Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment

Asserting that “elementary teachers are going to become increasingly involved with economic concepts, and that economic education at the elementary level is at an important developmental state,” Professor Ramsett explains how economics can be included in the elementary school curriculum without taking other subject matter out, and suggests approaches to the training of elementary teachers. He describes some innovative techniques being used at North Dakota's New School of Behavioral Studies, illustrates methods for motivating pupils, shows how economic concepts can be related to other subjects (such as arithmetic), and calls for cooperation between educators and liberal arts faculties in preparing the elementary teacher.     

Perspectives on Economics in the School Curriculum: Coursework,Content, and Research

This review describes the conditions for teaching economics in the kindergarten through twelfth grade (K–12) curriculum in U.S. schools. The first section presents data on course-taking in economics in high schools and state mandates for economics instruction. It discusses the value of the infusion approach to teaching economics either in place of a separate course or as a complement to it. The second section describes the economic content that is taught to students as presented in content guides and standards. The final section presents research findings on (1) test instruments for measuring outcomes from economics instruction, (2) the effect of teacher coursework and training on the student economic understanding, and (3) how instructional materials complement or substitute for instructor selection and training.     

Economic Education in Korea: Current Status and Changes

The authors describe key aspects of precollege and undergraduate economic education in Korea. They show that precollege students seem to have low economics literacy due to problems with the curriculum and insufficient training of teachers. At the undergraduate level, they show that economics departments have more male students than female students and that the employment rate for economics majors is lower than for business majors. They hope to draw more of Korean economists' attention to research initiatives in economic education.     

全面理解人力资本的经济价值——教育经济学与培训经济学的融合

教育经济学不应只是正规学校教育的经济学,在终身学习的理念下,正规学校教育的结束并不意味着学习步伐的停滞和人力资本投资的终结。教育经济学未来拓展的路径,除了理论基础上的"外延式"发展外,还可以在原有的人力资本理论框架内走一条"内涵式"发展的道路,即强调综合考察人力资本投资的多种途径,特别是教育和培训这两种最主要的人力资本投资形式,让教育经济学走出正规学校教育经济学的固有领地,团结在人力资本理论的名义下,与培训经济学融合,走向人力资源开发研究的广阔天地,惟其如此,才能全面、深入地研究人力资本的经济价值及其实现机制。     

Some Reflections on the Teaching of Economics and Commerce in a Developing Country

The author, a teacher of economics and commercial subjects in Papua New Guinea which recently became independent, reports on the difficulties encountered in teaching these subjects in this developing country, where education of the western type is still associated in the minds of many with an aura of “cargo-cult” thinking. Other problems are the lack of textbooks in the language of the country, and the fact that the traditional beliefs of the majority of students run counter to principles of modern business and economics, making for a lack of even the most elementary economic understanding. Thus, the author believes, the transplanted course now being taught in Papua New Guinea cannot achieve the objective of providing basic economic understanding.

Mr. Smyth also suggests that the teacher “should be concerned with searching out those aspects of the traditional culture fhat can be used as ‘spring boards’ into a more complex study of the modem economy.”     

Teacher training for PhD students and new faculty in economics

Past studies suggest that a majority of economics graduate students engage in teaching-related activities during graduate school and many go on to academic positions afterwards. However, not all graduate students are formally prepared to teach while in graduate school nor are they fully prepared to teach in their first academic position. The authors characterize current teaching experience and training of graduate students from the point of view of directors of graduate studies and of newly minted academic economists. The authors also query department chairs and new faculty about teacher training, support available for new faculty, and the degree to which newly hired Ph.D. economists are prepared to teach. Findings indicate that while some training is available, there is room for enhancing teacher training in economics.     

Economics training and hyperbolic discounting: training versus selection effects

This paper contributes to the literature on the effects of economics training on behavior by examining the link between hyperbolic discounting and the number of economics classes taken by a sample of 1310 college graduates at Ohio University. A strong negative correlation is found between economics training and hyperbolic discounting behavior. Regression analysis shows that dynamic consistency is a determinant of taking economics classes. Once the endogeneity of these variables is accounted for, economics training is no longer a statistically significant determinant of hyperbolic discounting. Thus, the selection effect of studying economics outweighs the training effect. Behavioral variables are found to be more important in explaining hyperbolic discounting than demographic variables. The study suggests the importance of controlling for both the selection effect and the training effect for all studies that examine the role of economic training on behavior.     

Journal Articles of Interest from Other Disciplines

The authors describe the present state of economic education in Japan. There is a larger number of undergraduate students who major in economics, but their purpose of studying economics and their economic literacy differ. Precollege economic education is regulated by the course of study and limited by the poor ability of teachers to teach the economics content.     

河北省经济翻译人才培养研究

经济翻译人才的培养是开放式经济发展的必然要求.经济翻译人才的数量、质量直接影响了经济的飞速发展.河北省经济翻译人才严重缺乏及定位不当,因此,应明确目标,加强高校不同层次经济翻译人才的培养,尤其是应用经济翻译人才的培养非常重要.     

The Effects of Inservice Training on Participating Teachers and Students in Their Economics Classes

In a fairly elaborate study, the author found that inservice teacher training in economics improved the achievement scores of participating teachers and their students. In addition, as their achievement scores improved, both teachers and students developed more positive opinions about economics. At the time of the study, inservice training seemed to be more effective than preservice training.     

An Evaluation of Award-Winning Elementary Teaching Materials from the Kazanjian Program

In an unusual study, Professor Nappi attempts to measure the effectiveness of teacher-made materials in increasing the economic knowledge of elementary school pupils. In addition, he asks whether special training for teachers using the materials results in greater pupil learning as well. Finally, he seeks to determine the extent to which the teacher's understanding of economics (as measured by the Test of Economic Understanding published by Science Research Associates) brings about a change in pupil knowledge. Experimental and control groups were established for purposes of this study, and the pupil change scores were adjusted for differences in mental ability. It was found that, ceteris paribus, the materials, the special training for teachers, and teacher knowledge of economics all resulted in “comparative advantages” for experimental group pupils.     

A Model of Economics Learning in the High Schools

The effectiveness of the Developmental Economic Education Project (DEEP) of the Joint Council of Economic Education (JCEE) and the International Paper Company Foundation (IPCF) awards program for teaching economics is evaluated in this article. The effects these programs have on achievement in economics (ACH), attitudes towards economics as a subject (ATE), and economic attitude sophistication (EAS) are observed. The authors' study shows that DEEP schools had a positive effect on students in these three areas. The results of the IPCF program are less encouraging with students actually showing less economic understanding as a consequence of being taught by an award winning teacher.     

基于资产专用性的中国高校发展分析

中国高等教育体制经过二十年的改革，取得了显着的成绩，不仅培养出大批的优秀人才，而且推动了国家科技迅速地发展，为中国的经济发展和繁荣，做出了杰出的贡献。然而，在市场经济的新形势下，高等教育体制的改革也产生了一系列问题。本文通过资产专用性理论的经济学思考，对中国高等教育体制改革中出现的问题进行了探讨，并提出了一些改革设想。     

Change and Continuity

Although there is considerable evidence that efforts to teach economic concepts to elementary school children are increasing, little research is being done at this level. William Walstad's article is, then, one of those rare pieces that reports the results of a controlled study in the elementary grades. In addition, it includes a discussion of research design and statistical techniques, and considers some of the problems one encounters in this type of research (such as problems in parameter estimation). The author measured the effects of a teacher in-service program that provided instruction in economics as applied to the Unified Sciences and Mathematics for Elementary School program. The new Test of Economic Literacy was administered to the teachers, while their pupils took the Test of Elementary Economics. Control groups were also tested. Pupil attitudes toward economics were measured, and it was found that achievement in economics had a direct influence on attitude toward economics. Walstad concludes that “teachers and students gain substantial benefits from the in-service program in practical economic problem solving.”     

Economic Education in Schools and Universities in England

The authors review three aspects of economic education in England. They examine trends in undergraduate economics in England, principally in terms of recruitment and outcomes and connections with economics in schools. They also review formal instruction in schools through so-called “advanced level” courses for 16–19-year-old students and the role of the academic community in recent research in England on economic education.     

Do Recent PhD Economists Feel Prepared to Teach Economics?

A survey of recent economics PhDs who graduated from U.S. PhD programs and are now teaching in either the United States or Canada revealed that only half of the respondents who taught a stand-alone course during their doctoral program had any teacher preparation training. Those who did have training only felt “adequately” prepared for teaching. However, as a general rule, the respondents felt that they were well-prepared for teaching at the completion of their graduate program. The authors did not find significant differences in the responses of those who did complete formal pedagogical training during their doctoral program and those who did not. Those who completed training during their doctoral program appear to currently be more enthusiastic about training.     

政府教育支出的经济增长效应研究

政府教育支出的经济增长效应是经济学界研究的重要问题。文章首先建立一个包含政府教育支出的两部门内生增长模型,对中国政府教育支出的经济增长效应进行分析,实证结论是:长时期内中国政府教育支出的经济增长效应是正。因此,应进一步增加政府教育支出,并通过改进投资结构和进度,使之对长期经济增长起到更为重要的促进作用。     

Richard Manning 1943–1989

The community of academic economists and professionals has suffered a great loss by Richard Manning's untimely death. He was barely halfway through his career and at the peak of his ability as a researcher, teacher and leader. Many students will no longer encounter his insight into economic theory, many colleagues will miss his ability to focus discussion into fruitful avenues and many good papers will not be written with the same clarity of thought The discipline of economics is poorer for it.     

When do in‐service teacher training and books improve student achievement? Experimental evidence from Mongolia

This study presents evidence from a randomized controlled trial in Mongolia on the impact of in‐service teacher training and books, both as separate educational inputs and as a package. It tests for complementarity of inputs and nonlinearity of returns from education investment, as measured in students’ test scores. The result suggests that the provision of books, on top of teacher training, raises students’ achievement substantially. However, teacher training and books weakly improve test scores when provided individually. This study sheds light on the relevance of supplementing teacher training schemes with appropriate teaching materials in resource‐poor settings.     

人权的正当性追问

在人权的正当性问题上,先验式人权论证、经验式人权论证和康德关于"人是目的"的哲学判断,都不具有充分的说服力。论证人权的正当性需要另辟蹊径。由于人权是一个关系性概念,人权的正当性需要从人与人的关系、从人类社会共同体的角度来阐明。尊重和保障人权是维系社会共同体存续的需要。