practice approach, students are encouraged to learn course material over a longer period of time and to keep coming back to the same material more than once. This contrasts with more traditional pedagogical approaches that effectively encourage students to cram for exams in a short space of time. Students in a class that made more frequent use of comprehensive exams across a semester, and students in a class that employed a more traditional assessment structure, re-took an exam on core economic concepts one year after the end of semester to test their long-term retention of these concepts. Results from this experiment indicate a positive correlation between post-semester test scores and participation in the section that used more frequent comprehensive exams, controlling for parental education, the taking of other economics courses, original course grade, and other relevant variables. These results suggest the effectiveness of the high-frequency assessment strategy and the associated distributed practice approach to learning. Implications for future work are also considered.","PeriodicalId":269953,"journal":{"name":"Advances in Economics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129020169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using the COVID-19 vaccine to teach constrained optimization in Econ 101 利用COVID-19疫苗教授经济学101中的约束优化

Advances in Economics Education Pub Date : 2022-11-01 DOI: 10.4337/aee.2022.01.05

引用次数: 0

Eight lessons for teaching macroeconomic policy after COVID-19: a heterodox perspective 新冠疫情后宏观经济政策教学的八个教训:一个非正统观点

Advances in Economics Education Pub Date : 2022-11-01 DOI: 10.4337/aee.2022.01.02

引用次数: 0

A short-run Keynesian model of the COVID-19 recession for Econ 101 经济学101:新冠肺炎衰退的短期凯恩斯模型

Advances in Economics Education Pub Date : 2022-11-01 DOI: 10.4337/aee.2022.01.03

引用次数: 0

Simple games for teaching economics online 简单的在线经济学教学游戏

Advances in Economics Education Pub Date : 2022-11-01 DOI: 10.4337/aee.2022.01.04

引用次数: 0