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A National Survey of Teaching Methods in Advanced Placement Economics Courses: More Chalk and Talk?
No full textBecker and Watts conducted national surveys in 1995 and 2000 of those teaching economics at post-secondary institutions to investigate teaching methods used in undergraduate courses. Surveys similar to Becker and Watts were sent to AP economics teachers. We compare the teaching methods used in college classes with those used by AP teachers. Compared to principles courses in economics offered at the colleges, the typical high school AP Economics class has a smaller number of students, the teachers are more likely to use classroom discussions and the high school teachers use lectures less often than do college instructors of economics
The Complete Set of Explicit Yield to Maturity Formulas
No full textObtaining general explicit yield to maturity (YTM) formulas is feasible for coupon bonds with integer maturities of less than five periods but, surprisingly, the literature lacks such formulas for three- and four-period bonds. I fill this void by providing the complete set of integer-maturity YTM formulas. Although the new formulas are unwieldy, they may be computationally advantageous over iterative methods of finding the YTM. Indeed, I present simulations indicating that the three-period YTM formula may require as little as one-third of the computation time needed with trial and error methods. Similarly, the four-period formula also produces substantial computational savings
Does Macro/Micro Course Sequencing Affect Student Performance in Principles of Economics Courses?
No full textUsing a sample of 870 students in the College of Business at the University of Arkansas at Little Rock, we look at the question of whether and to what extent Macro-Micro course sequencing affects student performance in principles of economics. We find that the optimal sequencing involves having students take the two principles of economics classes concurrently. In addition, consistent with most prior research, we find that grade point average, major, and to some extent ethnicity and gender are significantly related to performance in one or both of the principles of economics classes
Distance Delivery in Economics: Faculty Perspectives
No full textAlthough a large number of colleges and universities have begun offering economics courses utilizing distance learning, limited empirical evidence has been presented on how economics faculty perceive this medium. We address this weakness in the literature by conducting a survey of academic members of the Economics professorate and examining their perceptions and attitudes toward distance learning. Specifically, we solicited information on current offerings using distance technology, the willingness of faculty to teach via distance delivery, perceived suitability of various economics courses for distance delivery, the degree to which requisite distance delivery technologies are used by faculty, and perceived stakeholder demand for distance education
Evaluating College Teaching Performance: The Case of Principles of Economics Classes
No full textThe paper suggests a methodology to remove potential bias from performance evaluations, which may arise, for example, if those being evaluated cannot control key factors that affect their performance score. The methodology is illustrated for the case of instructors’ teaching evaluations in principles of economics classes at a large comprehensive university. Standard student evaluations and the results of an end-of-term test of student knowledge are adjusted for student and class characteristics using simple regression techniques. In addition, student evaluations are adjusted for grade inflation. The results of the suggested methodology are compared to those derived from the common evaluation method based on unadjusted student evaluations
